Browsing by Author "Ndibalema, Placidius M."

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    Context-relevant strategies for ICT integration in teaching and learning science subjects in Tanzania secondary schools
    (Academy of Cognitive and Natural Sciences, 2024-03-20) Ngodu, Abdallah; Ndibalema, Placidius M.; William, Francis
    Information and Communication Technology (ICT) can improve science teaching and learning. However, understanding the contexts in which ICT is intended to be integrated for its effectiveness is limited. Therefore, the current study explored context-relevant strategies and challenges for ICT integration in the teaching and learning science subjects in secondary schools in Tanzania. Exploratory sequential design under mixed methods guided the study's conduct. 52 participants (45 science teachers, six heads of schools and one municipal education officer) were purposefully and conveniently involved. Data were collected in two phases: 1st phase was qualitative data through in-depth interviews, 2nd phase was quantitative data through a questionnaire. Thematic analysis guided qualitative data analysis where MS Excel in the form of pivotal charts were used to present the frequency of the responses. SPSS version 27 guided the quantitative data analysis, presenting the output descriptively. Participants presented various context-relevant strategies, including capacity building for teachers, building and equipping computer labs with ICT facilities, maintaining and repairing defective computers, deploying educational technology experts, and making ICT compulsory at all levels of education. On the other hand, participants identified a lack of ICT facilities, limited ICT training opportunities, and digital content as context-relevant challenges for ICT integration in science teaching and learning. The study recommends rigorous pre-service and in-service teacher training programmes on ICT pedagogical integration for science teaching and learning based on these findings. Again, we recommend the improvement of ICT infrastructure in schools to enhance the availability, access, and use of science teaching and learning. The study concludes that if sufficient infrastructures are available and science teachers are equipped with ICT knowledge, teaching and learning of science subjects will be effective.
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    Context-relevant strategies for ICT integration in teaching and learning science subjects in Tanzania secondary schools
    (Academy of Cognitive and Natural Sciences, 2024) Ngodu, Abdallah; Ndibalema, Placidius M.; William, Francis
    Information and Communication Technology (ICT) can improve science teaching and learning. However, understanding the contexts in which ICT is intended to be integrated for its effectiveness is limited. Therefore, the current study explored context-relevant strategies and challenges for ICT integration in the teaching and learning science subjects in secondary schools in Tanzania. Exploratory sequential design under mixed methods guided the study's conduct. 52 participants (45 science teachers, six heads of schools and one municipal education officer) were purposefully and conveniently involved. Data were collected in two phases: 1st phase was qualitative data through in-depth interviews, 2nd phase was quantitative data through a questionnaire. Thematic analysis guided qualitative data analysis where MS Excel in the form of pivotal charts were used to present the frequency of the responses. SPSS version 27 guided the quantitative data analysis, presenting the output descriptively. Participants presented various context-relevant strategies, including capacity building for teachers, building and equipping computer labs with ICT facilities, maintaining and repairing defective computers, deploying educational technology experts, and making ICT compulsory at all levels of education. On the other hand, participants identified a lack of ICT facilities, limited ICT training opportunities, and digital content as context-relevant challenges for ICT integration in science teaching and learning. The study recommends rigorous pre-service and in-service teacher training programmes on ICT pedagogical integration for science teaching and learning based on these findings. Again, we recommend the improvement of ICT infrastructure in schools to enhance the availability, access, and use of science teaching and learning. The study concludes that if sufficient infrastructures are available and science teachers are equipped with ICT knowledge, teaching and learning of science subjects will be effective.
