Use of ICTs to Students’ Performance in Secondary Schools Classroom in Tanzania

International Journal of Research and Scientific Innovation (IJRSI) | Volume VI, Issue IV, April 2019 | ISSN 2321–2705

Use of ICTs to Students’ Performance in Secondary Schools Classroom in Tanzania

Shima Dawson Banele

The Open University of Tanzania, Faculty of Education, P.O. Box 23409, Dar es Salaam, Tanzania

Abstract: Students are core objects in any school systems activities. This paper depicted to find out students learning performances vested into teacher’s procedures and approaches for lesson preparation, introduction, delivering and reinforcement using ICT mediated as teaching and learning tools with assumptions classrooms are subsystem intended to reach best outcomes. Social Cultural theory (SCT) depicted into system activity theory (SAT) (Vygotsky, 1978; Engeström, 1987) guided the study. Pragmatism paradigm insisting in viewing, analyzing and expressing findings of phenomenon in multi-views expressively into mixed descriptive exploratory design. Mixed techniques were used to collect quantitative and qualitative data; peer quasi experiment observation was conducted whereby selected teachers exposed the same group of students in classroom activities using traditional and technology mediated teaching and learning approaches. Kibaha district, Pwani region, Tanzania was the study area. Data collection tools administered was four ranked Likert scale questionnaire and semi-structured interview. The sample involved 6 classroom teachers non-probability purposively selected from 3 government secondary schools; also, simple randomly selection was administered to obtain 50 cases of peer-observers and 10 interviewed teachers. The inter-item reliability in questionnaire hold Cronbach’s alpha of 0.713. Collected data was analyzed using SPSS and thematic content. The findings endure to show importance of technology in changing students’ learning activities.

Key Words: ICT, teaching and learning, students, classroom

I. INTRODUCTION

Tanzania Education Policy (1999) and its review (2014) recognized ICT as teaching and learning tool in education system secondary level being among (URT, 1999; 2014). Currently, Tanzania is visionaries to pick-up and became industrialized-middle earning economy whereby efforts to change quality of future human capital are vested in schools particular secondary education level which is a bridge between basic primary and tertiary, university education. Among the fostering strategies are students exposition to ICTs in and out of classroom activities to foster quality of future human capital as Kozma, (2005) alerted ICTs are important tools for transforming education practices

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