i

THE CONTRIBUTION OF INFORMATION AND COMMUNICATION

TECHNOLOGY (ICT) UTILIZATION IN TEACHING/LEARNING TO
STUDENTS ACADEMIC ACHIEVEMENT IN SELECTED SECONDARY
SCHOOLS IN TABORA MUNICIPALITY

By

GARABA ATHANAS M.

A Dissertation Submitted to the Faculty of Education in Partial Fulfillments of the Requirement for the
Award of Master Degree of Education Management and Planning.

2014
 ii

CERTIFICATION
I, the undersigned, certify that I have read and hereby recommend for acceptance by the St.
Augustine University of Tanzania, a dissertation entitled The Contribution of Information
and Communication Technology (ICT) Utilization in Teaching/Learning to Students
Academic Achievement in partial fulfillment of the requirements for the award of Master
degree of Education Management and Planning by the St. Augustine University of Tanzania.

Dr. Sr. Sophia Mbihije.

(Supervisor)

Date: ------------------------------
 iii

DECLARATION
I, GARABA, Athanas M., hereby declare that this dissertation is my own original work and

that it has not been presented and will not be presented to any Higher Education Institution for

the award of a Masters degree or any other relevant award.

Signature..................................

Date.......................................
 iv

COPYRIGHT
This dissertation is copyright material protected under the Berne Convention, the Copyright

Act 1999 and other international and national enactments, in that behalf, on intellectual

property. It may not be reproduced by any means, in full or part, except for short extracts in

fair dealings, for research or private study, critical scholarly review or discourse with an

acknowledgement, without the written permission of the Directorate of Postgraduate Studies,

on behalf of both the author and the St. Augustine University of Tanzania.
 v

DEDICATION
I dedicate this work to my beloved parents; Mr. and Mrs. MARCO GARABA KABWANDA

who gave me insight to education and my beloved sister; Late SESILIA MARCO GARABA

who provided me a great support to my education.

 vi

ACKNOWLEDGEMENTS

I am very grateful to many individuals for their support and contributions towards the

achievement of this work. I am grateful to lecturers of Archbishop Mihayo University College

of Tabora (AMUCTA) particularly Dr. Sr. Sophia Mbihije, Dr. Tiboroha, Fr. Ndasi A.K, Dr.

Tibategeza, Mr. Ntazoya, E, Mr. Mkama, I. Mr. Kuluchumila and masters students for their

fundamental technical, timely, accurate and appropriate academic guidance and supervision

that led to the realization of this research report, thank you very much.

I am particularly grateful to my son Mark Athanas Marco Garaba and my wife Evelyne N.

Chuleha who provided enough time to support me with their loneliness of missing me for a

long time that I used to be away from my family, thank you very much.

I also convey my thanks to Mr. Daudi Abdallah, Ms. Esther Nghosha and Mr. Kazi, G who

provided me with a great cooperation and assistance when writing this research, by giving me

relevant equipment and data related to this study.

I convey my thanks to those who helped me in one way or another and their names are not

mentioned here, without forgetting the cruel of Tabora boys secondary school for their

tolerance of the time they needed my assistance while I was busy, thank you very much.
 vii

ABSTRACT

This study was set out to investigate the contribution of ICT utilization in teaching and learning
to students academic achievement. It was specifically aimed at achieving the specific
objectives namely:-to find out the level of accessibility of ICT in secondary schools for
enhancing effective and efficient teaching and learning in Tabora municipality, to determine
the extent to which ICT is utilized in enhancing effective and efficient teaching and learning
among teachers and students in Tabora municipality, to determine the contribution of ICT
utilization on students academic achievement, to identify the challenges of ICT that hinder
enhancement of teaching/learning among teachers and students in Tabora municipality and to
identify the possible solutions to the challenges of ICT in enhancing teaching/learning among
teachers and students in Tabora municipality.

Mixed methods approach was used, where questionnaire and focused group discussion
methods were employed as methods for data collection. Teachers (20) were selected basing on
purposive sampling technique and students (122) were selected by simple random sampling in
which 142 were the targeted sample provided with the closed and opened questionnaires to fill
in. Quantitative data were analyzed by using Microsoft office excel software (MS- Excel 2007)
and Statistical Package for Social Sciences (SSPS) version 20.0. Descriptive statistics of mean
and standard deviation were calculated in order to make inference of the findings. Qualitative
data were analyzed using thematic Analysis.

Findings in this study revealed that (i) the available ICT tools to secondary schools were hardly
accessed to students (ii) the schools had inadequacy of ICT facilities despite the fact that they
are the most important tools in teaching any subject (iii) no clear time table for ICT utilization
in most of the schools (iv) most of the computers were used by the administration than students
(v) teachers were poorly technological experienced (vi) software were kept and not utilized
(vii) teachers were not aware on the changes on ICT policy, curriculum and pedagogy.
 viii

TABLE OF CONTENT
CERTIFICATION ..................................................................................................................................... ii

DECLARATION...................................................................................................................................... iii

COPYRIGHT ........................................................................................................................................ iv

DEDICATION........................................................................................................................................... v

ACKNOWLEDGEMENTS...................................................................................................................... vi

ABSTRACT .............................................................................................................................................vii

TABLE OF CONTENT...........................................................................................................................viii

LIST OF TABLES...................................................................................................................................xiii

LIST OF FIGURES .................................................................................................................................xiv

LIST OF APPENDICES...........................................................................................................................xv

ABBRAVIATION AND ACRONYMS..................................................................................................xvi

CHAPTER ONE: INTRODUCTION........................................................................................................ 1

1.1 Introduction ......................................................................................................................................... 1

1.2 Background to the Problem ................................................................................................................. 2

1.2.1 The Importance of ICT in education .......................................................................................... 5

1.2.3 Tanzanian ICT policy................................................................................................................. 6

1.3 Statement of the Problem..................................................................................................................... 7

1.4 Purpose of the Study............................................................................................................................ 7

1.5 Specific Research Objectives .............................................................................................................. 7

1.6 Research Questions.............................................................................................................................. 8

 ix

1.7 Significance of the Study..................................................................................................................... 8

1.8 Delimitation of the Study..................................................................................................................... 9

1.9 Limitation of the Study...................................................................................................................... 10

1.10 Definition of Terms ......................................................................................................................... 10

1.11 Conceptual Frame Work of the Study ............................................................................................. 11

CHAPTER TWO: LITERATURE REVIEW.......................................................................................... 15

2.1 Introduction ....................................................................................................................................... 15

2.2 Theoretical Foundation of the Study ................................................................................................. 16

2.3 Teaching and Learning in Secondary School using ICTs.................................................................. 17

2.4 Rationale of Teaching and Learning using the ICTs ......................................................................... 18

2.5 Use of ICT in Education .................................................................................................................... 20

2.6 Synthesis and Knowledge Gap .......................................................................................................... 21

CHAPTER THREE: RESEARCH METHODOLOGY .......................................................................... 25

3.1 Introduction ....................................................................................................................................... 25

3.2 Research Approaches......................................................................................................................... 25

3.3 Research Design ................................................................................................................................ 25

3.4 Description of the Study Area ........................................................................................................... 26

3.5 Target Population............................................................................................................................... 27

3.6 Sample Size and Sample Characteristics ........................................................................................... 27

 x

3.5.1 Characteristics of respondents.................................................................................................. 27

3.5.2 Students .................................................................................................................................... 29

3.5.3 Teachers ................................................................................................................................... 29

3.7 Sampling Procedure........................................................................................................................... 30

3.8 Data Collection and Instruments. ...................................................................................................... 31

3.8.1 Focused Group Discussion ............................................................................................................. 32

3.8.2 Questionnaires ................................................................................................................................ 32

3.9 Validation and Reliability of the Instrument ..................................................................................... 32

3.10 Data Collection Procedures ............................................................................................................. 33

3.11 Data Analysis................................................................................................................................... 33

3. 12 Ethical Considerations .................................................................................................................... 34

3.12.1 Pre-data collection phase ................................................................................................. 34

3.12.2 Data collection phase ....................................................................................................... 35

3.13. Presentation of Findings ................................................................................................................. 35

CHAPTER FOUR: DATA PRESENTATION, INTERPRETATION AND DISCUSSION.................. 36

4.0. Introduction ...................................................................................................................................... 36

4.1. Accessibility of ICT Tools at Schools .............................................................................................. 37

4.1.1 Availability of ICT facilities .................................................................................................... 37

4.1.2 ICT Tools storage and accessibility at secondary schools ......................................................40

4.1.3 Discussions...............................................................................................................................41

4.2 ICT Utilization for Teaching and Learning in Schools ..................................................................... 44

 xi

4.2.1 School timetable and utilization of ICT in teaching and learning............................................ 44

4.2.2 Technological experiences ....................................................................................................... 45

4.2.3 Usability of ICTs in schools..................................................................................................... 45

4.2.4 Competences in ICT Policy, Pedagogy and Curriculum..........................................................46

4.2.5 Discussions ..................................................................................................................................... 47

4.3. The Contribution of ICT-Utilization to Students Academic Achievements ................................... 51

4.3.1The Influence of ICT on Students Academic Achievement ....................................................51

4.3.2 Discussions...............................................................................................................................52

4.4. The Challenges Facing ICT in Teaching/Learning at Secondary Schools ....................................... 54

4.4.1 The Challenge of computers and internet connection ..............................................................55

4.4.2 The challenges of skilled teachers and their support................................................................55

4.4.5 Discussions...............................................................................................................................57

4.5. Solutions to the Challenges Facing ICT in Teaching/Learning at Secondary Schools .................... 58

4.5.1 Adequacy of computers, skilled teachers, internet and support to ICT units...........................59

4.5.2 Discussion ................................................................................................................................60

CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS.............................. 62

5.1. Introduction ...................................................................................................................................... 62

5.1. Summary of the Study ...................................................................................................................... 62

5.2. Summary of the Major Findings....................................................................................................... 63

5.3. Conclusions ...................................................................................................................................... 64

5.4. Recommendations............................................................................................................................. 65
 xii

5.4.1 Recommendations for action.................................................................................................... 66

5.4.2 Recommendations for further research ....................................................................................66

REFERENCES ........................................................................................................................................ 67

LIST OF APPENDICES.......................................................................................................................... 74
 xiii

LIST OF TABLES

Table 3.6.1: Sample and the corresponding schools where was drawn (N=142) .......................27

Table 3.6.2 Descriptive statistics of sample characteristics (N=142) .........................................28

Table 3.6.3: Subjects in which teachers used ICT tools when teaching (N=20) ........................30

Table 4.1.1Availability of ICT rooms, computers, support and storage units (N=142) .............37

Table 4.4.1: Challenges facing ICT in teaching at secondary schools (N=142).........................54

Table 4.5.1: Solutions to Challenges Facing ICT in Teaching at Secondary schools (N=142) .59
 xiv

LIST OF FIGURES

Figure 1.11.1: Suggested model representing ICT utilization in enhancing effective and
efficient teaching/learning among secondary school teachers and students. ..............................12

Figure: 3.4.1. The Map of Tanzania Indicating Tabora Region .................................................26

Figure 4.2.1: Statistics indicating Use of computers (N=142) ...................................................46

 xv

LIST OF APPENDICES

Appendix A: Questionnaire for ICT teachers .............................................................................74

Appendix B: Guidelines for Focused group Discussion on ICT ................................................76
Appendix C: Questionnaire for ICT students .............................................................................77
Appendix D: Budget Estimation and Schedule of Activities......................................................79
Appendix E: A letter from Regional Administrative secretary ..................................................80
Appendix F: A letter from the Municipal Director .....................................................................81
Appendix G: A letter from Municipal Education Officer...........................................................82
 xvi

ABBRAVIATION AND ACRONYMS

ESDP- Education Sector Development Program

ETP- Education and Training Policy

ICT- Information and Communication Technology

ITU- International Telecommunication Union

MOEC- Ministry of Education and Culture

SEDP- Secondary Education Development Plan

SEMP- Secondary Education Master Plan

UNESCO- United Nations Education, Scientific and Cultural Organization

URT- United Republic of Tanzania

WSIS- World Summit on the Information Society

MoEVT- Ministry of Education and Vocational Training

WEF-Wednesday by the World Economic Forum

INSEAD-European Institute of Business Administration

EAC- East African countries

MCT-Multipurpose Community Telecentre

SME-ICT-Science, Mathematics and English-Information and Communication Technology

FGD- Focused Group Discussion

xvii
 1

CHAPTER ONE

INTRODUCTION
1.1 Introduction

Information and Communication Technology (ICT) is a varied set of technological tools and

resources used for creating, storing, managing and communicating information (Vajargah,

2010). It became more mainstreamed in the last decade supporting growth and jobs; increasing

productivity; enhancing the delivery of public/private services and achieving broad socio-

economic objectives in the areas of healthcare, education, climate change, energy, employment

and social development (NICI, 2011).

In education, ICT serves as a means of improving efficiency in the educational process (Jones

& Knezek, 1993), memory retention, increasing motivation and deepening understanding

(Dede, 1998) and promoting collaborative learning, including role playing, group problem

solving activities and articulated projects (Forcheri & Molfino, 2000). Generally, ICT

promotes new approaches to working and learning, and new ways of interacting (Balacheff,

1993) and equips students with the skills they are expected to have upon graduation (Brandi &

Gunter, 2004). Majority of users are increasingly becoming major catalyst of change

(Whetston, 2001).

Recently, the United Republic of Tanzania (2011) reported that ICT in Education cannot and

should not be separated from the larger national development strategy. For countries which

aspire to become knowledge society, ICT and Education should be seen as key drivers in the

production and use of knowledge. While it is clear that ICT in Education should be situated not
 2

only within the education policy and strategy but also within the broader of national

development strategy, the existing national policies and strategies coupled with strong

government commitment and understanding of the role of ICT in Education does not guarantee

the contribution of ICT in teaching and learning among students. Equally so the basis for the

existence of conducive and enabling environment under which ICT can do well and be put to

use in contributing to socio-economic development remains to be unclear. Similarly, while the

national policies influence the extent to which national ICT and related infrastructure are

developed (Tella, 2007), the spread and use of ICT in in education still is unaccounted. In

addition, the major determinants of ICT utilization to enhance teaching and learning appear to

be understated. It is therefore the aim of this study to find out the extent of this ICT was being

utilized in Tabora Municipality.