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    Enhancing descriptive writing of secondary school students through digital lesson contents in Zanzibar
    (Academy of Cognitive and Natural Sciences, 2023) Hamad, Ali Juma; Ndibalema, Placidius M.; Matalu, Kulwa Yohana
    This study aimed to find out whether there was a significant difference in descriptive writing enhancement among secondary school students who were taught through digital lesson contents (DLCs) or not. A quasi-experimental pre-test and post-test through single group design was used for the study. One hundred twenty (120) students from three selected secondary schools were drawn using a purposive sampling technique. First, they were given a pre-test, and then teachers used DLCs for teaching descriptive writing within one month. After that, students were given post-tests to determine the variation of the two test scores. A mixed method approach was applied to focus group discussions and student achievement tests. The data of students’ tests were analysed by inferential statistics using a t-test with the help of SPSS program version 25. However, data from focus group discussions were analysed thematically. The findings revealed that the performance of the students improved after the use of DLCs for teaching and learning descriptive writing. There is a decrease in the proportion of students with low marks (<2) from the pre-test to the post-test, while there is an increase in the proportion of students with high marks (2--5) from the pre-test to the post-test. The findings from participants revealed that DLCs had an impact on raising the students’ interest and motivation as well as improving students’ descriptive writing ability. The study concludes that using DLCs for teaching and learning is a catalyst because it supports and motivates students to achieve sufficient ability in descriptive writing. Based on the findings, the study recommends that effective availability of instructional materials such as computers, projectors and smart TVs should be highly considered for secondary schools to improve the quality of education.
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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.
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    The growth of cyberbullying among youth in higher learning institutions: a bibliometric analysis
    (Academy of Cognitive and Natural Sciences, 2024-06-15) Ndibalema, Placidius M.
    Cyberbullying has become one of the misconducts among the youth due to an increased use of the internet in the educational context. The bibliometric analysis was carried out to determine the global trends in the evolution of cyberbullying among the youth in higher learning institutions (HLIs). The analysis involved 1073 research articles published between 2008 and 2022 retrieved from the Dimensions scientific database. The VOSviewer 1.6.20 software was used to establish visualisation networks. The results indicate a rapid growth of research articles on cyberbullying from 2019 to 2022, where most HLIs migrated to virtual teaching due to the outbreak of COVID-19. The developed countries had high rates of research publications and strong collaboration patterns in cyberbullying. The results also indicate factors such as harsh parenting and moral disengagement to be the causes of cyberbullying. The analysis shows that publications on cyberbullying from developing countries are very low compared with their developed counterparts. Examining the trends in cyberbullying among youth in HLIs offers new insights into the prevalence, forms, and concerns of cyberbullying within this specific population of HLIs. This study enhances our understanding of cyberbullying consequences and broadens our knowledge about how increased autonomy among youth in using technology immorally can fasten the growth of cyberbullying in HLIs. This study informs the development of appropriate intervention strategies within HLIs that promote digital safety and citizenship. HLIs can also utilise the findings to develop rules and regulations that address cyberbullying within their institutions. Conducting a systematic review of the effective prevention and intervention strategies on cyberbullying employed by HLIs in different contexts may provide more insights into shaping youth in promoting digital safety.
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    The growth of cyberbullying among youth in higher learning institutions: a bibliometric analysis
    (Academy of Cognitive and Natural Sciences, 2024) Ndibalema, Placidius M.
    Cyberbullying has become one of the misconducts among the youth due to an increased use of the internet in the educational context. The bibliometric analysis was carried out to determine the global trends in the evolution of cyberbullying among the youth in higher learning institutions (HLIs). The analysis involved 1073 research articles published between 2008 and 2022 retrieved from the Dimensions scientific database. The VOSviewer 1.6.20 software was used to establish visualisation networks. The results indicate a rapid growth of research articles on cyberbullying from 2019 to 2022, where most HLIs migrated to virtual teaching due to the outbreak of COVID-19. The developed countries had high rates of research publications and strong collaboration patterns in cyberbullying. The results also indicate factors such as harsh parenting and moral disengagement to be the causes of cyberbullying. The analysis shows that publications on cyberbullying from developing countries are very low compared with their developed counterparts. Examining the trends in cyberbullying among youth in HLIs offers new insights into the prevalence, forms, and concerns of cyberbullying within this specific population of HLIs. This study enhances our understanding of cyberbullying consequences and broadens our knowledge about how increased autonomy among youth in using technology immorally can fasten the growth of cyberbullying in HLIs. This study informs the development of appropriate intervention strategies within HLIs that promote digital safety and citizenship. HLIs can also utilise the findings to develop rules and regulations that address cyberbullying within their institutions. Conducting a systematic review of the effective prevention and intervention strategies on cyberbullying employed by HLIs in different contexts may provide more insights into shaping youth in promoting digital safety.