SOKOINE UNIVERSITY OF AGRICULTURE

FACULTY OF SCIENCE

DEPARTMENT OF EDUCATION

EDU 300 RESEARCH PROJECT II

TITLE: PHYSICAL AND OTHER RELATED EXTERNAL FACTORS AFFECTING THE

USE OF ICT IN SECONDARY SCHOOLS.

A CASE STUDY OF SECONDARY SCHOOLS IN MOROGORO MUNICIPALITY.

STUDENT NAME: SAID SHABAN

REGISTRATION NUMBER: AED/D/10/T/0047

SUPERVISOR: MR NGAYA, R.

A SPECIAL PROJECT SUBMITTED IN PARTIAL FULFILLMENT FOR THE

REQUIREMENTS FOR THE DEGREE OF BACHELOR OF SCIENCE IN

AGRICULTURAL EDUCATION OF SOKOINE UNIVERSITY OF AGRICULTURE.

MOROGORO-TANZANIA

July, 2013

ii

ABSTRACT

Global investment in ICT to improve teaching and learning in

schools have been initiated by many governments. Regardless of

all these investments on ICT in order to improve education in

many countries, ICT adoption and incorporation in teaching and

learning have been affected by physical and other related

external factors. This study was conducted to examine the

physical and other related external factors affecting the use of

ICT in secondary schools in Morogoro municipality. Specifically

the study intended to examine the availability and use of ICT in

secondary schools, to find out the accessibility of ICT tools for

teaching and learning in secondary schools and to identify the

challenges which most of the secondary schools encounter in using

ICT in teaching environment. The case study design research

design was adopted; probability sampling was used to obtain 60

respondents. The statistical package for social science (SPSS)

version 16.0 was used to analyze the data. The results have shown

most of the secondary school in Morogoro has few number of

television sets and radios sets for ICT. The number of television

sets and radio sets in secondary schools is one radio and one

i

television set. Most of the school in Morogoro municipality

haven’t ICT facilities for using in teaching and learning in

secondary schools, however most of teachers in Morogoro

municipality they take time to download examination questions in

the internet. Students and teachers do not store their documents

and teaching and learning materials in computers, Some Secondary

schools students in the study have e-mail addresses which they

uses them in the course of study. The study reveals that the

number of teachers undertaking ICT Programme is very low. Most of

the secondary schools in Morogoro municipality do not have ICT

technical stuff, Students motivation towards using ICT facilities

is high as more students are motivated to use ICT facilities and

the language of the internet is still a problem to the students.

ACKNOWLEGEMENTS

I wish to give my sincere thanks to all who have supported my

research study successfully. Special thanks to my supervisor MR

NGAYA, R for his moral and logistical support for in every step I

made towards accomplishment of this work. I also thankful to

school heads from Morogoro secondary school, Jabal hill secondary

ii

school , Kihonda secondary school and Kigurunyembe secondary

school for their assistance during data collection. I will be

unfair not to acknowledge students and teachers who participated

for the study, for their willingness to give information. I wish

to express my truthful gratitude to the Government through Higher

Education Students Loan Board (HESLB) for the financial support

that enabled me to do this research. The list of those who

assisted me in one way or another is long, and since I cannot

mention all of them here, they should be assured that I

appreciate very much their support and assistance. I therefore

say: ‘’Thank you all’’

iii

DEDICATION

I dedicate this research project to my beloved parents Said .A.

Samama and Mwanahamis Shaban, my wife Neema Kigoda and my

daughter Mwanahamis Shaban and family members for their valuable

and lovely physical, spiritual and financial support, motivations

as well as constructive suggestions, and advices towards the

production of this report.

iv

DECLARATION

I SAID,SHABAN do hereby would like to declare to the Senate of

Sokoine University of Agriculture that this report is own

original work and has not been submitted for a degree award in

any other University.

………………………….

…………………………

SAID SHABAN

Date

(AED candidate)

The above declaration is confirmed by,

v

……………………………………….. …………………………..

MR NGAYA, R.