1.2 Background to the Problem

Information and Communication Technologies are at the very heart of the educational process,

consequently ICT-use in education has played an educational role in formal and non-formal

settings (UNESCO, 1999). The World Education Report (UNESCO, 1998) suggests that

worldwide, education is facing a significant challenge in preparing students and teachers for

our future knowledge-based society during a time when most teachers are not prepared to

use ICT and the majority of existing school buildings, even in the most developed countries,

are not equipped to integrate the new information and communication technologies. In similar

veins, the International Telecommunication Union, ITU (2010) reports that the number of ICT

users especially internet users worldwide had doubled in the past five years and would pass

the two billion mark with the majority of new users coming from developing countries. The

number of people with internet access at home had increased from 1.4 developing countries.
 3

While 65 per cent of Europeans were on the internet, only 9.6 per cent are from Africa. This

was attributed to lack of ICT policies in some of the countries which might be applied in

different areas including schools whereby internet using is essential in teaching and learning

using computers.

Hoque, Razak & Zohora (2012) revealed higher ICT utilization among school teachers and

principals in Malaysia and demonstrated that 84% of the teachers were not aware of national

ICT policy though it existed. In addition, they also reported that most of the schools (80%) do

not have ICT policy at the school level though the facilities and equipment of ICT are available

in most Malaysian schools. Almost all the teachers have a high level of skills in using

computer and strongly the basic skills needed for teachers in Information Technology (IT) are

attained by all the teachers.

According to ITU (2010), there were only 676,000 ICT users particularly on internet in the

world of which Finland comes first followed by Singapore and then Sweden. The 2013

Networked Readiness Index, released by the World Economic Forum (WEF) and European

Institute of Business Administration (INSEAD) that Mauritius ranks first in Africa and 55 th

globally with the score of 4.12, followed by South Africa on 70th (3.87), Seychelles (79th with

the score of 3.80), Egypt, Cape Verde and Rwanda. The report indicated that ICT usage in sub-

Saharan Africa remains very low, even though nations continue to build ICT infrastructure.

According to Hare (2007) ICT in education Africa wise is still a problem to almost all

countries in which East Africa and North Africa is sharply divided. Among the factors

mentioned to cause this sharp divide are lack of technical personnel in sufficient numbers to

manage a growing number of ICT resources and funding (Wanyembi, 2002). Wanyembi posits

that, this problem of lacking the personnel might be caused by the prolonged conflicts of the
 4

political parties which later on caused some deaths to some of the people in election of 2007 in

Kenya. In the same veins, Hare (2007) observed that the political crises and the long prolonged

conflicts in the East African Countries had devastating effects on education. He indicated that

several factors that hinder ICT use in Burundi, is the lack of an ICT in education policy which

means that ICT initiatives were not mainstreamed in the government development plans and

therefore lacking the focus, resources and a nationalistic outlook. However, Hare points out

that in East African countries (EAC) such as Rwanda, the government has implemented several

initiatives of ICT in education including training for teachers and one laptop per child that are

transforming the delivery and quality of education, science and technology scholarships.

Consequently, the presence of ICT in Rwanda has influenced the students and teachers to have

good teaching/learning models.

One of the essential aspects in education is the good choice of relevant instructional media that

will arouse teachers and students interests in teaching and learning processes. In Tanzania,

however, education is very important because it enables an individual to meet challenges

facing day to day living (URT, 2004). UNESCO (1984) identified that adequate provision of

educational media contributes to the good education performance, while inadequate provision

impedes good performance and thus contributes in making the quality of education decline.

The decline of the quality of education in Tanzania can be explained as to have been partially

in unavailability of relevant instructional media in secondary schools. The inadequacies and the

availability of instructional media have a contributing factor in lowering the quality of

secondary and tertiary education in Tanzania. These findings were supported by a study done

by UNESCO (1989) In Tanzania the only instructional materials which primary and

secondary schools have, are extremely restricted quantities of text books and exercise books.
 5

1.2.1 The Importance of ICT in education

Evidence has shown that ICTs have been employed adequately in some fields like industries

and financial institutions while less attention has been on the use ICTs for teaching and

learning purposes in our schools (MoEVT, 2014).

The ICT in school setting enhances teaching and learning process and motivates students to

learn. In the school management level, ICT is used in detailed student data management, on the

level of test and term marks; teacher data management, such as attendance and weekly lesson

plans (Hadjithoma-Garstka, 2011). Other than follow up of students achievements, the

information that is gained from the computer enables management to follow up on each and

every teachers work (Popkewitz, 2000). Rather than facilitating teaching and learning in the

schools, the Headmaster should evaluate the input of the teachers and output of the students.

School management information system enhances planning, organizing, and monitoring, and is

used as a tool for improving the effectiveness of the educational system in school (Hadjithoma-

Garstka, 2011).

In Tanzania, in order to implement the 1995 Education and Training Policy (ETP), the

Ministry of Education and Culture (MOEC) launched the Education Sector Development

Programme (ESDP) which was in line with Secondary Education Master Plan (SEMP) in 1998.

The aim of SEMP was to emphasize quality education that included curriculum review,

improvement of instructional materials, school inspections, improvement of language skills,

quality teaching as well as school rehabilitation (URT, 2004). In addition, the URT (2011)

Needs analysis Report on Teaching and learning science, mathematics and English in

secondary schools using ICT (SME-ICT project) has recently showed that the government

realizes the goals of broad social development and competitiveness, cannot be addressed
 6

without aligning Tanzanias skills base to the needs of the 21st century among which is the use

of ICT.

1.2.3 Tanzanian ICT policy

The National ICT policy of 2003 recognized how ICTs can enhance education including

curriculum development, teaching methodologies, simulation laboratories, lifelong learning

and distance learning. URT (2011) identified that a lack of policies in the institutions has a

direct effect on the use and implementation of ICT in teaching and learning in schools and

colleges. Tanzania is a signatory to the World Summit on the Information Society (WSIS),

with a target of integrating ICT in education and training at all levels by 2015. Tanzania like

other developing countries, through Parliament and Ministry of Education and Vocational

Training, made some amendments that focused in improving teaching and learning at all levels.

Since gaining her independence, Tanzania has acted upon several measures towards the

improvement of education sectors in both Teaching and Learning resources that are relevant to

the needs of education challenges in 21st Century (URT, 1995).

Many findings had revealed the utilization of ICT to achievements of quality and proper

education to the state/country and worldwide. The potential impact of ICT on educational

institutions efficiency and productivity justify the utilization of technology as it has

presumably strong linkages to the institutions competitiveness (Nielinger, 2003) of which

technological determinism theory had to be taken into consideration. In the context where the

extent to which ICT utilization to enhance efficient and effective teaching and learning was

still a question to debate on today, this study appeared to be worth pursuing in order to find

how ICT was used in schools in Tabora Municipality.

 7

1.3 Statement of the Problem

As the background has shown, the use of ICT can enhance effective and efficient teaching and

learning among teachers and students. A clear evidence of the extent to which ICT can be used

to achieve this purpose in the Tanzanian context particularly in Tabora municipality and

elsewhere is still lacking. There is a danger of people embracing the technological

determinism theory and therefore regarding ICTs as a cure that will solve all development

problems without understanding the local context of its utilization, or with ill-conceived

expectations of how they would be used (Chacko, 2004; Long & Long, 1992: 19; Moodley &

Cloete, 2004). Lack of rigorous knowledge on school ICT utilization in teaching and learning

may also cause inequality, fragmentation of the society and social exclusion for those who are

not able to use it and participate in the network society (Castells, 1998: 68-69). It is at the back

of this problem framework that the extent to which ICT is used in teaching and learning in

Tabora municipal schools worth researching.

1.4 Purpose of the Study

The purpose of this study is to examine the extent that ICT is being utilized in

teaching/learning in secondary schools in Tabora Municipality. Specifically, this study was set

out to identify the utilization of ICT, the availability, accessibility, contribution to students

academic achievement, challenges and possible solutions on the problems prevailing to ICT.

1.5 Specific Research Objectives

(i) To find out the level of accessibility of ICT in secondary schools for enhancing
effective and efficient teaching and learning in Tabora municipality.
 8

(ii) To determine the extent to which ICT is utilized in enhancing effective and
efficient teaching and learning among teachers and students in Tabora
municipality

(iii) To determine the contribution of ICT utilization on students academic

achievement

(iv) To identify the challenges of ICT that hinder enhancement of teaching/learning

among teachers and students in Tabora municipality.

(v) To identify the possible solutions to the challenges of ICT in enhancing

teaching/learning among teachers and students in Tabora municipality

1.6 Research Questions

The following research questions guided this study:-

(i) To what extent are the ICT tools accessible in secondary schools for enhancing
teaching/learning among teachers and students in Tabora municipality?

(ii) To what extent is ICT being utilized for enhancing effective teaching/learning among
teachers and students in Tabora municipality?

(iii) How does ICT utilization contribute on students academic achievement?

(iv) What are the challenges facing utilization of ICT in enhancing teaching/learning
among teachers and students in Tabora municipality?

(v) What are the possible solutions of the challenges of ICT utilization in enhancing
effective teaching/learning among teachers and students in Tabora municipality?

1.7 Significance of the Study

The three major questions in research as identified by Creswell (1994) are what, why and how

the study adds to the scholarly research and literature in the field; how the study helps to
 9

improve practice and why the study will improve policy-making in that particular field of

study. As indicated in UNESCO (2006), ICT can be used in education to improve

administrative efficiency, disseminate teaching and learning materials to teachers and students.

Therefore, results from the current study can be used to improve the ICT skills of teachers and

students, allow teachers and students access to sources of information from around the world,

share ideas on education and learning, collaborate on joint projects and conduct lessons from a

remote location.

The results of this study may also be used to inform the educational stakeholders of Tabora

region particularly Tabora Municipality on the status of ICT utilization. Its contribution can

however be beneficial to the regional and national education administrators in order to improve

teaching/leaning through ICT for the teachers and students in performing their responsibilities

of teaching and learning respectively. At national level, this study is expected to attract

attention and interests of persons, institutions and government in improving education through

ICT. The Ministry of Education and Vocational Training, teachers, colleges and universities

can be informed through this study and realize the possibility of providing enough moral,

material and financial support where appropriate so as to maintain teachers and students

participations, dignity, accountability and professional development. Significantly, the study

could provide information about the extent that ICT is utilized to enhance effective and

efficient teaching and learning in Tabora municipality.

1.8 Delimitation of the Study

This study was delimited to four ordinary public secondary schools and only one advanced

public secondary school in Tabora municipal council. The study concentrated on the extent of
 10

ICT utilization in enhancing effective teaching/learning in public secondary schools alone.

Because of the varied nature of Tanzanian secondary schools in terms of location, accessibility

to human resources, physical resources, fiscal resources and historical backgrounds of schools,

therefore, any generalization of findings beyond the scope of this study should be keenly

undertaken. Moreover, the study was delimited to the use of questionnaire and focused group

discussion as tools for data collection.

1.9 Limitation of the Study

The major shortcomings experienced when pursuing this study was the difficulty in getting

data from teachers, especially the information related to professionalism and personal abilities

in using computer. Studies on the extent that ICT is utilized in Tabora municipal are scarce;

therefore, the study was limited by lack of sufficient local literature and studies in Tabora. This

made it necessary to utilize literature from other regions and use of materials that teachers and

students used

Methodologically, it was not easy to maintain respondents participation, as they were busy

with other activities due to tight schedule. However, language was the strong barrier on the

side of students that the language was switched from English to Kiswahili in order to get

community secondary schools students involved in the study.

1.10 Definition of Terms

Information and Communication Technology (ICT): Refers to a combination of devices

and services that captures, transmit and display data and information
 11

electronically. These include personal computers (PCs) and peripherals,

broadband telecom networks and devices, and data centers.

ICT Utilization: Refers to the extent that ICT is being used/implemented in teaching/learning

activities at schools, colleges and universities.

Teaching: Refers to all the activities carried in organizing learning experiences and sets
favorable climates necessary for effective students learning.

Learning: Refers to a reactive and adoptive change that an individual undergoes. This
includes change in the way it relates to or makes sense of its environment. In a
classroom context, it implies teaching students some concept, idea or fact by a
teacher, studying, practicing, memorizing, searching information, gaining
knowledge, skills or mastering of what the teachers teach in the class.

1.11 Conceptual Frame Work of the Study

The study was guided by dependent and independent variables. The independent variables

include ICT utilization and dependent variables students academic achievement. These

independent and dependent variables were being explained under the support of a model.

A model is defined as a simplified representation of a real situation including the main features

of the real situation it represents (Kousoyiannis, 1979). Models are representations of the

phenomena they model and have the purpose of generating a better understanding of the

phenomenon (Kebede, 2002). Katz and Harvey (1994) pointed out that the physical world is

too complicated to be studied without recourse to models. They defined a model as a

description of a phenomenon that abstracts from the details that were not directly essential to

the understanding of the phenomenon at hand, hence enabling individuals to concentrate on

 12

important factors. Accurately formulated models can be of great help in achieving clarity and

focusing on key issues in the nature of a phenomenon (Creswell: 2003: 121).

ICT Curriculum ICT Policy and Tools

Opportunity Availabilit
to learn y
Academic Accessibil
task ity
Assessment Utilization
modes Environm
Teachers ICT
Competence and ent
Utilization

Skills
Knowledge
Attitudes
Teaching ICT
Learning ICT
Reflective
Students teaching
engagement Sense of
in learning professional
Academic autonomy
work Competent
Success teaching
Culture Integrated
teaching

Source: Adopted and modified from Kargiban & Siraj (2009).

