Browsing by Author "Loisulie, Paul"

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    Perceptions of teachers towards the use of human capital management information system (Lawson) in payroll management of public secondary schools in Tanzania
    (Sciencedomain International, 2019) Msuya, Ombeni; Loisulie, Paul
    A case study on the perceptions of teachers on the use of Lawson in payroll management in public secondary schools in Tanzania was undertaken. The study sought to assess the level of satisfaction of teachers in public secondary schools in Tanzania towards the efficiency and effectiveness of Lawson in managing payroll. The study employed mixed methods of data collection including the use of instruments such as an interview guide, questionnaires and documentary review checklist. The study found that teachers in public secondary schools in Tanzania are aware of the existence of the Lawson system. Moreover, it was found that Lawson is a reality not a myth in payroll management of public servants in Tanzania. However, teachers in public secondary schools have a narrow understanding of how the Lawson system works. The main reason is that they are not given the opportunity to attend training and orientations about the system. This study recommends the need to venture on other studies to find out the way to enlighten teachers and other public employees on the importance of the Lawson system. This can go hand in hand with the efforts of ensuring that, public employees have a portion to interact with the system.
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    Technological literacy in using Learning Management System among students in higher education institutions Tanzania: the case of two selected universities
    (Academy of Cognitive and Natural Sciences, 2024) Chasubuta, Aines Rodrick; Ndibalema, Placidius M.; Loisulie, Paul
    This paper aims to test the predictive power of facilitative conditions and technological literacy skills in using the Learning Management System (LMS) for learning in a Tanzanian university setting. The paper adopts a quantitative approach in which data were analysed using the linear regression model after securitising for multicollinearity, linearity, normality of data, homoscedasticity, and measurement reliability. The study’s findings indicate that the environmental context had more predictive power for technological literacy among students than the technological and organisational context. The paper provides insights to educational practitioners in HLIs to strengthen their systems so that the technological learning environment aligns with the student's technological literacy development needs. The findings also highlight the need for university authorities to adopt new technological innovations that could be used to enhance students’ digital literacy skills development and be able to cope with 21st-century skills. By examining the level of technological literacy, the research can shed light on the potential barriers students face in using LMS and point out some areas where interventions are needed. This, in turn, can enhance educational outcomes by improving students’ digital skills and their ability to engage with online learning resources
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    Technological literacy in using learning management system among students in higher education institutions Tanzania: The case of two selected universities
    (Academy of Cognitive and Natural Sciences, 2024) Chasubuta, Aines Rodrick; Ndibalema, Placidius M.; Loisulie, Paul
    This paper aims to test the predictive power of facilitative conditions and technological literacy skills in using the Learning Management System (LMS) for learning in a Tanzanian university setting. The paper adopts a quantitative approach in which data were analysed using the linear regression model after securitising for multicollinearity, linearity, normality of data, homoscedasticity, and measurement reliability. The study’s findings indicate that the environmental context had more predictive power for technological literacy among students than the technological and organisational context. The paper provides insights to educational practitioners in HLIs to strengthen their systems so that the technological learning environment aligns with the student's technological literacy development needs. The findings also highlight the need for university authorities to adopt new technological innovations that could be used to enhance students’ digital literacy skills development and be able to cope with 21st-century skills. By examining the level of technological literacy, the research can shed light on the potential barriers students face in using LMS and point out some areas where interventions are needed. This, in turn, can enhance educational outcomes by improving students’ digital skills and their ability to engage with online learning resources.