Date

(Supervisor)

COPYRIGHT©

All right reserved, no part of this report may be allowed to be

reproduced in any form or by any means, electronically or

mechanically including photocopying, recording and any

information stored device without permission from the author or

Sokoine University of Agriculture (SUA) on behalf.

vi

TABLE OF CONTENT

ABSTRACT.......................................................iACKNOWLEGEMENTS...............................................iiDEDICATION...................................................iiiDECLARATION...................................................iv

vii

COPYRIGHT©......................................................vLIST OF TABLES.................................................xLIST OF FIGURES...............................................xiCHAPTER ONE....................................................11.1 Introduction.............................................11.2 Background of the Study..................................11.3 Statement of Problem.....................................21.4 Purpose of the Study.....................................31.5 Objectives...............................................31.5.1 General objective.....................................31.5.2 Specific Objectives...................................3

1.6 Research Question........................................31.7 Significance of the Study................................41.8 Limitation of the study..................................4

CHAPTER TWO....................................................5LITERATURE REVIEW..............................................52.1 Introduction.............................................52.2 ICT in Education in Tanzanian schools....................52.3 Infrastructure and cost of bandwidth...................62.4 Language of the Internet.................................72.5 Electricity..............................................72.6 Tutor Technicians........................................82.7 Affordability of Technology..............................92.8 Summary and Synthesis of Literature Review..............9

CHAPTER THREE.................................................10METHODOLOGY...................................................103.0 Introduction............................................103.1 Research Approach.......................................103.2 Research Design.........................................103.3 Area of Study...........................................10

viii

3.4 Target population.......................................103.5 Sampling Technique......................................113.6 Data Collection Instrument..............................113.7 Reliability.............................................123.8 Validity................................................123.9 Data Process, Analysis and Presentation.................123.10 Ethical Considerations.................................12

RESULTS AND DISCUSSION OF FINDINGS............................134.0 Overview .................................................134.1 The Availability and Use of ICT facilities in Secondary Schools......................................................134.2 The number of Radio and TV sets available at schools for ICT use......................................................144.3 Teachers’ time to download Subject notes or Examination Question on the Internet.....................................154.4 The accessibility and affordability status of ICT facilities and tools.........................................154.4.1 Students having e-mail addresses.....................154.4.2 Storage of information in the computer...............164.4.3 Motivation of Students to use ICT tools in their Studies....................................................174.4.5 Language of the internet............................174.4.5 Teachers undertaking a degree in ICT programme with other subject in secondary schools.........................184.4.6 ICT Technical Stuff..................................19

4.5 The challenges facing secondary schools in implementation of ICT in secondary schools..................................19

CHAPTER FIVE..................................................21Summary, Conclusion and Recommendations.......................215.1 Overview................................................215.2 Summary.................................................215.3 Conclusion..............................................21

ix

5.4 Recommendations.........................................225.5 Area of Further Study...................................23

REFERENCES....................................................24APPENDICES....................................................26Appendex 1...................................................26Appendix 2...................................................27Appendex 3...................................................28Appendex 4...................................................31

x

ABBREVIATIONS AND ACRONYMS

ICT-Information and communication Technology.

SIDA- Swedish International Development Agency

IICD- International Institute for Communication and

development

NGO-Non Government Organization

HESLB-Higher Education Students Loans Board

MOEVT-Ministry of Education and Vocational Training

HIV- Human Immunodeficiency Virus.

URT- United Republic Of Tanzania

xi

LIST OF TABLES

TABLE 1: REPONSE OF TEACHERS ON WHETHER THEIR SCHOOL HAVE OR NOT

HAVE RADIO AND TELEVISION SETS FOR ICT USE IN TEACHING

SESSION....................................................13

TABLE 2;RESPONSES OF TEACHERS ON HOW MANY RADIOS AND TELEVISION

SETS FOR ICT DO YOU USE IN YOUR SECONDARY SCHOOL...........14

TABLE 3:RESPONCE OF TEACHERS ON WHETHER THEY TAKE TIME TO

DOWNLOAD NOTES OR EXAMINATION QUESTION ON INTERNET?........15

xii

TABLE 4:THE RESPONSES OF STUDENTS ON THE QUESTION DO YOU HAVE E-

MAIL ADDRESS?..............................................16

TABLE 5:THE RESPONSES OF STUDENTS ON THE QUESTION DO YOU STORE

INFORMATION (LEARNING MATERIALS SUCH AS NOTES, QUESTIONS) IN

COMPUTER?..................................................16

TABLE 6:RESPONSES OF STUDENTS ON THE QUESTION IS LANGUAGE OF

INTERNET A PROBLEM IN USING A COMPUTER IN LEARNING?.......18

TABLE 7: THE RESPONSES TEACHERS ON IS THERE ANY TEACHER

UNDERTAKING A DEGREE IN ICT PROGRAMME WITH OTHER SUBJECT IN

THIS SCHOOL?...............................................18

Table 8:The responses of Teachers on the question is the school

has ICT technical stuff?...................................19

LIST OF FIGURES

Figure 1:The responses of students on the question are you

inspired or motivated to use radio, television,computer and

other ICT tools in learning?...............................17

xiii

CHAPTER ONE

1.1 Introduction

This chapter consists of background of the study, statement of

problem, objective of the study, research questions, significance

of the study, and limitation of study.