Figure 1.11.1: Suggested model representing ICT utilization in enhancing effective and

efficient teaching/learning among secondary school teachers and students.

The model indicates relationships among the variables that are linked to teachers ICT

utilization and competences, teaching and learning, policy and curriculum with direct allows.

Therefore, it is estimated that, when the influence of all these several variables is in positive

direction, it can positively influence teacher and students performance and hence the effective
 13

and efficient teaching and learning is achieved under the consideration of ICT policy of the

country, school administration and other factors being considered too.

ICT Utilization in Schools Specifically in Teaching and Learning

The outcomes are some observable attributes that characterize the effects of ICT in education

Kargiban & Siraj (2009). The ultimate outcomes of the educational innovations must be

students cognition and effective learning outcomes. As shown in the model, effective

teaching/learning outcomes are influenced by a complex interaction in which utilizing

effectively need direct interaction and readiness of the students and teachers in implementing

technology from a range of ICT administration.

Teaching ICT

Teaching process defines ways through which the teachers structure and deliver their lesson. It

also shows the ways through which ICT teachers interact with their students (both verbally and

non-verbally). It is an important factor to consider when examining ICT utilization in Tabora

municipality.

Learning ICT

Student learning is a process that depends on other factors for its implementation. Teachers

characteristics, the curriculum in use and teaching process as the whole influences students

participation and students success at the end of the course of study.

School Administrations and other Factors

At the school level, ICT team includes school headmaster/mistress, ITs, teachers, students and

other external community of the school. The last category includes policy makers, education
 14

and ICT-related associations of the government. The lines and arrows in Figure 1 indicate the

complexity of these interactions. These interactions are also influenced by the context and

environment in which they occur that includes school IT infrastructure, school culture and the

community.

ICT Policy

New policies and strategies on ICT should be developed, bearing in mind the benefits, costs

and consequences of change made. There had never been done any research in Tabora region

to explore the extent that ICT is being utilized regardless of the policies being formulated.

Through this research, Tabora society, government and other stakeholders could know the

availability, accessibility and the extent utilization of resources and the challenges facing ICT

in Tabora Municipality is.

ICT Curriculum

Curriculum defines the intended students outcomes as well as the designed learning units that

help students to achieve those standards (objectives) and thus attain the intended abilities

(competences) by the end of the course of study (Siddiqui, 2010). Therefore, any change to the

curriculum results in increase or decrease of teachers skills. As a result, policies related to

curriculum are also likely to result in increasing or decreasing teachers competence.

 15

CHAPTER TWO

LITERATURE REVIEW

2.1 Introduction

Information and Communication Technologies (ICTs) are regarded to be powerful tools for

socio-economic development in which teaching/learning is inclusive. Effective ICT-utilization,

appropriate applications, and individually tailored solutions can create cross-sectoral

opportunities and thus, ICT can play an extensive role to address number of goals on the

development of education agenda (Nielinger, 2003).

Tanzania being a nation whose peoples are deep-rooted with a developmental mindset and

competitive spirit. The attributes are driven by education and knowledge and are critical in

enabling the nation to effectively utilize knowledge in mobilizing domestic resources for

assuring the provision of people's basic needs and for attaining competitiveness in the regional

and global economy. This demands much the study in Tabora municipality to know if these

attributes demanded by the society are achieved and to what extent (URT, 2003).

The recent century has been characterized with some new and outstanding technologies

impacting human life, the most important of them is Information Technology (Tapscott, 1998).

Studies conducted in both developed and developing countries prove that the educational

authorities in the countries among their other activities have given the priority of ICT

Literacy through developing various educational programs (Tapscott, 1998; Currier, 2001).
 16

In other words, ICT learning and utilization is one of the most concerns of educational

authorities around the world and for a number of years there has been evidence that there are

training and development area which may be labeled as information literacy is being formed

(Edwards, 2006). A variety of authors have surveyed the literature of educational technology in

information skills and teaching (Cox, 1997; Rader, 2000; Contain & Kaplowitz, 2000). Widely

speaking, the literature revealed the importance of using ICT in teaching and learning purposes

(Ayers, 2002).

2.2 Theoretical Foundation of the Study

This study basis on Technological Determinism Theory which believes that technology shapes

how we as individuals in a society think, feel, act, and how society operate as we move from

one technological age to another (Mcluhan, 1962). It is said that we learn, feel and think the

way we do because of the messages we receive through the current technology that is available

(Ibid). It is noted that ICT tends to expand access to education, for example, teleconferencing

in the classrooms allows both learner and teacher to interact simultaneously with no difficulty

and convenience (Fu, 2013).

Mbunda (1996) noted that formal education has shifted from directed instructional to active

learning, knowledge discovery and construction in which learning can occur anytime and

anywhere. Tanzania would support itself to attain creativity, innovativeness and a high level of

quality education in order to respond to development challenges and effectively compete

regionally and internationally (Malocho, 2010). To become aware of the reality that

competitive leadership in the 21st century, will center on the level and quality of education and

knowledge (ibid). This drives the ways to obtain quality education through different ways

including teaching and learning using ICTs in Tanzania. Therefore, to understand better the
 17

extent that ICT utilization influences effective and efficient teaching/learning among secondary

teachers and students, various literatures had been reviewed as presented in following

subsections below.

2.3 Teaching and Learning in Secondary School using ICTs.

It is well known that Tanzania as one of the developing countries lags behind in the use of

electronic materials like projectors, videos and power points for delivering subject matters

(URT, 2003). Tanzania is too far behind in the use of ICTs during teaching and learning at

secondary schools because there are very few secondary schools which are electronic media in

teaching. The few secondary schools which use projectors and other related electronic media in

conducting classroom instructions includes Agakhan, Mzizima secondary school

&International School of Tanganyika (URT, 2005). The government through Secondary

Education Development Programs objectives, aimed at improving education standards

including enrolment rate, performance in final examinations, buildings and constructions of

more classes (ibid). However, there has been introduction of ICT in the area of using electronic

media to some of the selected secondary schools in Tabora municipality including Ipuli,

Tabora girls, Milambo, Cheyo and Changa secondary schools. Teachers use computer

software to make lesson plans, PowerPoint presentations and use smart boards for interactive

lessons although, at very small rate.

UNESCO (1989) reported that the information of what teaching resources are available at

public secondary schools in most of developing countries is not enough. It is thought that no

electronic educational media are purchased by schools and the media provided by government

are scarce (ibid). It said that there is a wide range of literatures addressing teaching and

learning in secondary schools that exist worldwide (Holsinger & Cowell, 2000; Schnwetter,
 18

Sokal, Friesen& Taylor, 2002).Ministry of Higher Education of Malaysia (2010) responded on

different questions from Malaysian people by implementing wide-ranging reforms to give

schools, universities and other higher education institution skills and competence to ride the

peak of the IT wave. Uses of ICT in pedagogical activities are widespread in the education

system.

Medlin (2001) studied different variables and identified the factors which are likely to affect

teachers decision on making use of electronic technologies throughout the teaching process.

He found out that the personal motivation is an important factor which forces members to

improve their teaching methods and contribute to the learning of students by technological

means. These studies discuss various teaching and learning approaches (Young, 2008) and

learning styles employed by learners (Murray, 1999; Dangwal & Mitra, 1999). Due to political,

technological and cultural differences that exist between countries, then, the significance of the

results given by these studies, need to be determined in Tanzanian context.

2.4 Rationale of Teaching and Learning using the ICTs

While many people are using ICT positively, some are using them negatively (Nagel, 2007). It

is therefore obvious that there are two sides of the effects of ICTs usage on relationship

building. We can pick out those two sided factors that serve both as advantages and

disadvantages, then understand the dangers of the various uses of ICT when developing

relationships. By learning about the positive and negative effects of ICT on relationships as a

whole, one can make wise decisions on which ICT applications could be used in different

kinds of relations and what factors the school should consider (Adoeye, 2010).
 19

2.6 Availability and Accessibility to ICT Tools at Secondary Schools

ICT tools is seen by Ayo (2001) as the use of computer system and telecommunication

equipment in information processing. It is made up of three basic components namely;

electronic processing using the computer, transmission of information using

telecommunication equipment, and dissemination of information in multimedia.

Pelgrum (2001), in Idoko and Ademu (2010) and Eriba and Adejoh (2004), in Idoko & Ademu

(2010), both found out that ICT availability often been one of the most important obstacles to

technology adoption and integration in learning. They indicated that there is urgent need for

more computers if a country is to successfully integrate ICT in public secondary schools (P

177-178).

Ezeoba (2007) carried out an investigation of ICT availability in schools in Onitsha on 100

nursery school teachers which revealed that the media availability average was less than 20%

over 50%. It also found out that the degree of utilization in instructional delivery was that

teachers used mostly books and over 60% did not use ICT resources at all.

Idoko and Ademu (2010) in an investigation of the challenges of ICT for teaching/learning as

perceived by agricultural science teachers in 210 secondary schools from the three educational

zones in Kogi State also found that ICT facilities were not available in secondary schools (p.

177-183). Similarly, Fakeye (2010) also investigated English language teachers knowledge

and use of ICT in Ibadan Southwest of Oyo State and found that availability of computers and

their connectivity to the internet was non-existent in virtually all the school studied and

utilization, which is dependent on availability and because availability is poor, thus, usability

was also found to be poor (p. 270-276).

 20

Insufficient access to ICT is clearly noted as an obstacle preventing successful implementation

of technology (Kay, 2006). Students and teachers note that access and age of computers are

hindrance to successful ICT integration (Doering, Hughes & Huffman, 2003). Access levels

can vary greatly across schools. Student and teachers with a computer in the classroom can

note development of personal productivity skills such as keeping grade books, lesson planning

and delivering presentations but few opportunities to develop and learn how to facilitate

lessons that involve student use of technology with content-area topics (Dexter & Reidel, 2003;

Grove et al., 2004), while those with access to computers during class can be noted, higher

frequencies of their students' use of technology (Grove et al, 2004). Very, few studies have

been done in Tanzania indicating the availability and accessibility of ICT tools in secondary

schools. One of these studies include that of URT (2005) indicating that Agakhan, Mzizima

secondary school and International School of Tanganyika do use ICT technology in Teaching

and learning and have few ICT tools.

2.5 Use of ICT in Education

Educational technology is any hardware that is used in the classroom (Chai et al., 2009; Cuckle

et al., 2000). Formal education is the major part of the education system, which is delivered

through the school system of primary education to higher education. Even, pre-primary

education is regular in most of the countries. The education involves mainly teaching and

learning where knowledge is shared and generated. Ultimately to achieve the purpose of

education in the modern world with high technology, ICT is widely used throughout the sector.

The uses of ICT in education are described with the functions; ICT as object by referring

learning about ICT; ICT as an assisting tool while making assignments, collecting data and

documentation, communicating and conducting research; ICT as a medium for teaching and
 21

learning; and ICT as a tool for organization and management in schools (Cuban, 2002; Davis et

al., 2009; Dexter, 2002; Divaharan& Ping, 2010). These four dimensions are foremost in the

educational system. In many countries evidence has clearly demonstrated that ICT can improve

the quality of education (Lever-Duffy & McDonald, 2008). Thus, the role of ICT in education

can be viewed from its practice in diverse countries.

Tinio (2002), reported that when used appropriately, different ICTs are said to be helpful in

expanding the access to education, strengthen the relevance of education to the increasingly

digital workplace and raise educational quality of education and helps to make teaching and

learning into an engaging, active process connected to real life.

Uses of ICT in pedagogical activities are widespread in the education system. Teachers use

computer software to make lesson plans, PowerPoint presentations, and use smart boards for

interactive lessons. Teacher technical mastery of ICT skills is not a sufficient precondition for

successful integration of ICTs in teaching. There are other factors to be considered for

enhancing effective and efficient teaching and learning processes.

2.6 Synthesis and Knowledge Gap

Nielinger (2003) conducted a case study research in three rural districts with tele-centers in

Kasulu, Magu, and Sengerema. The aim of the research was to investigate rural ICT utilization

in these districts. Data was collected using background interviews and user surveys. A total of

173 interviews were conducted, with ICT users randomly were selected in all three locations.

In this study, Nielinger found that rural ICT utilization faces many challenges. Some of these

are widespread poverty, lack of skills and scarce resources. He pointed out that building the

necessary infrastructure and covering the running costs, especially of connectivity, puts a much
 22

higher burden on rural communities than on ICT users in the urban economic centers. He also

found that there was a general lack of guidance with regard to the opportunities provided by

the internet. He concluded that ambitious claims on the role of ICTs are rarely in line with

reality. The basic dynamics of rural ICT utilization is often misconceived.

In another study, which was carried out in and around three internet cafs in Dar es Salaam,

Tanzania, and one Multipurpose Community Tele-centre (MCT) in Sengerema, Mercer (2005:

1) took issue with the ICT for development discourse and suggested that the geographies of

inclusion and exclusion created by the internet are more complex. Mercer revealed that for

Tanzanias information and communication technologies (ICT) elites, the internet will shape

the population into knowledge and market-seeking, productive citizens, stimulating national

growth. However, for internet caf users and non-users, the internet has become a marker of

modernity, a way for people to indicate their relative level of development. Internet use is

currently dominated by leisure, communication and information relating to global popular

culture. Mercer demonstrated that development interventions, which turn the symptoms of

poverty into technical problems to be solved with technological responses, are inherently

flawed, since the failure to deal with the causes of poverty means that the majority of

Tanzanians continue to be excluded from the information society.

