Information and Communication Technology

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Browsing Information and Communication Technology by Subject "Academic performance"

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    The impact of the actual use of e-Learning, academic performance and community interaction on the continued use of e-Learning in Tanzanian secondary schools
    (The Society of Digital Information and Wireless Communications, 2020) Kondo, Tabu S.
    The purpose of this research was to investigate the impact of the actual use of e-Learning, academic performance and community interaction on the continued use of e-Learning. To achieve this objective, an experiment was conducted to test the adoption of e-Learning in diverse infrastructural settings in Tanzanian secondary schools. Firstly, the adoption of e-Learning by using DVD player and Television were tested. Secondly, the adoptions of e- Learning by using either smart phone or smart phone connected to a TV were tested. Thirdly, the adoptions of e-Learning by using either standalone computer or computer connected to a projector were tested. Results of the pre-test and post-test showed that the actual use of e-Learning has a positive relationship with the academic performance of students. In addition to that, results of the field observations revealed that: (i) the academic performance of students has a positive relationship with the continued use of e-Learning (ii) the actual use of e- Learning indirectly affects the continued use of e- Learning through the academic performance of students (iii) bringing students and teachers in contact with the broader community enhance the continued use of e-Learning.
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    A model to hasen technology integration out-of-school time primary school learning
    (The University of Dodoma, 2018) Kiwango, Thadei Andrew
    This study sought to develop a model that could be used to hasten technology integration for out-of-school time (OST) primary school learning, leading to improvement in academic performance. Using developmental design, the study deployed a mixed research approach where a total of 730 participants were involved (i.e. 16 government officials, 3 non-government officials, 2 University experts, 402 primary school learners, 205 parents and 102 teachers) from Dar es Salaam, Arusha and Mwanza regions of Tanzania. The model was informed by the qualitative and quantitative insights gained from general theoretical reviews, current practices, stakeholders' opinions and experimental measurements. Through implementation processes, the model performed as a tool for further discoveries where the best technology design preferences and best practices of its use were discovered from the stakeholders. Along with the implementation processes was the experimental measurements which concluded at 95% confidence level that, the model had the ability to improve the turnover, timeliness, intensity and initiative of technology use; and ultimately, improve the academic achievements in both OST and in-school works. Among other things, capacity building for stakeholders especially teachers, is commended for effective technology integration in primary school contexts. Further studies to investigate how the proposed model can be implemented in other contexts such as secondary schools, and how it can be used in combination with classroom based models is recommended.
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    Technology applications in out-of-school time and performance in home assignments among primary school learners in Meru District, Tanzania
    (Journal Issues Limited, 2018) Kiwango, Thadei A.; Mselle, Leonard J.; Mtahabwa, Lyabwene M.
    This paper sought to establish whether the increased use of technology during out-of-school time (OST) by primary school learners improves their academic performances in home assignments. Null Hypothesis tested in this study states that: The improvement in the speed of the use of educational technology by primary school learners during OST will not improve their performance in home assignments. This paper reports the findings of quasi experiment that involved class six pupils from 6-day primary schools with experimental and control groups of 110 and 46 pupils respectively. Materials used were mainly the Digital Video Disk (DVD), question booklets, and answer booklets. Descriptive statistics and t-test were deployed for data analysis. The t-test (t = 3.20, p (0.002)