The Influence of ICT Integration on Teaching Effectiveness in Public Secondary Schools in Temeke Municipality, Tanzania

Salum Ally Mgaya; Frank  Mwamakula; Raymond  Ndomba

doi:10.61227/8zeyts91

Authors

Salum Ally Mgaya Temeke Municipal Council
Frank Mwamakula Saint Augustine University of Tanzania
Raymond Ndomba Saint Augustine University of Tanzania

DOI:

https://doi.org/10.61227/8zeyts91

Keywords:

ICT Integration, Teaching Effectiveness, Public Secondary Schools

Abstract

This study examined the impact of Information and Communication Technology (ICT) on teaching effectiveness in Temeke Municipality's public secondary schools in Tanzania. A mixed-method approach involved 118 teachers from ten schools, using structured questionnaires for quantitative data and interviews for qualitative insights. Findings revealed low ICT integration in classrooms, primarily due to a lack of resources like computers (M = 1.992) and reliable internet (M = 2.034), resulting in an overall low ICT usage score (M = 1.483). However, teachers showed confidence in digital tools, noting benefits such as improved lesson clarity (M = 4.339), increased student participation (M = 4.795), and better understanding of complex concepts (M = 4.305). The study concludes that ICT integration has a significant relationship with teaching effectiveness in public secondary schools in Temeke Municipality. ICT was perceived to contribute to clearer and better-organised lesson delivery, increased student participation and attention, improved understanding of difficult concepts, and greater opportunities for collaborative, interactive and independent learning. Recommendations focus on upgrading ICT infrastructure, ensuring reliable internet, providing digital resources, and offering ongoing professional development for teachers.

References

Akram, H., Abdelrady, A. A. H., Al-Adwan, A. S., & Ramzan, M. (2022). Teachers’ perceptions of technology integration in teaching-learning practices: A systematic review. Frontiers in Psychology, 13, 920317. https://doi.org/10.3389/fpsyg.2022.920317

Bendera, M. (2024). The adoption and usage of ICT in teaching and learning in Tanzanian secondary schools: A systematic review. Asian Journal of Education and Social Studies, 50(10), 315–328. https://doi.org/10.9734/ajess/2024/v50i101622

Bokana, K. G., & Akinola, G. W. (2017). Productivity effects of higher education capital in selected countries of Sub-Saharan Africa. Zbornik radova Ekonomskog fakulteta u Rijeci: časopis za ekonomsku teoriju i praksu/Proceedings of Rijeka Faculty of Economics: Journal of Economics and Business, 35(1), 173-198.

Darling-Hammond, L., Schachner, A., & Edgerton, A. K. (2020). Restarting and Reinventing School: Learning in the Time of COVID and Beyond. Learning Policy Institute.

Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008

Dongo, D. N., & Mkulu, D. G. (2022). Effectiveness of Information Communication Technology Integration on Teaching and Learning in Public Secondary Schools in Mwanza, Tanzania: A Case of Misungwi District. Journal of Humanities and Education Development, 4(1), 76-84.

ELIAS, H. (2019). Exploring teachers’ integration of Information Communication Technology (ICT) in teaching young learners in Tanzania: a case study of a public primary school in Temeke.

Frimpong, P. B., Adu, G., & McMahon, W. W. (2016). Productivity effects of higher education human capital in selected countries of Sub-Saharan Africa. African Development Review, 28(1).

Isaacs, S. (2007). Survey of ICT and education in Africa: Botswana country report.

Kalinga, T. (2024). Teachers' technological literacy for ICT integration to implement competence-based curriculum in public secondary schools in Tanzania. Educational Technology Quarterly, 2024(2), 135–151. https://doi.org/10.55056/etq.708

Kanjee, A., & Moloi, Q. (2016). A standards-based approach for reporting assessment results in South Africa.