Mercers (2005) findings indicate that the experiences with the use of ICTs and services

provided by telecentres vary from one community to another. The findings show that not much

has been done to investigate the extent to which ICTs impact various aspects in teaching and

learning. The population in Mercers study involved a total of 279 customers from the three

internet cafs in Dar es Salaam and 265 customers from the internet caf at the Sengerema

Multipurpose Community Tele-centre all of whom completed open-ended questionnaires. In

 23

Sengerema, semi-structured interviews with customers and focus group discussions with non-

customers were held and 299 town residents were interviewed to contextualize the

questionnaire responses.

Vajargah, (2010) in the research titled as the application of ICTs in teaching and learning at

university level concentrated on the obstacles, facilitators, and the risks of using these

technologies in teaching and learning in higher education.

Hennessy (2010) synthesized the literature on uses of information and communications

technology (ICT) in primary and secondary schools in Sub-Saharan Africa, with a particular

focus on Commonwealth countries and on East Africa. It focused on the role of ICT in

improving the quality of learning and teaching in schools with reference to technologies. In so

doing, the review provide new light on the supporting and constraining factors that influence

ICT integration in education by prioritizing provision of initial and ongoing in-service teacher

education that effectively equips teachers to integrate ICT into subject teaching and learning

using contemporary pedagogical approaches.

In another study done by (Pigato, 2011) of Information and Communication Technology,

Poverty, and Development in sub-Saharan Africa and South Asia focused on the relationship

between ICTs and poverty, revealed that with respect to telephone lines, for example, there are

only 14 and 19 telephone per 1000 inhabitants respectively in the two regions, compared with

69 in low and middle-income countries. Also for radio, television and telephone ownership

registering 65%, 28% and 5% respectively for urban areas, compared with 38%, 5% and 18%

respectively for rural areas.

 24

The study on ICT Resource Utilization, Availability and Accessibility by Teacher Educators

for Instructional Development in College of Education (Salau, 2008) indicated that there were

no ICT resources in most of schools. This meant that no utilization, accessibility and

availability of ICT.

Similarly, a study on Access and Utilization of Information and Communication Technologies

(ICTs) Among Agricultural Researchers and Extension Workers in Selected Institutions in

Nasarawa State of Nigeria (Dankaro, 2012), the findings revealed that researchers had 87%

access to ICT facilities while extension workers had 66% access. On the level of utilization of

ICTs for agricultural communication the researchers scored 84% while extension workers

scored 70.3%.

These studies indicated that, ICT can enhance effective and efficient teaching and learning

(Holsinger& Cowell, 2000; Schnwetter, Sokal, Friesen, & Taylor, 2002). However, in the

Tanzanian context, studies addressing the extent of ICT utilization that directly linked it to

enhancing effective and efficient teaching/learning among secondary school teachers and

students are limited. This necessitated this study in order to fill this gap of knowledge that was

revealed in reviewed literatures.

 25

CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Introduction

This chapter discusses the research methodology including the research approaches, research

design, description of the area of the study, targeted population, the sample size, sampling

procedures methods and instrument to be used for data collection, validity and reliability of

instruments, data analysis and ethical considerations.

3.2 Research Approaches

This study employed a mixed methods approach where both quantitative and qualitative

research approaches were used. This study used both methods because it was considered that

every research method has its limitations and its strengths (Seidman, 2006). Creswell and

Clark (2007:5) explained that the use of quantitative and qualitative approaches in combination

provides a better understanding of the research problem than when either approach is used

alone. Mixed method research provides strength that offset the weaknesses of both quantitative

and qualitative research. The use of both paradigms in this research was carefully designed, so

as to minimize the expense, the time consumption and the length of the entire exercise, as

advised by Creswell (1994:7).

3.3 Research Design

This study used a descriptive survey research design, because of the nature of the respondents

required and the study itself. The studies under descriptive survey rely on individuals reports

of their knowledge, attitudes or behavior (Creswell, 2011). They assess attitudes, opinion,
 26

demographic information, conditions and procedures (Ary, Jacobs & Razavieh, 2002), and data

are usually collected through questionnaires, interviews or observation. This study employed

descriptive survey design to gather data and give a picture of a real situation on the ICT

utilization in enhancing teaching/learning among teachers and students in Tabora Municipality.

Fowler (2001) contends that survey design gives in-depth responses about what people think

and how they feel about the problem.

3.4 Description of the Study Area

According to URT (1998), Tabora is located in Western part of Tanzania between latitude 4

and 7 South and longitude 31 and 34 East. It consists of seven districts namely Tabora

municipality, Urambo, Kaliua, Uyui, Igunga, Nzega and Sikonge.Figure 3.4.1 below is the

map of Tanzania indicating Tabora region.

Figure: 3.4.1. The Map of Tanzania Indicating Tabora Region

Source: URT (2008). Map of Tabora region.
 27

3.5 Target Population

The target population for this particular study comprised teachers and students of Milambo,

Cheyo, Ipuli, Tabora girls, and Changa secondary schools in Tabora municipality. These

schools were provided with different ICT materials as sample schools here in Tabora region to

enhance ICT in Tanzanian secondary schools and some of the teachers were given special

training about ICT. In this study, a total of 122 students and 20 teachers were involved in this

study. This study intended to find out how far this programme becomes useful to both teachers

and students in their studies and to what extent was it implemented.

3.6 Sample Size and Sample Characteristics

A sample of 142 respondents used in this study in which teachers from the selected sample

were 20 and 122 students of the entire population. Four teachers from each school were

required to respond on the questions and 24 students of form three and four were from ordinary

secondary schools while 26 students from one advanced secondary school were required to

respond to the questions and focused group discussions.

Table 3.6.1: Sample and the corresponding schools where was drawn (N=142)
Schools
Respondents Ipuli Milambo Changa Tabora Girls Cheyo Total
SS SS SS SS SS
Teachers 4 4 4 4 4 20
Students 24 26 24 24 24 122
Total 28 30 28 28 28 142

3.5.1 Characteristics of respondents

The present section of this study examined the background information of the respondents who

are secondary teachers and students. Thus, the information on participants demographic
 28

characteristics was essential in examining their abilities in responding the specific questions

given to them. Questionnaires and focused group discussions were used to gather the

demographic characteristics of respondents that included gender, age and class level of

students and responsible teachers. In addition, the academic/professional qualification and

work experience of teachers involved in this study were examined as indicated in Table 3.6.2.

Table 3.6.2 Descriptive statistics of sample characteristics (N=142)

Sample characteristics Respondents

Items Criteria Students Teachers

Male 65 (53.3) 17 (85)
Gender
Female 57(46.7) 3 (15)
Below 15 years 21(17.2)
15-20 88 (72.1)
20-25 12 (9.8)
Age
25-30 1 (0.8) 17(85)
30-35 3 (15)
40-above
Form three 85(69.7)
Year of Study Form four 11(9.0)
Form five 26(21.3)
Certificate
Diploma 7(35)
Educational
Qualification Degree 13(65)
Masters and
PhD
0-5 yrs 11(55)

Working 5-10 8 (40)

Experience 10-15 1(5)
15 above
Key: Value in table above represent frequency and percentage in brackets.
Source: Field Data (June, 2014).
 29

3.5.2 Students

One hundred twenty two (122) students participated in this study. 46.7% of students were

males, while53.3% of them were females. Students below 15years were 17.2%, while 72.1% of

students aged between 15-20 years and those aged between 20-25 years were 9.8%. Only one

(0.8%) of students was above 26 years. In addition, 69.7% of students were Form three, 9.0%

were Form four and 21.3% were Form five. All students were studying different subjects

through ICT use, but only two schools had a programme of teaching students ICT as a lesson.

Form five students had no ICT subject in their A-level subject combination, which minimizes

teachers morale to teach students how to use ICT tools like computer. This study required a

large number of form three and form four respondents because they had more experience as

they had stayed at school for two and 3years respectively, they had an added advantage in

informing about ICT utilization at school. Females are many compared to males, because they

were eager to know what is going on about ICT in Tabora region than males.

3.5.3 Teachers

The findings indicated that 85% of male teachers and 15% female teachers were aged between

25-35 years. Teachers (55%) had working experience of not more than five years; 40% had

working experience ranging between 5-10 years and 5% of teachers had a working experience

beyond 10 years. Professionally, 65% of teachers had Bachelor Degrees in different

specializations, while 35% of teachers had teaching diploma. It is worth noting that most of the

schools do not teach computer as a subject, except one school in which students do learn

introduction to computer. Computer and other ICT tools were being used to teach other

subjects, and when they were asked on the subject taught through ICT tools the responses were

as in table 3.4.2.
 30

Table 3.6.3 indicates that, mathematics was the leading subject in which 20% of teachers

taught using ICT tools, followed by Chemistry, Biology and English Language, each with

15%. Physics subject had 10% of teachers followed by History, Geography, Civics/General

Studies, Kiswahili and Commerce, with 5% of teachers in each subject. Even though, there are

other subjects not indicated in table one like Agriculture, Bookkeeping, Information

Technology, Food and Nutrition, and French had zero percentage (00%), which means that,

teachers never taught them using ICT tools. The leading subjects for being taught through ICT

tools later on had many students in the class compared to the rest of the subjects (low truants).

This implies that ICT contributed to the students attendance.

Table 3.6.3: Subjects in which teachers used ICT tools when teaching (N=20)
Subject Frequency Percent
Physics 2 10.0
Chemistry 3 15.0
Mathematics 4 20.0
Biology 3 15.0
History 1 5.0
Geography 1 5.0
English language 3 15.0
Civics/General Studies 1 5.0
Kiswahili 1 5.0
Commerce 1 5.0
Total 20 100.0
Source: Field Data (June, 2014).

3.7 Sampling Procedure

Studies show that, there are various sampling techniques available to researchers depending on

the design employed in the particular study (Cohen, Manion & Marrison, 2013). In this study,

sampling was done by using simple random sampling to the students, in which a reasonable
 31

number of respondents that represent the target population were selected. In this kind of

sampling a researcher can determine the probability that any element or member of the

population will be included in the sample (Mugenda & Mugenda 2003: 45). The choice of this

technique was made because there were so many secondary school students in the selected

sample area that have an equal chance of providing information related to this study while

purposive sampling technique used to select teachers. The sample of the students comprised

ten percent (10%) of the student population under this study as the academic subject.

According to Babbie (2005) and Gay and Airasian (2003) described that for descriptive

studies, a sample of ten to twenty percent (10%-20%) of the population is recommendable. A

sample of 142 respondents was selected and comprising 122 students and 20 teachers. The

criteria for selecting respondents based on the presence of ICT programme to the selected

secondary schools in Tabora Municipality. Students were selected basing on their involvement

in ICT programme while teachers were selected basing on their professionalism and

involvement in ICT programme at their schools.

3.8 Data Collection and Instruments.

This study employed both closed and open ended questionnaire and focused group discussion

were administered to both teachers and students respectively. Therefore, survey questionnaires

(closed and opened ended) and focused group discussion schedule were used in gathering data.

For the questionnaire, data was collected soon after ICT lesson or teacher finished teaching via

ICT tools in all classes. On focused group discussion, the researcher conducted it during the

break time so as to make teachers and students attend the lesson as per their timetable. The

sections below provide descriptions of the instruments that were used in data collection.
 32

3.8.1 Focused Group Discussion

Two or more discussions were conducted in each school whereby every selected student and a

teacher were supposed to involve in either of the two discussions which were held at their

schools. Each focused group discussion comprised of 6 to 8 randomly selected participants in

which a researcher participated fully in all discussions which conducted to every school. The

key guiding questions were prepared ahead of time and were tested before they were taken to

the field.

3.8.2 Questionnaires

An English questionnaire for students and teachers were used to obtain responses related to the

key points being dealt with. The closed ended questions have been preferred for the purpose of

serving time and cost. The questionnaire included several items regarding school such as

teaching/learning, IT tools accessibility, extent that ICT enhance effective teaching/learning

and challenges that face ICT. These items have an important role to play in determining

performance of the teachers in the class and the students results through ICTs.

3.9 Validation and Reliability of the Instrument

Validity and reliability are essential for the effectiveness of any research and test (Enon, 1998).

To improve face validity a pilot study was conducted after which responses to each item were

scrutinized to identify any misunderstandings and ambiguity. Items that were found to be

misunderstood or ambiguous were modified thereby improving face validity. The other type of

validity, content validity, refers to whether an instrument provides adequate coverage of a

topic. Expert opinions and literature searches were used to improve content validity. Therefore,

instruments that were used for data collection were discussed before implementation by

different lecturers and the supervisor. The questionnaires and group discussion guides were
 33

edited to remove unnecessary information before they were taken to the respondents. The pilot

study (pre-testing) on the mentioned above instruments aimed at correcting language which

was used, terminologies not commonly understood and the whole sentences which might not

relate to the study and to detect the part which could be seen with some contradictions for

correction making.

3.10 Data Collection Procedures

The permission for data collection was sought from AMUCTA and from the Regional

Administrative Secretary, Municipal Director and Municipal Education Officer of Tabora

Municipality where this study was conducted. The researcher went himself to the selected

schools without sending any research assistant, this was to make sure that questionnaires are

reaching the respondents and returned back after filling in. For each of the closed ended

questionnaires, the respondents were required to tick () the answers that best represent their

views out of the choices provided.

3.11 Data Analysis

Quantitative data were analyzed by using Microsoft office excel software (MS- Excel 2007)

and Statistical Package for Social Sciences (SSPS) version 20.0. Descriptive statistics of mean

and standard deviation were calculated in order to make inference of the findings. Qualitative

data were analyzed using Thematic Analysis. Therefore, qualitative data from open ended

questionnaire and FGDs were processed through editing, coding, classifying the data and

putting in table, so as to condense the obtained information to make easy of review of many

information at once.
 34

3. 12 Ethical Considerations

Researcher adhered to ethical principles, rules and guidelines necessary in research process.

Therefore, this study sought to employ high ethical standards in order to improve the quality of

data collected and to ensure that future education researchers get access to respondents. When

research deals with humans, the concern should be on context in the research setting or activity

that do not respect and protect research participants, ensure a fair and just process, that obtain

informed consent and anything else that could potentially harm participants (Thomas &Nelson,

2001). Therefore, in order to make this study ethical a number of issues were considered before

and during data collection.

