Usage of the available ICT facilities in teaching and learning processes in Tanzania: A comparative analysis of selected secondary schools in Mvomero district and Morogoro Municipality.
Date
2020
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Mzumbe University
Abstract
This study compares the ICT learning processfacilities in teaching and learning process among secondary schools in Morogoro, Tanzania. Specifically, the study aimed to identify the availability of ICT facilities in schools; to find out the teachers and learners’ attitude on the usage of available ICT facilities and; to identify opportunities and challenges in usage of ICT facilities in teaching and learning process. The study was guided by constructivism and planned behaviour theories. The study used qualitative and quantitative research approach through a multiple case study design, purposive and simple random sampling techniques were used to select 97 respondents from 8 schools in Morogoro. Data were collected through, observations, interviews, focus group discussions and questionnaires. Quantitative data were analysed by the use of SPSS, and qualitative information were analysed through content analysis where different codes and categories were organized to form broad themes. Findings indicate variation in ICT facilities and attitudes among the studied respondents and schools. Urban and national schools had more facilities compared to rural and ward schools. To a great extent a positive attitude among majority of teachers and students towards ICT use revealed a favorable infrastructures and accessible ICT facilities. In Contrast, in some schools with inadequate facilities, the attitudes are implicitly negative. In spite of the varied attitudes, the usage of ICTs seems to evidently support teachers in their daily pedagogical and administrative roles. Students also used ICTs in their learning responsibilities. However, the usage of ICTs in teaching and learning faced some challenges, such as shortage of computers and absence of internets access. These findings imply that, the implementation of ICT policies is more efficient in urban schools compared to rural schools. It is thus concluded that, effective usage of available ICTs depends on the infrastructural and contextual factors on one hand and intrinsic motivation of teachers and students on the other. This calls for continuous promotion of ICT integration across stakeholders for effective teaching and learning in schools
Description
A dissertation submitted in partial fulfilment of the requirements for the award of the degree of Master of Arts in Education (MAED) of Mzumbe University.
Keywords
Available ICT facilities, ICT learning process, Usage of ICT
Citation
APA