Kassim, F. (2024). Assessing the integration of ICT as a pedagogical tool in secondary education: a case study in Tanzania. International Journal of Contemporary Africa Research Network, 2(1), 56-76.https://ecommons.aku.edu/etd_tz_ied_m-ed/236

Kothari, C. R. (2004). Research methodology: Methods and techniques. New Age International.

Mangundu, J., Makwara, C., & Thaba-Nkadimene, K. L. (2025). Barriers to sustainable integration of ICT in Pietermaritzburg public secondary schools. International Journal of Research in Business and Social Science, 14(2), 342–351. https://doi.org/10.20525/ijrbs.v14i2.3856

Marbán, J. M., & Mulenga, E. M. (2022). The passage cites this work in relation to technology attitudes/TAM, but the citation needs to be checked carefully against the exact publication you used. The identifiable article I found is Pre-service Primary Teachers’ Teaching Styles and Attitudes towards the Use of Technology in Mathematics Classrooms. (IJEME)

Marian, A.-L., Apostolache, R., & Ceobanu, C. M. (2025). Toward sustainable technology use in education: Psychological pathways and professional status effects in the TAM framework. Sustainability, 17(15), 7025. https://doi.org/10.3390/su17157025

Masoud, F. A. (2023). Secondary School Teachers’ Readiness to Integrate ICT for Enhancing School Management Efficiency: Experience from Njombe Town Council (Master's thesis, University of Dodoma (Tanzania)).

Msafiri, M. M., Kangwa, D., & Cai, L. (2023). A systematic literature review of ICT integration in secondary education: What works, what does not, and what next? Discover Education, 2, 44. https://doi.org/10.1007/s44217-023-00070-x

Mtebe, J. S. (2020). Examining user experience of eLearning systems implemented in two universities in Tanzania. Interactive Technology and Smart Education, 17(1), 39-55.

Ngeze, L. V. (2017). ICT integration in teaching and learning in secondary schools in Tanzania: Readiness and way forward. International Journal of Information and Education Technology, 7(6), 424–427. https://doi.org/10.18178/ijiet.2017.7.6.905

Nihuka, K. A. (2025). Student Teachers’ Experiences of Blended Learning Delivery in Higher Education: A Case of a Selected University in Dar es Salaam. THE DarTU JOURNAL OF HUMANITIES AND EDUCATION, 4(2).

Polly, D., Byker, E. J., & Colonnese, M. W. (2021). Future directions for K-12 technology-enhanced learning environments. TechTrends, 65(3), 240–242. https://doi.org/10.1007/s11528-021-00602-y

Rajabu, I. M., & George, M. F. (2025). Digital technology adoption in public secondary schools in Tanzania: A case of Handeni District. East African Journal of Arts and Social Sciences, 8(2), 188–207. https://doi.org/10.37284/eajass.8.2.3045

Shekwavi, Z. A., & Mrema, K. J. (2025). The influences of information and communication technology on teaching and learning in public secondary schools in Bagamoyo District, Tanzania. Journal of Issues and Practice in Education, 16(2), 167–192.

Sun, A., & Chen, X. (2016). Online education and its effective practice: A research review. Journal of information technology education: Research, 15, 157-190.

Toma, F., Ardelean, A., Grădinaru, C., Nedelea, A., & Diaconu, D. C. (2023). Effects of ICT integration in teaching using learning activities. Sustainability, 15(8), 6885. https://doi.org/10.3390/su15086885

UNESCO. (2025). UNESCO KFIT III Project and TIE Strengthen ICT Integration with Digital Skills Modules for Tanzanian Secondary School Teachers. UNESCO.

UNICEF. (2020). COVID-19: Are children able to continue learning during school closures? A global analysis of the potential reach of remote learning policies. UNICEF Data.

United Republic of Tanzania (URT). (2007). ICT Policy for Basic Education. This is cited in your text as URT (2007).

United Republic of Tanzania (URT). (2016). National Information and Communications Technology Policy. This is cited as URT (2016).

United Republic of Tanzania. (2014). Education and Training Policy. This is mentioned in your text, although you cite Kalinga (2024) in the same sentence