3.12.1 Pre-data collection phase

Before the study was undertaken, formal ethical approval was sought from the AMUCTA. This

process involved the submission of the approved proposal with clear information on the nature

of the study, the aims and objectives of the study, methods of recruiting participants,

recruitment forms and other relevant documents upon request. Upon approval by the

AMUCTA, the research instruments were subjected to pilot study. Questions or responses

which were observed to be ambiguous during the pilot study were rearticulated. Fortunately, no

question was removed from the FGD schedules after the pilot study.

The pilot study was followed by identification of potential and consent with respondents. In

order to gain informed consent of participants, a short description of the study was clearly

given to potential participants. This clearly informed them about the purpose, method and

intended possible use of research. This description informed potential participants about their

roles in this research, the need for honesty in collecting and objectivity in reporting data. At
 35

this stage, it was viewed important that the potential respondents are given opportunities to ask

questions and discuss with peers about the research and their rights(Creswell, 2012).Broom

(2006) suggests that it is vital that the process of getting consent involves the participant

having a clear idea about what they are consenting to and when their involvement was to begin

and end (p.153). This process also involved seeking consent to access documents for review.

3.12.2 Data collection phase

During data collection phase, the integrity in the field was also considered as an ethical issue.

To maintain integrity in research, Boud, Cohen, and Walker (2000) suggest that, constant

review of the degree to which participants are willingly to provide information and the degree

to which FGDs are appropriate for the research questions can maintain the research integrity.

Therefore, in this study open ended questionnaire and FGDs were limited to what was relevant

to the research although the discussion were allowed to progress as determined by the

participants. The FGD processes sought to work through participants experiences or guided

conversation.

3.13. Presentation of Findings

Data presentation adopted concurrent triangulation procedures as recommended in Teddlie

and Tashakkori (2009) and Bryman (2012) where quantitative data gathered through survey

questionnaire were triangulated with qualitative data gathered via FGDs.. Eventually,

qualitative data were supported with excerpts extracted from the best quotes of respondents

participated in the discussion.

 36

CHAPTER FOUR

DATA PRESENTATION, INTERPRETATION AND DISCUSSION

4.0. Introduction

This chapter presents and interprets the research findings about the contribution of ICT

utilization in teaching/learning to students academic performance. Based on the research

objectives in this study, the first section presents the level of accessibility of ICT tools at

secondary schools in implementing the programme for enhancing effective and efficient

teaching/ learning in Tabora municipality. The second section focuses on the determination of

the extent to which ICT was being utilized in enhancing effective and efficient teaching

/learning among teachers and students. The third section identifies the contribution of ICT

utilization on students academic performance. Section four identifies the challenges of ICT

that hinder enhancement of teaching/learning among teachers and students which answers

research question number four. Finally, the fifth section identifies the possible solutions to the

challenges of utilizing ICT in enhancing teaching/learning among teachers and students in

Tabora municipality. The interpretation of statistical findings presented in this study as mean

and standard deviation was based on the discrimination of data in the 5 points Likert scale used

in the questionnaires used in this study. The scale varied from 1 (strongly agree) to 5(strongly

disagree).Therefore, where the mean was low indicated high responses of agreeing while high

mean indicates disagreeing.

 37

4.1. Accessibility of ICT Tools at Schools

This section examines the accessibility of ICT tools to the selected secondary schools. Data

from the students were collected through focused group discussion and questionnaires.

Findings in this section show that (i) the available ICT tools were hardly accessed (ii) the

schools had inadequacy of ICT facilities despite the fact that they are the most important tools

in teaching any subject. The following sub-sections under specifically indicate the extent to

which this was the major problem in all the schools visited. Table three indicates ICT

accessibility at secondary schools as follows:-

Table 4.1.1Availability of ICT rooms, computers, support and storage units (N=142)
Not
Items Respondents Strong Strong
Agree decide Disagree Mean Sd
Agree Disagree
d
The school is having Teachers 3(15) 7(35) 4 (20) 5(25) 1(5) 2.70 1.17
ICT room
students 35(28.7) 34(27.9) 1 (.8) 19(15.6) 33(27) 2.84 1.63

Availability of enough Teachers 0(0) 1(5) 1(5) 7(35) 11(55) 4.40 .82
computers at schools
students 14(11.5) 16(13.1) 9(7.4) 35(28.7) 48(39.3) 3.71 1.40

School Teachers 2(10) 6(30) 00(00) 7(35) 5(25) 3.35 1.42

Managements/administra
tion Support their
students 9(7.4) 35(28.7) 10(8.2) 27(22.1) 41(33.6) 3.45 1.40
Schools

ICTs storage and Teachers 1(5) 13(65) 00(00) 6(30) 0(0) 2.55 1.0
accessibility
students 22(18) 33(27) 10(8.2) 28(23) 29(23.8) 3.07 1.48
Key: Value in table above represent frequency and percentage in brackets.

Source: Field Data (June, 2014).

4.1.1 Availability of ICT facilities

It was noted that, most of the respondents agreed that ICT rooms were available to the few

secondary schools but equipped laboratories were not available and there were no enough
 38

computers and teaching manuals to most of the secondary schools. Table 4.1.1 indicates that

more than half of the students (Mean=2.84, SD=1.63) were not sure that the schools had

adequate ICT rooms to accommodate the students and teachers while teachers were also not

sure of the availability of enough ICT rooms secondary schools (Mean=2.70, SD=1.17).

On the other hand analysis of data gathered from students and teachers via focused group

discussion indicated that, ICT rooms were present in most of the schools but no enough ICT

equipment. For example, one of the respondents had the following to say on the availability of

rooms;

Our school has no enough computers, scanners and projectors but they are kept in
one of the class taken as the computer room [FGD with students and teachers held on
23/05/2014]

On the availability of enough ICT materials such as computers to accommodate the students

and teachers irrespective of the availability of lack of laboratories, many students disagreed on

the availability of the Teaching and learning materials to their schools. Findings presented in

Table 4.1.1 indicate the disagreement among teachers (Mean=4.40, SD=.82) and students

(Mean =3.71, SD=1.4) that computers were enough to their schools.

Similarly, findings from the focused group discussions revealed that computers were not

enough to the secondary schools compared to the number of students present. During focused

group discussion with some teachers, it was noted that they appreciated the few ICT tools

available at their schools. For example, one of the teachers declared that:-

The school is having 20 computers, only one modem for internet, one printer, one scanner,
one flat screen (Smart TV) and only three projectors for the whole school. These are not
enough to the number of students present at our school. Even though, we face a lot of
challenges of not having a clear budget for buying modem-voucher and hence we stay with
ought an internet for a long time. Sometimes electricity is a problem to implement the demand
of the government [FGD teachers held on 26/05/2014]
 39

Findings in Table 4.1.1 also indicated that teachers revealed that they were not sure if there

was a support from the administration in enhancing ICT for teaching and learning in schools

(M=3.35, SD=1.42). The same scenario was also shared by students (Mean=3.46, SD=1.4).

Focus group discussions with students also indicated this skepticism on the support from the

school administration to improve ICT for teaching and learning. One of the students pointed

this saying;

Our school is not supported to develop ICT. This is due to the fact that only few computers
and projectors are seen in hands of the teachers. It is difficult to us to speak on this

This excerpt implies that without support from the higher authorities, ICT in schools would be

a myth. Therefore, the findings were a revelation that school headmasters and mistresses were

not supportive to their teachers and students.

The findings in this section generally show that the utilization of ICT for teaching and learning

in school is not supported and therefore the technology has less contribution to students

academic achievement and teachers pedagogical development. Focused group discussions

with most of teachers can be summed by one quote that:-

Headmasters and Mistresses do not support us in any how to run this programme, since it is
new and it needs much money, commitment and time. For example, when a teacher needs to go
for further training you hear an administrator saying whom do you think will cover your part?
And still you do not meet the requirements put by the government, hence stay and teach take
time to think on this kind of response if it could be to you. [Focused Group Discussion with
teachers held on 26/05/2014]

On the other hand students responses would be summed up saying;

Heads do not support this programme, since it is new and it needs much money, commitment
and time. For example, when a teacher is not well trained can teach to the extent of his/her
knowledge only, so they can be taken to have several training and workshops. Also students
have to be given enough time to deal with computers in particular than it is done. [Focused
Group Discussion with students held on 26/05/2014]
 40

4.1.2 ICT Tools storage and accessibility at secondary schools

On the storage and accessibility of ICT tools in secondary schools, it was noted that (i) student

(Mean=3.07, SD=1.48) and teachers (Mean=2.55, SD=1.0) were not sure whether the ICT

tools were well stored and (ii) teachers (Mean=4.40, SD=0.82) and students (Mean=3.71,

SD=1.4) disagreed that ICT tools were accessible to students rather rarely to teachers. This was

probably due to the fact that computers are not proportional to the number of students present

at school.

Findings presented in Table 4.1.1 indicate that both students (Mean=3.07, SD=1.48) and

teachers (Mean=2.55, SD=1.0) were not certain whether ICT materials were easily accessed

from the storage rooms. Students academic achievement is thus affected by poor accessibility

of ICTs materials.

However, data collected through focused group discussion with teachers indicated that, ICT

tools were easily accessible but were very few in most of the schools. One of the respondents

had the following to say;

Ok, it is true; let me say that, despite the fact that there are various teaching and learning
materials, but ICT teaching/learning materials/tools are very few which are supposed to be used
by teachers and students, some are not used because of the number of student in the class. For
example, when teaching the class with 5 students, I am forced to use a table teaching method and
focused group discussion, which are not effective or efficient in relation to projection of
materials (ICT); though in so doing, we help the student to learn while seeing what is going on
the board because we get the chance to access different ICT tools for more preparations and
implementations [Focused Group Discussion with some of the teachers held on 23/05/2014].

This excerpt indicates that the accessibility of ICT materials is also a question of adequacy of

such materials in a given school. With this opinion from one of the teachers given, the general

implication is that many teachers had access to ICT tools. In another FGD it was found that the

schools had no laboratories, enough computers, modems, projection boards, televisions,

compact discs (CDs), speakers, projectors, and teaching manuals were stored in one of the
 41

selected classrooms. In addition, the storage facilities were not proper for keeping ICT

materials mentioned above. One of the respondents argued on this saying that;

This kind of storage is good but not the best area to store electronic materials, since
classrooms have dust, no air conditioner and no carpets. [Focused Group Discussion with
some of the students held on 24/05/2014]

Further analysis indicates that in schools where there were no computer laboratories; ICT tools

were stored to the administration/headmasters office. The implication of this is that still

students and teachers are facing a lot of challenges to access ICT tools which are stored to the

offices.

4.1.3 Discussions

Findings in this section showed that (i) only few ICT tools were present at schools and (ii) they

were hardly accessed by students but rarely accessed by teachers from the area of storage (iii)

most of the secondary school management/administration hard no support to both teachers and

students in facilitating ICT development. Availability and accessibility of ICT facilities

including computer laboratories, computers, internet, modems, teaching and learning manuals,

televisions, speakers, projectors, projection boards and compact discs (CDs) could lead to good

integration of ICT in education. The one sided access to ICT tools was noted and was said to

affect students academic achievement as only teachers were close to the technology. These

findings are in line with the results displayed by Dankaro (2012), that most of the teachers had

87% access to ICT facilities while students had 13% access to ICTs and that insufficient access

to ICT was an obstacle preventing successful implementation of technology (Kay, 2006).

The findings that computer laboratories were not present, were available, and materials of the

ICT were lacking, was an indication that the ICT tools were inevitable to be inaccessible. This
 42

in turn had diminishing returns to students academic achievement. Inappropriate use of ICTs

in schools as indicated in this study contradicts findings by Tinio (2002) that different ICTs

were said to be helpful in expanding the access to education, strengthen the relevance of

education and raise educational quality of education and helps to make teaching and learning

into an engaging, active process connected to real life.

These findings are in line with the study done by Idoko and Ademu (2010) in an investigation

of the challenges of ICT for teaching/learning as perceived by agricultural science teachers in

210 secondary schools from the three educational zones in Kogi State, also found that ICT

facilities were not available and hardly accessed in secondary schools. Therefore, no access to

ICT tools since some of the tools are not found in most secondary schools. Individual ICT

tools, like computers, modems and removable disks are frequently used in implementing this

programme in most of the schools. Generally, the contribution of ICT to students academic

achievement is in hand to only teachers who have an access to ICT tools. Despite some of the

schools visited had neither the official laboratories nor the working internet services, majority

of teachers always encouraged their students to read for their own from library and searching

learning materials from the internet.

This study clearly indicates that without any good support from the higher authority, ICT

cannot run well at the schools. It has revealed that most of heads of schools had poor support to

their teachers and students. This implies therefore that neither teachers nor students are

supported in implementing ICTs to their schools. If the management does not support it,

nothing can be done in contribution to students academic achievement and teachers

pedagogical development. It is also difficult to the teachers to cope with the new curriculum of
 43

competence based curriculum. There will also be lack of innovation in skills among teachers

when it comes to teaching while the technology is changing daily.

The review provides new light on the supporting and constraining factors that influence ICT

integration in education by prioritizing provision of initial and ongoing in-service teacher

education that effectively equips teachers to integrate ICT into subject teaching and learning

using contemporary pedagogical approaches and support (Pigato, 2011).

The theory underpinning this study is technological determinism theory which believes that

technology shapes how we as individuals in a society think, feel, act, and how society operate

as we move from one technological age to another (Mcluhan, 1962). It is said that we learn,

feel and think the way we do because of the messages we receive through the current

technology that is available (Ibid). Due to the findings above, the theory and findings are not in

line to what is done at secondary schools. Teachers and students do not act, feel and operate as

the theory demands because of in accessibility of the ICT tools to them.

