Computer Usage in Enhancing Teaching and Learning Process in Secondary Schools in Misungwi District, Mwanza-Tanzania
DOI:
https://doi.org/10.61227/8jqpd520Keywords:
Computer usage, teaching and learning process, public secondary schoolsAbstract
This study aimed to examine the availability of computer usage in enhancing teaching and learning process in public secondary schools in Misungwi district, Mwanza-Tanzania. The study was guided by the Technological Pedagogical Content Knowledge (TPACK) theory developed by Mishra and Koehler (2006). A mixed research approach and an explanatory sequential research design were employed. The sample size was 151 respondents, including 100 students, 41 teachers, 4 head of schools, 3 Ward Education Officers, 1 District Quality Assurance Officer, 1 Statistics and Logistics Officer, and 1 District Education Officer. Data collection methods were questionnaires, and face-to-face semi-structured interviews. A pilot study was conducted to assess the reliability of the data collection instruments. The results of Test 1 showed an average reliability coefficient of 0.797, and the results of Test 2 was 0.812. Quantitative data from questionnaires were analysed using SPSS version 23, and descriptive statistics were used for data presentation. Qualitative data from interviews were analysed thematically. The study findings indicates that while few schools are well-equipped with computer facilities, others still face significant shortages. Such disparities create inequalities in teaching and access to digital resources. The study suggests that teachers should be accountable in identifying and reporting the computer needs of their schools such as inadequate computer devices, lack of training, lack of technical support, poor internet connectivity, maintenance of digital devices, data integration, and lack of managerial support. It is recommended on the need for government and stakeholders to prioritize investments in computer usage by considering a foundational element of effective teaching and learning needs in public secondary schools.
References
Alam, A. (2022). Platform utilising blockchain technology for eLearning and online education for open sharing of academic proficiency and progress records. In Smart data intelligence: Proceedings of ICSMDI 2022 (pp. 307-320). Singapore: Springer Nature Singapore.
Aunzo Jr, R. T. (2025). Advancing sustainable development goals with educational technology: supporting stem education and fostering innovation through educational technology. Advancing sustainable development goals with educational technology (pp. 65-98). IGI Global Scientific Publishing.
Bergamaschi, A., Giambruno, C., & Morales, P. (2025). Empowering Schools with Data: How Can We Achieve Effective Use of Educational Dashboards for Teachers and Principals?
Manyasa, E. M. M. A. N. U. E. L. (2022). Assessing the impact of ICT integration policy on the equitable access to quality education in African contexts: the case of Kenya.
Mojapelo, S. M., & Durodolu, O. O. (2022). Information and communications technologies in library facilities in disadvantaged rural schools in South Africa: Lessons from Limpopo province. Education for Information, 38(2), 113-131.
Mukred, M., Asma’Mokhtar, U., Hawash, B., AlSalman, H., & Zohaib, M. (2024). The adoption and use of learning analytics tools to improve decision making in higher learning institutions: An extension of technology acceptance model. Heliyon, 10(4).
Oshowole, S. A. (2024). Barriers Impacting the Integration of Classroom Technology in Primary Schools in Lagos, Nigeria (Doctoral dissertation, Saint Leo University).
Privalov, N., & Privalova, S. (2021). Current problems of modern digital education in Russia. European Proceedings of Social and Behavioural Sciences, 103.
Rawal, D. M. (2024). Mapping of school teachers’ digital competency in the context of digital infrastructure: a systematic review and empirical study of India. Journal of Professional Capital and Community, 9(3), 173-195.
Saif, S. M., Ansarullah, S. I., Ben Othman, M. T., Alshmrany, S., Shafiq, M., & Hamam, H. (2022). Impact of ICT in modernizing the global education industry to yield better academic outreach. Sustainability, 14(11), 6884.
Syukur, M., & Tohamba, C. P. P. (2025). Mind Mapping Technique In Vocabulary Teaching And Learning Context: A Systematic Literature Review. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 13(1), 526-539.
Timotheou, S., Miliou, O., Dimitriadis, Y., Sobrino, S. V., Giannoutsou, N., Cachia, R., ... & Ioannou, A. (2023). Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review. Education and information technologies, 28(6), 6695-6726.
Ukpe, E. (2023). Information and communication technologies (ICTS) for E-Learning in tertiary education. Open Journal of Social Sciences, 11(12), 666-680.
Ziatdinov, R., & Valles Jr, J. R. (2022). Synthesis of modeling, visualization, and programming in GeoGebra as an effective approach for teaching and learning STEM topics. Mathematics, 10(3), 398.
Zulu, N., Bweupe, B. S., Masaiti, G., Mundende, K., Bwembya, I., & Sinyangwe, D. (2025). Integrating Ict Tools in Lesson Preparation and Delivery: A Way to Go in Zambian Schools.
Additional Files
Published
Issue
Section
License
Copyright (c) 2026 authors
This work is licensed under a Creative Commons Attribution 4.0 International License.
