Evaluating the impact of information and communication technology (ICT) integration on teaching and learning in Mufindi district secondary schools: Common aspects, available resources, achievements, and challenges

Titus Tossy

doi:10.51867/scimundi.6.1.18

Authors

Titus Tossy
tossytm@gmail.com
Mzumbe University, Tanzania https://orcid.org/0000-0001-8162-4656

Keywords:

ICT integration, Mufindi District, Secondary Schools, Tanzania, Teaching and Learning

Abstract

The purpose of this paper was to evaluate the impact of Information and Communication Technology (ICT) integration in teaching and learning in Mufindi District secondary schools, focusing on the common aspects, available resources, achievements, and challenges. While the government promotes the integration of ICT into education, there has been no clear documentation of its success over the years. The study was guided by the goal-setting theory (GST) and constructivism learning theory (CLT). A qualitative approach was employed in this study, using in-depth interviews, focus group discussions, observations, and documentary analysis as methods of data collection, with a sample of 163 respondents drawn from Tanzania, specifically Mufindi District in the southern part of Tanzania. A study was conducted in ten (10) schools in Mufindi District: five (5) government and five (5) private schools. Content analysis was used to analyse data collected in this study. Results showed that the level of ICT integration in teaching and learning in secondary schools was low due to a lack of supporting resources, limited ICT knowledge and skills among teachers, poor management support, and a lack of motivation. The result of this study has a direct impact on various education stakeholders, including policymakers, education managers, school owners, teachers, the government, and all education development partners. The aim is to raise awareness on the effectiveness of ICT integration in teaching and learning in secondary schools. The study suggests that appropriate actions should be undertaken by educational policymakers and other relevant personnel to address this issue in the school system.

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