Results 10 resources
The Use of Technology in the CPD Implementation Plan in Tanzania [Technical Guidance]Adam, T., El-Sefary, Y., Haßler, B., … Mtebe, J. - 2021 - EdTech Hub
An output of the EdTech Hub, https://edtechhub.org
Redesigning local games to stimulate pupils’ interest in learning numeracy in TanzaniaGodfrey, Z., & Mtebe, J. - 2018 - International Journal of Education and Development Using Information and Communication Technology, 14(3), 17–37
The lack of interest and negative attitude in learning mathematics have been described as one of the causes for the continue poor performance of the subject in primary schools and beyond in Tanzania. Despite several government’s efforts to improve pass rate of mathematics, the use of digital games has not been well adopted. This study redesigned local games played by Tanzanian children all over the country into digital games for the aim of stimulating interest of pupils in learning numeracy...
Pre-service teachers’ self-efficacy beliefs towards educational technologies integration in TanzaniaRaphael, C., & Mtebe, J. S. - 2017 - Journal of Learning for Development, 4(2), 196–210
This study examines pre-service teachers’ (N = 386) self-efficacy beliefs towards educational technologies integration in the classroom at the two colleges in Tanzania that prepare secondary education teachers. Using regression analysis, the study found out that the determinants of self-efficacy beliefs among pre-service teachers towards educational technologies integration are support, perceived ease of use, performance expectancy, and social influence. The findings of this study enhance...
Development of digital diary for enhanced parental school involvement in TanzaniaJeremiah, S. R., & Mtebe, J. S. - 2018 - The African Journal of Information Systems, 10(3), 246–260
The study examined the use of digital diary as a tool for enhancing parental school involvement in Tanzania. The development of the digital diary followed eXtreme Programming agile method where 87 parents and 6 teachers from St. Florence school were involved. Parents and teachers were given six months to use the tool before testing for its effectiveness using data from 7 teachers and 156 parents through semi-structured interviews and questionnaires respectively. The study found that the...
Mining students’ data to analyse usage patterns in eLearning systems of secondary schools in TanzaniaMtebe, J. S., & Kondoro, A. W. - 2019 - Journal of Learning for Development, 6(3), 228–244
The adoption and use of various eLearning systems to enhance the quality of education in secondary schools in Tanzania is becoming common. However, there is little evidence to suggest that students actually use them. Existing studies tend to focus on investigating students’ attitude towards using these systems through surveys. Nonetheless, data from surveys is normally subject to the possibility of distortion, low reliability, and rarely indicate the causal effects. This study adopted WEKA...
Cloud computing architecture for eLearning in secondary schoolsMwakisole, K., Kissaka, M., & Mtebe, J. - 2019 - The African Journal of Information Systems, 11(4), 299–313
In recent years, schools have been investing heavily on information and communications technology (ICT) infrastructure to implement eLearning systems to enhance the quality of education in secondary schools in Tanzania. The majority of these systems are implemented using a traditional web-based eLearning approach on school premises which is costly and limits usage due to lack of scalability and flexibility. Consequently, many schools have started adopting cloud computing as a solution....
Factors influencing teachers’ use of multimedia enhanced content in secondary schools in TanzaniaMtebe, J. S., Mbwilo, B., & Kissaka, M. M. - 2016 - The International Review of Research in Open and Distributed Learning, 17(2)
Tanzania is faced with a severe shortage of qualified in-service school science and mathematics teachers. While science and mathematics account for 46% of the curriculum, only 28% of teachers are qualified to teach these subjects. In order to overcome this challenge, the Ministry of Education and Vocational Training (MoEVT) implemented a project to use multimedia-enhanced content to upgrade subject content knowledge of science and mathematics teachers in secondary schools. A total of 70...
Feasibility of cloud computing implementation for eLearning in secondary schools in TanzaniaMwakisole, K. F., Kissaka, M. M., & Mtebe, J. S. - 2018 - International Journal of Education and Development Using Information and Communication Technology (IJEDICT), 14(1), 91–102
This article assessed the feasibility of implementing eLearning systems in a cloud-based infrastructure for secondary schools in Tanzania. The study adopted questionnaire and document reviews as data collection tools. A total of 820 students successfully returned the questionnaire from seven secondary schools in Tanzania. The study found that 11% of government secondary schools had computer labs with 20.1% of them connected to the Internet. Moreover, more than half of surveyed students...
Developing and piloting interactive physics experiments for secondary schools in TanzaniaMsoka, V. C., Mtebe, J. S., Kissaka, M. M., & Kalinga, E. C. - 2015 - Journal of Learning for Development, 2(1)
Students in secondary schools in Tanzania have been facing difficulties in conducting laboratory experiments. This has been due to the acute shortage of laboratory facilities and poor teaching methodologies. Consequently, students perceive science subjects as unattractive, difficult and irrelevant to understanding the world around them. An interactive physics experiment was developed and piloted in two schools with 157 students to investigate whether interactive experiments can be used as an...