Also it was noted that ICT tends to expand access to education, for example, teleconferencing

in the classrooms allows both learner and teacher to interact simultaneously with no difficulty

and convenience (Fu, 2013). This is contrary to the findings obtained from the study. UNESCO

(1990), indicated that, schools with no ICT tools have poor students academic performance

since they are denied to ICT tools accessibility.

Finally the theory demands that students and teachers learn, feel and think the way they do

because of the messages received through the current technology that is available. On this; the

question comes how one can receive messages while ICTs are not in practice and use?
 44

4.2 ICT Utilization for Teaching and Learning in Schools

This section presents findings on the examination of the extent to which ICT was being utilized

in enhancing teaching/learning among teachers and students, specifically; the intention of this

section explored the arrangement of time table in implementing ICTs effectively. Data was

collected through focused group discussion and open ended questions of the questionnaires.

Students and teachers were the sources of data. Findings in this study revealed that (i) Most of

the computers were used by the administration than students (ii) No clear time table for ICT

utilization in most of the schools (iii) Teachers were poorly technological experienced (iv)

Software necessary for teaching were kept and not utilized and (v) teachers were not aware on

the changes on national ICT policy, curriculum and pedagogy.

4.2.1 School timetable and utilization of ICT in teaching and learning

Analysis of FGDs and OEQ data reveals that when the respondents were asked on hours per

week do they spent interacting with ICT, neither students nor teachers knew the clear time

table. They also pointed that the timetable on the ICT utilization at schools was not well

arranged to suit the needs of both students and teachers. This was for example highlighted by

one of the students who reported saying that; We do not have the time table which demands us

to undergo learning ICT.

In addition, more than 50% of the respondents declared that, there were no well-arranged time

table to the schools that had IT as the lesson involving students and teachers. Only one school

between all five schools found to have a clear defined time table in teaching only form one and

form two alone.

 45

4.2.2 Technological experiences

Findings in this study revealed that respondents were evenly divided between those with access

to and with no access to technology in practice. The technological experiences to teachers in

implementing ICTs effectively differed within and across groups of teachers.

During Focus group discussions with teachers on technological experiences in teaching, some

of them had this to say:-

You know! Most of us didnt study these computers in lower levels. Few of us only were
taken for three weeks of training under the factor that, they studied science or English
language in their professionalism. This does not signify the easiest understanding of the
new technology to such extent. [Focused Group Discussion with teachers held on
27/05/2014]

During these discussions it was also revealed that most teachers were of the opinion that it was

not good to involve only teachers with knowledge and background of science and English

language to use ICT in teaching. This was supposed to involve all the teachers,

4.2.3 Usability of ICTs in schools

Findings in this study also revealed that very few educational software were available at

schools. It was suggested that the use of computers be for the basic ICT training (peripherals,

operating system, office tools and internet). Though many schools indicated to use ICT for

integration, the lack of specific software meant that either it was used only for basic ICT

training, or that teachers use training materials they produces or downloads. In addition,

findings revealed that despite few computers in schools, the utilization of ICT was as follows;

heads of schools and administrators (42%), training students and teachers (28%), class

preparation (9%), teaching other subjects other than computers (14%), basic ICT training

(28%) and other personnel such as secretaries (7%) as indicated in Figure 4.2.1:-
 46

Figure 4.2.1: Statistics indicating Use of computers (N=142)

Used by non
teachers ICT basic
members training for
(, secretaries, e students and
tc) teachers
7% 28%

Used by
administrators Used by
and H/masters teachers for
or H/mistress class
42% Used by preparation
teachers in 9%
teaching other
subjects (not
computers)
14%

Source: Field Data (June, 2014).

4.2.4 Competences in ICT Policy, Pedagogy and Curriculum

Analysis of data in this section revealed that in recent years, there has been a shift from a

content-based curriculum to a competence based one, requisite re-training of teachers to

implement this has not been widely provided as noted prior. The curriculum requirements and

the ICT policy requirements as guided by national policy papers have not been in tandem. The

findings indicated that policy, curriculum and pedagogy to teachers were not in favour of ICT

in teaching and learning. While discussing curriculum and policy issues, teachers noted that:-

There are opportunities for ICT use in teaching and learning through accessing
different materials using websites referenced in syllabus but nothing to deal with
this due to the absence of ICT facilities. [Focused Group Discussion with teachers
held on 30/05/2014]

Over this opinion, the teachers indicated that different opportunities for implementing ICT can

be achieved. When discussing pedagogy issues, one of the respondents said,

 47

I sometimes lose hope, due to that only few issues about computer I know, when
it becomes to a technical issues nothing I can do. [Focused Group Discussion with
some of the teachers held on 27/05/2014]

In fact, it was noted that most of the ICT-teachers were not trained and rather had what was the

so called crash programme on ICT. Nevertheless, teachers do apply their abilities and

competences in dealing with this venture. Uses of ICT in pedagogical activities are widespread

in the education system. Teachers use computer software to make lesson plans, PowerPoint

presentations, and use smart boards for interactive lessons. Teacher technical mastery of ICT

skills is not a sufficient precondition for successful integration of ICTs in teaching.

4.2.5 Discussions

Findings in this section revealed that (i) no clear time table for ICT utilization in most of the

schools (ii) most of the computers were used by the administration than students (iii) teachers

were poorly technological experienced (iv) software were kept and not utilized and (v) teachers

were not aware on the changes on ICT policy, curriculum and pedagogy.

It is in this light that students and teachers had to use effectively the time given for the special

case of ICT. Most of the schools had not clear indicated the ICT period on the master time

table. This was due to the fact that most of the secondary schools had no lesson specifically for

Information and Technology (IT). Only one school found to have this lesson to only form one

and form two alone. Only other subjects were considered much in the time table. It was noted

previously that to miss good arrangement of the time table leads to failure without knowing

(URT, 2011). Under this, both teachers and students are supposed to follow the defined and

stipulated time table for development.

 48

Technological experiences; most of the teachers are not experienced much in the area of ICTs.

This cannot bring any immediate change to the students minds since teachers are not well

trained. Only few teachers were taken to have short training of only one month and being taken

as qualified teachers of ICT and being taken to schools to teach. The aspect as who are

expected to drive the new ICT advanced education system is brought afore due to experience.

The advancement in which ICT resources offer in education can be evident through

accessibility to quality resource materials, training and instructional delivery.

This can only be attained when it is drastically integrated into the instructional process in the

teacher education system (Hennessy, 2010). Productive instructional delivery enhances

learners creative and intellectual development through the use of ICT resources, for instance,

in the use of multimedia images, graphics, audio, text and motion for high quality learning. It

has been discovered that most of the computers were used by the administration. As the results

imply, in anyhow, computers are used at schools. The problem here is that, they are used un

intentionally in all aspects. To some schools computers were used to teach teachers and

students basic knowledge of the computers but not applied on subject wise.

If this is attained much direct with the situation that most of ICTs are accessible only to

teachers than students. School as an educational organization, the Headmaster is the leader of a

school and the importance of strong leadership in effectively implementing ICT in education is

evident from many of the country reports (Gosmire& Grady, 2007). Todays rapid

technological changing environment requires the headmaster and teachers as a technology

leaders to become involved in discovering, evaluating, installing, and operating new

technologies of all kinds, while keeping teaching and student learning as the guide and driving
 49

force behind it all (Gao, 2010). But the school headmasters are doing this either direct or

indirect depending on the nature and type of management being employed there.

Through this, it is difficult to attain the good students academic achievement. There is a need

to look in the other way around how these computers are used directly in some of the schools

to avoid determinism theory acceptance. Though, a high number of schools indicated their ICT

utilization as a danger of people embracing the technological determinism theory is avoided.

They regard ICTs as a cure that could solve all development problems, with the understanding

of the local context of how they would be used at schools (Chacko, 2004; Long & Long, 1992;

Moodley & Cloete, 2004). It is highly observed that ICT policy, pedagogical and curriculum

competences are still challenging factors in implementing ICTs in secondary schools. The

problem here is that in absence of curriculum in most cases cause the absences of syllabi in

different aspects. To mean that teachers are not well educated on different changes of the

curriculum of which changes in the syllabi later happened (Mercers, 2005). It was simple

issue to most of the teachers to view curriculum, but to move in line with the demand of the

curriculum was seen as an issue. These results are directly inline into poor utilization of ICTs

properly in enhancing the clear achievement to the students later. In connection to this,

pedagogically, teachers are not fit due to the change of this curriculum and absence of ICT

policies.

Others noted that, the use and preparation of teaching and learning materials through ICTs

needs time which is not available due to shortage of ready students to learn and teachers to

teach in secondary schools (URT, 2003). This shortage of teachers has resulted in heavy

workloads for the few teachers in the schools. While others noted the challenges which may
 50

hinder ICT utilization that, absence of ICT institutional /school policies hinders each and every

thing in the use of ICTs.

Findings in this study concur with the technological determinism theory which believes that

technology shapes how we as individuals in a society think, feel, act, and how society operate

as we move from one technological age to another (McLuhan, 1962). We learn, feel and think

the way we do because of the messages we receive through the current technology that is

available. The findings under this are that most of the computers were used by the

administration than students, no clear time table for ICT utilization in most of the schools,

teachers were poorly technological experienced, software were kept and not utilized and

teachers were not aware on the changes on ICT policy, curriculum and pedagogy. Most of the

computers were used by the administrators, this finding is in line with the study that

administrators act and operate as they move from one technology to another age. The

difference is that they do not consider the intention of the computers at their schools. But some

of them were seen as they used computers to accomplish their needs in terms of the

administrative works. No clear time table for implementing ICT, this finding is not in line with

the theory of technological determinism due to that it does not consider how the time table has

to be at schools. Teachers were poorly technological experienced, software were kept and not

utilized and teachers were not aware on the changes on ICT policy, curriculum and pedagogy,

actually these findings are in line with the theory due to that there is a danger of people

impressing technological determinism theory which later may turn to society fragmentation.

Lack of technological experiences brings up the solutions to the worry raised by the theory.
 51

4.3. The Contribution of ICT-Utilization to Students Academic Achievements

Findings on ICT utilization contribute on students academic achievement revealed that (i) no

direct influence to the students academic achievement in terms of final results (ii) students do

enjoy the lesson when ICT facilities were used and (iii) outside the classrooms ICTs

contributed to mass failures academically.

4.3.1The Influence of ICT on Students Academic Achievement

Analysis of focused group discussion, data gathered from teachers and students revealed that it

was not easy to determine the influence of ICT in students academic achievement given the

circumstances around its utilization in schools. Revealing this one of the respondents said:-

This programme started in 2012 when some of the teachers were shifted from
one school to another and others in 2013 were given training. It is not easy to
judge this programme simply its impact to students performance is not well
defined [Focused Group Discussion with teachers and students held on 30/05/2014]

Considering the opinions given by many respondents, the school ICT programmes has no

observable impact on students achievement like good results in their final examinations, rather

appears to make students enjoy the lesson making many students to attend lessons than before.

It was therefore revealed that ICT programmes were good but it needed more time to conclude

whether were successful for teaching and learning objectives. In normal circumstances,

students enjoy much when the teacher teaches any lesson through ICT tools, some students

during the discussions said:-

We enjoy much the lesson, we ask different questions, we can be told how to
search materials and the class becomes interactive to all, but we face a lot of
challenges like that of not learning computer itself due to shortage of computers
at our school[Focused Group Discussion with students held on 30/05/2014]

In fact this opinion matches with what the researcher observed when the students were

discussing different issues concerning the utilization of ICT in schools. Students were eager to
 52

know how computers operate in their daily life specifically in academics. The problems being

addressed by these students are really true under the findings indicated before.

Contrary to that, in one of the discussions with the students, it was noted that, some of them

were failing in their continuing examination due to the presence and utilization of this

technology. One of the respondents, said:-

Since I knew how to chat through face book, whats up, instagram, twitter, shazam, e-
mail and viber, my progress in academic is going bad.(Discussion with students held
on 30/05/2014)

This implies that ICTs bring about both positive and negative development to the students.

Therefore, students have to be guided well and not to just embracing the technological theory.

Due to this the contribution of ICT to students academic achievement is ignored. It shows that

there is a danger of students embracing technological change in academics otherwise academic

failing will be high. It is true that ICT contributes much to students academic achievement like

good performance and getting friends who can latter help them in sponsorships to higher levels

of education and other related help, but good management is needed to avoid students from

going astray to the intended needs.

4.3.2 Discussions

This study found out that, the contribution of ICT utilization was not consistent with students

academic achievement in enhancing educational development. The findings revealed that there

were no direct impact to the students academic achievement in terms of final results, students

do enjoy the lesson when ICT facilities were used and that outside the classrooms ICTs

contributed to mass failures academically if used differently.

 53

These findings are in line with the Technological Determinism Theory which believes that

technology shapes how we as individuals in a society think, feel, act, and how society operate

as we move from one technological age to another (Mcluhan, 1962), students have something

to learn in presence of this ICT to them. It was also noted that ICT tends to expand access to

education, for example, teleconferencing in the classrooms allows both learner and teacher to

interact simultaneously with no difficulty and convenience (Fu, 2013). Regarding this, its true

that ICT contributes to the development of students academically. The theory is in line with all

findings obtained in the sense that, to the students who failed because of this technology had

accepted all messages received through ICT and failed to integrate into real life situation. Also

students who became happy due to the presence of ICT had accepted determinism theory and

taken into other way for their success, though it might be because it was new issue to them.

Finally, ICTs have positive impact and negative impact to the students.

While it was said that in year (2012-2013), ICT tools were distributed to some of the secondary

schools. These tools were expected to arouse students academic enjoyment in how the lessons

were planned and taught and was thought to motivate them going to school regularly

(specifically, ward secondary school students).while the focus is on students to enjoy the

lesson, we also need to remember that the uses of ICT in education are many depending with

the description and therefore control on its out of school utilization needs control. The

following are uses of ICT described with the functions; ICT as object by referring learning

about ICT; ICT as an assisting tool while making assignments, collecting data and

documentation, communicating and conducting research; ICT as a medium for teaching and

learning; and ICT as a tool for organization and management in schools (Cuban, 2002; Davis et
 54

al., 2009; Dexter, 2002; Divaharan& Ping, 2010). These four dimensions are foremost in the

educational system thats why students do enjoy the lesson.

4.4. The Challenges Facing ICT in Teaching/Learning at Secondary Schools

This section presents and analyses findings on the challenges facing ICT in teaching /learning

ICT in secondary schools. Specifically, it analyses challenges facing utilization of ICT in

enhancing teaching/learning among teachers and students in Tabora municipality. Data from

the teachers and students were collected through focused group discussion and survey

questionnaires. Table 4.4.1summarizes findings from the questionnaire study as challenges

highly prevalent in most of secondary schools.

Table 4.4.1: Challenges facing ICT in teaching at secondary schools (N=142)

Challenges Facing Responde Strongly Agree Not Disagree Strongly Mean Standard
ICT in Teaching nts Agree decided Disagree Deviation

Lack of Internet - Teachers 6(30) 13(65) 00(00) 1(5) 0(00) 1.40 .60
Connected Computers
Students 40(32.8) 68(55.7) 00(00) 10(8.2) 4(3.3) 1.59 .78

Insufficient Internet Teachers 7(35) 8(40) 00(00) 4(20) 1(5) 1.90 .91
Speed
Students 35(28.7) 66(54.1) 00(00) 16(13.1) 5(4.1) 1.67 .86

Lack of adequate Teachers 6(30) 8(40) 00(00) 5(25) 1(5) 1.95 .94
Skilled Teachers
Students 56(45.9) 50(41.0) 00(00) 11 (9.0) 5(4.1) 1.76 .78

Lack of Training Teachers 16(80) 3(15) 00(00) 1(5) 1(5) 1.90 .45
Support to Teachers
Students 51(41.8) 64(52.5) 00(00) 5(4.1) 2(1.6) 1.61 .69

Communication Teachers 8(40) 8(40) 00(00) 4(20) 00(00) 1.75 .72

Barrier Between
Teachers and Students Students 53(43.4) 46(37.7) 00(00) 19(15.6) 3(2.5) 1.85 .83

Difficult to Implement Teachers 5(25) 11(55) 00(00) 3(15) 1(5) 1.80 .77
Competence based
curriculum (Current Students 0(00) 00(00) 00(00) 00(00) 0.00 .00
curriculum
Key: Value in table above represent frequency and percentage in brackets.

Source: Field Data (June, 2014)

 55

4.4.1 The Challenge of computers and internet connection

Results in table 4.4.1 show that, majority of teachers (Mean=1.55, SD=1.0) and (Mean=1.26,

SD=.85) of the students agreed on insufficient number of computers and lack of computers

connected with the internet (Mean=1.40, SD=.60) and (Mean=1.59, SD=.78) were indicated by

teacher and students respectively as the challenge in implementing ICT at secondary schools.

This implies that many teachers had neither computers nor connection to the internet, thus were

automatically lacking internet.

When FGDs data were analyzed, it was revealed that teachers and students were facing the

same challenges and the same problems of not having enough computers being connected to

the internet in schools. Teachers with personal computers use their own modems to access

what they need from the internet. This is unfortunately very difficult to many students to afford

as ICT materials are expensive to them. In one of the FGDs on problems/ challenges facing

ICT utilization in secondary schools, the common answers was ;-

Lack of computer laboratories, lack of computers and lack of enough funds (buying
voucher for the modem is a very challenging situation to accomplish the pre-
determined goal for ICT utilization.[Focused group discussion on 30th June, 2014]

4.4.2 The challenges of skilled teachers and their support

Findings in Table 4.4.1 also most teacher(Mean=1.95, SD=.94) and students (Mean=1.76,

SD=.78) were of the opinion that there were few teachers with skills to use and teach using

computer; similarly, most of the teachers lack (pedagogical) training support from

administration (Mean=1.90, SD=.45) and (Mean=1.61, SD=.69), communication barrier

(Mean=1.75, SD=.72) and (Mean=1.85, SD= .83) and difficult to implement competence based

curriculum (current curriculum) respectively. Coupled with the shortage/lack of pedagogical

 56

support to teachers, lack of adequate ICT teaching and learning materials was still a great

challenge too.

Analysis of data from FGDs with teachers indicates that, they face a problem of being not

understood by the students. When discussing challenges facing ICT utilization in secondary

schools, they commonly answered that:-

We have been facing a lot of challenges, including irregular flow of electricity,

network problems, and lack of computer laboratories, lack of enough funds (buying
voucher for the modem), communication barrier and teachers being not understood.
Most of the teachers of ward secondary schools are not subjected much to the use of
computers.[Focused group discussion on 30th June, 2014]

This excerpt as was commonly indicated by many teachers suggests teachers are still facing

different challenges in using ICTs for teaching in secondary schools. This also suggests that the

contribution of ICT utilization to students achievements is yet to be achieved. In addition,

most schools involved in this study had common issues which in habited the utilization of ICT

materials (regular electricity, network, computer laboratories) implying that the technology

poorly used in the attainment of the students academic performance. Further discussions also

revealed that majority of teachers noted in the present study that, use of this ICT in secondary

schools has been a result of curriculum shift as noted previously. However, teachers had been

failing to integrate previous curriculum to competence-based. The general implication to the

findings above, teachers had no doughty on the problems presented for discussions and with

the questionnaire. In so saying ICT problems are widely to all schools visited under study.

There is a need to find out the solutions which may be clear to all students and teachers. In

connection to students academic achievement via ICT, it will continue to lag behind day to

day if these computers; networks and teachers to be trained are not accomplished.
 57

During the FGDs with students, most of them explained many challenges including those of

which are only related to the present ICTs. All in all, the students commonly argued that:-

There is a problem here, we just hear about ICT but no implications that are taking
place to contribute to our performance

Under this opinion, it shows that teachers are not participating fully to implement their duties

of educating students through ICTs. Over all students are not satisfied with how ICT is being

implemented in their schools. If this is the case, it shows that less or no contribution to

academic achievement.

4.4.5 Discussions

Findings in this study indicated that challenges facing ICT in teaching /learning ICT at

secondary schools are many and that ICT has no contribution to teaching and students learning.

It was revealed that insufficient number of computer problems, lack of internet connected

computers and access speed, lack of adequate skilled teachers, lack of management support,

communication barrier between teachers and students and the problem of curriculum

implementation from content based to competence based one, were the major challenges to

ICT implementations to most secondary schools. With this, schools are lagging behind to

implement the programme.

In the study done by Nielinger (2003) found that ICT utilization faced many challenges. Some

of these were widespread poverty, lack of skills and scarce resources. Nielinger pointed out

that building the necessary infrastructure and covering the running costs, especially of

connectivity, puts much higher burden on communities than on ICT users. This study done by

Nielinger is in line to the current findings on lack of adequate skilled teachers. The observation

on these results is that, if teachers do not understand each other with the students in terms of
 58

language, may be switch coding should be implemented to adhere to the students needs.

Otherwise students will continue not understanding what is taking place in the class. The

researcher agrees with this, since ward secondary students were poorly organized in terms of

English language fluent. Evidence indicated that, to utilize ICT in teaching/learning and

increasing students participation (with high skills levels) in the lesson, a teacher needs to mix

language so as to be understood well (MoEVT, 2011). This was because most of the students

that teachers had been teaching were form ones and form twos. Although some of the higher

classes there is a great problem in case of English language. Basing on Technological

Determinism Theory (Mcluhan, 1962), these challenges provide evidence-based conclusions

that that technology shapes how we as individuals in a society think, feel, act, and how society

operate as we move from one technological age to another. It is now seen that challenges are

not in line with the demand of the theory. Also the theory describes that we learn, feel and

think the way we do because of the messages we receive through the current technology that is

available.

4.5. Solutions to the Challenges Facing ICT in Teaching/Learning at Secondary Schools

This section presents findings on the possible solutions to the challenges facing ICT in

teaching and learning at secondary schools in Tabora municipality. Several challenges had

been addressed (Table 4.5.1) facing ICT in secondary schools including insufficient number of

computers, lack of internet connected computers, lack of skilled teachers, lack of ICT tools

accessibility; few materials were available at schools, lack of computer training and

development to teachers, poor integration to current ICT curriculum, no clear time table to the

students, policies, lack of laboratories, poor motivation to teachers, poor communication

 59

between the teachers and students, no administrative support on the issue of ICT and poor

participation (truancy) of students were seen as a great challenge to them.

Table 4.5.1: Solutions to Challenges Facing ICT in Teaching at Secondary schools (N=142)
Solutions to Challenges Respondent Strongly Agree Not Disagree Strongly Mean SD
Facing ICT in Teaching s Agree Decided Disagree

Presence of Sufficient
Number of Computers at Students 51(41.8) 66(54.1) 00(00) 3(2.5) 2(1.6) 1.52 .63
school

Teachers 15(75) 4(20) 00(00) 1(5) 0(00) 1.60 .50

Availability of Internet - Students 63(51.6) 54(44.3) 00(00) 4(3.3) 1(0.8) 1.61 .60
Connected Computers
Teachers 14(70) 4(20) 00(00) 1(5) 1(5) 1.85 .49

Presence of Internet Speed

Students 62(50.8) 52(42.6) 00(00) 7(5.7) 1(0.8) 1.65 .63

Teachers 15(75) 4(20) 00(00) 1(5) 0(00) 1.85 .59

Availability of Adequate Students 72(59) 48(39.3) 00(00) 1(0.8) 1(0.8) 1.63 .55
Skilled Teachers at school Teachers 14(70) 4(20) 00(00) 1(5) 1(5) 1.85 .49
Provision of Support to the
students to interact with the Students 64(52.5) 55(45.1) 00(00) 2(1.6) 1(0.8) 1.58 .57
computer
Teachers 15(75) 4(20) 00(00) 1(5) 1(5) 1.95 .69
Adequate materials for
teaching and learning Students 69(56.6) 50(41) 00(00) 2(1.6) 1(0.8) 1.62 .57

Teachers 16(80) 3(15) 00(00) 1(5) 0(00) 1.90 .45

Teachers should be taken for
further training Students 51(41.8) 64(52.5) 00(00) 5(4.1) 2(1.6) 1.57 .56

Teachers 13(65) 5(25) 00(00) 2(10) 0(00) 1.80 .52

.Motivation between
teachers and students Students 73(59.8) 48(39.3) 00(00) 1(0.8) 0(00) 1.52 .63

Teachers 15(75) 4(20) 00(00) 1(5) 0(00) 1.58 .57

Learning manuals written in
the language understood Students 64(52.5) 56(45.9) 00(00) 1(0.8) 1(0.8) 1.58 .57

Teachers 14(70) 5(25) 00(00) 1(5) 0(00) 1.85 .49

Source: Field Data (May, 2014)

4.5.1 Adequacy of computers, skilled teachers, internet and support to ICT units

Findings presented in table 4.5.1indicate that most of the teachers and students suggested on

the availability of enough computers to both teachers and students (Mean=1.60, SD=.50) and

(Mean=1.52, SD=.63), well skilled teachers (Mean=1.85, SD=.49) and (Mean=1.63, SD=.55)
 60

respectively. They also pointed that attention to these suggestions may direct bring about

achievement to the students academic performance and motivation in at all teachers and

students (Mean =1.52, SD=.63) and (Mean =1.58, SD=.57) respectively. But, personal

motivation is an important factor which forces members to improve their teaching methods and

contribute to the learning of students by technological means (Medlin, 2001).

During focused group discussion with teachers the common answer to the issue of possible

solution to the challenges facing ICT to secondary schools was:-

Let me tell you, at our school we face a lot of challenges, but most of the problems
indicated in previous are possible solutions in reverse. The way to mention the
solutions, you need to know the problems as we had analyzed in previous question

The findings imply that if clear solutions are obtained to the problems raised there, no need of

finding other possible solutions on this, the problems are solutions in vice versa one said.

Findings also imply that ICT can help students to achieve their needs if at all necessary

conditions are attained. It is true that all solutions would mean that ICT utilization would

contribute to advancement in students academic performance.

4.5.2 Discussion

As it is discovered in table 4.5.1, learning materials written in the language that is understood

to the students can contribute to the students academic achievement. With this reason, most of

the responses indicate that self-motivation between teachers and students should be taken to

facilitate learning to the students. The general implication of these findings is that, students and

teachers the possible solutions suggested would be necessary to be obtained depending with the

demand of the school, students and teachers for ICT to become very interactive and finally

enhance performance to students. Lack of electricity is an example which clearly shows how the

utilization of ICT in secondary schools is still a myth not only in Tabora but also in other places.
 61

Maintenance and support are also key areas that have to be considered in any of the project in order for

the equipment to be maintained functional (URT, 2007)

In the context where there is low volume of computers per students as observed in the current

study, the actual access of students and teachers to the ICT equipment for the purpose of

teaching and learning in reality a practical rhetoric. Similarly, lack of specific educational

software and other ICT tools indicates another form or practical rhetoric in computer usage to

teach and learn the technical skills. These findings in this study are in line with previous

reports that with severe limitations for the use of the tools to support training that make poor

use of the tools (URT, 2011).

Finally, findings in this study are in line with theoretical underpinnings in this study which are

based on Technological Determinism Theory which believes that technology shapes how we as

individuals in a society think, feel, act, and how society operate as we move from one

technological age to another (McLuhan, 1962). The results of the possible solutions therefore

assert that teachers will work hardly if all necessary materials proposed are present. This is due

to that they act and feel happy if they are motivated and empowered with skills necessary for

utilization of ICT in teaching and learning through further training.

 62

CHAPTER FIVE

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

5.1. Introduction

This chapter provides a summary of study approach, analysis procedures and the major

findings of the study based on the specific research objectives stated in chapter one. It also

gives a general conclusion and recommendations on findings of the utilization of information

and communication technology (ICT) in teaching/learning among teachers and students and its

contribution to students academic achievement. In particular, the chapter opens an overview

for further research on how ICT contributes to students academic performance.

5.1. Summary of the Study

Chapter one of this study established the purpose of the study which was to examine the extent

that ICT is being utilized in teaching/learning in secondary schools and its contribution to

students academic achievement in Tabora Municipality. Specifically, the study aimed to

investigate on;(i) the level of accessibility of ICT in secondary schools for enhancing effective

and efficient teaching and learning in Tabora municipality; (ii) the extent to which ICT was

utilized in enhancing effective and efficient teaching and learning among teachers and students

in Tabora municipality; (iii) the contribution of ICT utilization on students academic

performance; (iv) the challenges of ICT that hinder enhancement of teaching/learning among

teachers and students in Tabora municipality; and (v) the possible solutions to the challenges

facing ICT in enhancing teaching/learning among teachers and students in Tabora municipality

Chapter two of this study reviewed literature indicated that, extensive study on utilization of

ICT and its contribution to students academic performance has been done worldwide.
 63

However, studies done to address the extent that ICT is utilized and how it contributes to

students academic achievement are very few. Furthermore, in Tanzanian context, studies

addressing the extent that ICT is being utilized are very few, specifically, Tabora nothing have

not yet been. In addition, literature review explained the role of ICT in education, policies and

general availabilities.

Chapter Three presents the methodology used in this study. It describes strategies for sample

selection, the sample and sample characteristics. It also described the process for data

collection that is the approach and design, research instruments and procedures for data

collection and analysis. It also discusses validity and reliability as well as ethical issues

observed in this study. .

5.2. Summary of the Major Findings

The study has revealed that,

i. Few ICT resources were available at schools. They were easily accessed by teachers

only under the rules and regulations (by laws) put by individual school having a

computer room, vice versa to the students who were not able to access the resources.

ii. More than 42% of the schools, ICT tools (like computers) were used by the

administration (headmasters/mistresses), 14% used by teachers in teaching other

subjects and only 9% for the classroom preparations.

iii. The few resources available were mostly utilized by science teachers than social

science teachers in preparations of the lesson plan, scheme of works, lesson notes and

teaching in the class.

iv. Lack of clear time table had been a way forwards to negative implementation of ICT in

most schools
 64

v. Lack of school planning and development of strategies for ICT use in general and in

teaching and learning of curriculum subjects specifically in secondary schools had

created a ripple effect in the areas of policy, curriculum, infrastructure acquisition, use

and maintenance and professional development

vi. Including irregular flow of electricity, network problems, lack of computer laboratories,

lack of enough funds (buying voucher for the modem), communication barrier and in

fact most of the teachers of ward secondary schools were not subjected much to the use

of computers.

vii. ICT contributed to students attendance to increase (ward secondary schools) since

students do enjoy the lesson when ICT facilities were used.

viii. No direct impact to the students academic achievement in terms of final results

ix. Outside the classrooms ICTs contribute to mass failures academically if used

differently.

x. The information collected revealed that insufficient number of computer, lack of

internet connected computers and access speed, lack of adequate skilled teachers, lack

of management support, and the problem of curriculum implementation from content

based to competence based one, are major challenges to ICT implementations to most

secondary schools.

5.3. Conclusions

Based on the findings of the study, the following conclusions were drawn:

(i) ICT availability and accessibility often has been one of the most important

obstacles to technology adoption and integration in learning, there is urgent need

 65

for more computers if a country is to successfully integrate ICT in public

secondary schools

(ii) Personal motivation is an important factor which forces teachers to improve their

teaching methods and contribute to the learning of students by technological

means.

(iii) Utilization of ICTs can contribute positively or negatively to the students

academic achievements

(iv) Tanzania would support itself to attain creativity, innovativeness and a high level

of quality education in order to respond to development challenges and effectively

compete regionally and internationally

(v) When used appropriately, different ICTs are said to be helpful in expanding the

access to education, strengthen the relevance of education to the increasingly

digital workplace and raise educational quality of education and helps to make

teaching and learning into an engaging, active process connected to real life.

5.4. Recommendations

This section points out the recommendations based on the findings and the conclusion drawn in

this study. It highlighted several issues that needs attention and hence needs to be addressed in

order to enhance the effectiveness of teaching and thus be able to implement ICT in secondary

schools based teaching and learning. In this section two categories of recommendations are

addressed; namely, recommendation for action and recommendation for further studies
 66

5.4.1 Recommendations for action

Based on the findings in this study, teachers and students utilization of ICT for teaching and

learning respectively is clearly minimal and seldom. Thus, it is recommended that, heads of

schools should support and promote ICT at their schools. The findings revealed that most of

the ICT teachers are not competent in teaching through ICT tools. It is now recommended that

government through the Ministry of Education and Vocational Training should orient and train

more teachers to ensure that ICT secondary school teachers have the capabilities of

implementing the competence-based curriculum. Furthermore, as literatures indicated the

weaknesses in the present curriculum and ICT policy in most schools, then, there should be

efforts to implement the research findings on the area of curriculum development and

implementation provided by various government institutions. Finally, ICT materials should

not be closed in the Headmasters/mistresses offices.

5.4.2 Recommendations for further research

(i) There is a need to conduct a study across all secondary schools (Private and Public)

in different regions to determine the extent that ICT is being utilized and identify its

contribution to students academic achievement.

(ii) Further studies should be conducted to examine the performance of the students

under ICT programme against those who are not under the programme. The

intention will be to advise the government to proceed with the programme or to stop

it.
 67

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LIST OF APPENDICES

Appendix A: Questionnaire for ICT teachers

Dear teacher;
Your responses to these questions will provide data relating to the ICT accessibility, extent to ICT utilization,
identification of ICT challenge, possible solution on the challenges and its relationship to its contribution to
students academic achievement in learning. Confidentiality will highly be observed. The responses will only be
used for the analysis purposes of this study and not otherwise. Therefore, your cooperation will be highly
appreciated.

SECTION A: Background information

Name of school____________________________ District__________________________

Gender __________, Age___________, Length of service___________,
Subject taught_______________________, Profession Qualification: 1 Certificate 2 Diploma 3 Degree 4
Masters 5 PHD

SECTION B: Accessibility of ICT Tools at school

For question 1 - 6, tick the most correct response from the choices.
1. Strongly Agree, 2. Agree, 3. Not Decided, 4. Disagree, 5. Strongly Disagree. (Put a tick () where appropriate)
1. The school is having ICT/computer laboratory/room.

1 2 3 4 5

2. There is enough ICT teaching/learning materials at your school.

1 2 3 4 5

3. There is good accessibility to the ICT teaching materials present at school for lesson preparations.

1 2 3 4 5

4. The computers are enough compared to the number of the students present at your school.

1 2 3 4 5

5. The school administration supports you in enhancing ICT to run well at school.

1 2 3 4 5

6. The management provides the required materials including computer with internet connection, laptops, books for references
and workshops to increase ICT knowledge.

1 2 3 4 5

SECTION C: The Extent that ICT is being Utilized at School

Please respond to the following items appropriately by answering in the space provided, shortly.

7. How many hours per week do you spend in dealing with ICT lesson at your school? ------------

8. Do you think the time table is well arranged for you to utilize ICT and understand well the lesson?

If yes shortly describe how__________________________________________________________

If no shortly describe why___________________________________________________________
9. How would you like the time table to be so as to build more classroom teaching is effective and efficient?
_________________________________________________________________________
 75

10. Do the students enter in the classroom to learn ICT?

If yes shortly describe the average of the students attend _____________________________________

If no shortly describe why_____________________________________________________

SECTION D: Challenges Facing ICT in Enhancing Teaching at school

11. Is the use of ICT in teaching adversely affected by the following factors? Choose by putting a tick () to relevant answer of
your choice.

Statement Agree Strong agree Disagree Strong Disagree

Insufficient number of computers

Lack of internet-connected computers

Insufficient internet speed

Lack of adequate skilled teachers

Lack of pedagogical support for teachers

Inadequate content/materials for teaching and

learning

Lack of books written in the language used as the

medium of communication at school

Difficult to integrate ICT use into the current

curriculum (Competence based)

Lack of pedagogical models on how to use ICT for

teaching and learning.

SECTION E: Possible Solutions to the Challenges that Teachers Face in Teaching using ICT.

12. Can the use of ICT in teaching/ learning problems be solved by having the following to school?

Statement Agree Strong agree Disagree Strong Disagree

Presence of sufficient number of computers at school.

Availability of internet-connected computers at schools.

Presence of sufficient internet speed

Availability of adequate skilled teachers at school.

Provision pedagogical support to teachers

Adequate content/materials for teaching and learning

Presence of books written in the language used as the

medium of communication at school

Students and teachers cooperation

Motivation to students and teachers

Thank you for taking part in filling this questionnaire

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Appendix B: Guidelines for Focused group Discussion on ICT

Dear teacher/student
Your responses to these questions will provide data relating to the ICT accessibility, extent of ICT utilization,
identification of ICT challenges, possible solutions on the challenges in relation to effective teaching and
learning. Confidentiality will be highly observed. The responses will only be used for the analysis purposes of this
study and not otherwise. Therefore, your cooperation will be highly appreciated.

1. Are ICT tools available for effective instructional delivery at your school?

2. To what extent are ICT tools accessible at your school?

3. What is the degree of utilizing ICT for effective and efficient teaching and learning at

your school?

4. Does ICT contribute to students academic achievement at your school?

5. Do teachers exhibit competences in the use of ICT tools for effective and efficient

instructional delivery?

6. What are the problems affecting the use of ICT in the process of delivering materials

for effective and efficient teaching/learning at your school?

7. What are the possible solutions that may be used to solve the problems that are facing

the use of ICT in teaching and learning using ICT?

Thank you for your cooperation

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Appendix C: Questionnaire for ICT students

Dear students
Im Garaba, Athanas M pursuing a master degree in education management and planning at AMUCTA. I am doing a research
about Utilization of ICT in teaching/learning among teachers and students and its contribution to students academic
achievement in secondary schools in Tabora Municipality. Please, I request you honestly to support me by giving the
required information for enabling the success of this study. The information that will be provided here is only for academic
purposes and not otherwise. Therefore, your cooperation will be highly appreciated.

SECTION A: Background information

Name of school____________________________ District__________________________

Gender __________, Age___________, Year of study___________
Subject learnt_______________________

SECTION B: Accessibility of ICT Tools at school

For question 1 - 5, tick the most correct response from the choices.
1. Strongly Agree, 2. Agree, 3. Not Decided, 4. Disagree, 5. Strongly Disagree. (Put a tick () where appropriate)
1. The school is having ICT/ computer laboratory/room.

1 2 3 4 5

2. There is enough ICT learning materials at your school.

1 2 3 4 5

3. You have access to the ICT learning materials present at school for lesson preparations.

1 2 3 4 5

4. The computers are enough compared to the number of the students and teachers present at your school.

1 2 3 4 5

5. The school administration do support you in enhancing effectively use of ICT at your school.

1 2 3 4 5

SECTION C: The Extent that ICT is being Utilized at School

Please respond to the following items appropriately by answering in the space provided

6. How many hours per week do you spend in learning ICT lesson at your school? ------------

7. Do you think the time table is well arranged for you to utilize ICT and understand well the lesson?

If yes shortly describe how__________________________________________________________

If no shortly describe why___________________________________________________________
8. How would you like the time table to be so as to build more classroom learning effective and efficient to you?
_________________________________________________________________________
9. Do the teachers enter in the classroom to teach ICT?

If yes shortly describe in consideration to time arranged for ICT_______________________________

If no shortly describe why______________________________________________

SECTION D: Challenges Facing ICT in Enhancing learning at school

 78

10. Is the use of ICT in learning adversely affected by the following factors? Choose by putting a tick () to relevant answer of
your choice.

Statement Agree Strong agree Disagree Strong Disagree

Insufficient number of computers

Lack of internet-connected computers

Insufficient internet speed

Lack of adequate skilled teachers

Lack of pedagogical support for teachers

Lack of adequate content/materials for teaching and

learning

Lack of books written in the language used as the

medium of communication at school

Difficult to integrate ICT use into the current

curriculum (Competence based)

Lack of pedagogical models on how to use ICT for

teaching and learning.

SECTION E: Possible Solutions to the Challenges that Students Face in Learning using ICT.

11. Can the use of ICT in teaching/ learning problems be solved by having the following to school?

Statement Agree Strong agree Disagree Strong Disagree

Presence of sufficient number of computers at

school.

Availability of internet-connected computers at

schools.

Presence of sufficient internet speed

Availability of adequate skilled teachers at school.

Provision training support to teachers

Adequate content/materials for teaching and

learning

Presence of books written in the language used as

the medium of communication at school

Students and teachers cooperation

Motivation to students and teachers

Thank you for taking part in filling this questionnaire

 79

Appendix D: Budget Estimation and Schedule of Activities

Budget Estimation
The source of fund were from the researcher and the amount of fund used was Tsh2, 800,

000/=

-Table of budget.

ITEMS COST(TSH)

Stationeries 2,800,000/=

Communications 500,000/=

Transport, meals and accommodation 200,000/=

Others 100,000/=

Total 2,800,000/=

Schedule of Activities

Activities October- Jan Jan-Feb Feb/Mar May/J June-

December ch une Aug.
Literature review and
proposal writing
Sample collection
Data collection
Data processing and data
analysis
Results and discussion
Conclusion and
Recommendations
Report submission
 80

Appendix E: A letter from Regional Administrative secretary

 81

Appendix F: A letter from the Municipal Director

 82

Appendix G: A letter from Municipal Education Officer