1.2 Background of the Study.

The term Information and Communication Technology (ICT) refers to

forms of technology that are used for communication and to

transmit, store, create, share or exchange information. This

broad definition of ICT includes technologies such as: radio,

television, video, telephone (both fixed line and mobile),

computer and network hardware and software; as well as the

equipment and services associated with these technologies, such

as electronic mail, text messaging and radio broadcasts

(Cawthera,2002).

The education sector review of 2006 reiterates the need to expand

the use of ICT to improve quality in education, the review calls

for improved school facilities such as teaching and learning

materials including ICT, (Tanzania Development Vision 2025,URoT,

2002).It is a well known fact that not a single teacher is

1

capable of giving up to date and complete information in his own

subject. The ICT can fill this gap because it can provide access

to different sources of information. It will provide correct

information as comprehensive as possible in different formats

with different examples. ICT provides online interaction facility

Students and teachers can exchange their ideas and views, and get

clarification on any topic from different experts, practitioners,

etc. It helps learners to broaden the information base Carlson,

(2002). ICT provides variety in the presentation of content which

helps learners in concentration, better understanding, and long

retention of information which is not possible otherwise. The

learners can get opportunity to work on any live project with

learners and experts from other countries. The super highway and

cyber space also help in qualitative improvement of Teaching –

Learning Process. ICT provides flexibility to learners which are

denied by the traditional process and method of learning.

Tanzanian government issued an order to ban the use of computers

and television in 1974; this order was lifted in 1984 and since

then the country has been playing catch-up in its use and

adoption of ICT, fortunately with renewed vigor. The country

2

adopted a national policy in 2003 that identifies the development

of infrastructure as key in the development and use of ICT in the

country. The policy also recognizes the strategic input that ICT

can have in the education sector. The past few years witnessed a

host of activities aimed at injecting ICT in Tanzania’s education

sector from the IICD which supported round table in Bagamoyo

where IICD for education projects were formulated to the SIDA

supported stake holders forum of January 2005, which saw the

birth of the Tanzania electronic Schools initiative and many

other activities in between. With the raised awareness the

potential that ICT has demonstrated in improving the quality and

access to education, the government, through MOEVT has recently

developed an Information and Communication Technology (ICT)

Policy for Basic Education (July 2007) that will among other

things, structure the adoption of ICT within the education

sector.

1.3 Statement of Problem

Despite the Tanzania government has introduced the use and

involvement of ICT in secondary schools there are challenges and

barriers which contribute to inefficient use of ICT in teaching

3

and learning process. For example School related factors

influence the integration of ICT in schools including secondary

schools Susan,(2000).There are also Internal cultural, political,

social factors affecting the use of ICT in primary and secondary

schools in sub Saharan Africa Collins,(2000) National policy for

using ICT to support teaching and learning in secondary schools

in East Africa shows that are contributing towards under use of

ICT in secondary schools, Morogoro being one of the regions in

Tanzania facing with these factors including physical and other

related external factors which affect the use of ICT in its

secondary schools hence led to the need for conduct of this

study.

1.4 Purpose of the Study.

The purpose of this study is to examine the physical and other

related external factors affecting the use of ICT in secondary

schools.

4

1.5 Objectives

1.5.1 General objective

The main objective of this study is to find out the physical and

related external factors affecting the use of ICT in secondary

schools.

1.5.2 Specific Objectives

To examine the availability and use of ICT facilities in

secondary schools.

To find out the accessibility and affordability of ICT tools

for teaching and learning in Secondary schools.

To identify the challenges which most of the secondary

schools encounter in using ICT in teaching environment.

1.6 Research Question.

Do secondary schools have ICT facilities?

What is the accessibility and affordability status of ICT

facilities and tools?

What are the challenges facing secondary schools in

implementation of ICT in school environment?

5

1.7 Significance of the Study

This study aim to make the government, key stakeholders and

agents of change in ICT integration, including national

policymakers, school leaders and academics, educators, NGOs

supporting the ICT use in secondary schools, community to

understand and get exposed to the physical and related external

factors affecting the use of ICT in secondary schools so as to

apply the appropriate measurements for resolutions and

improvements of education in Tanzania.

1.8 Limitation of the study.

This study focus to find out the physical and other related

external factors affecting the use of ICT in all secondary

schools in Tanzania but due to geographical position of the

country i.e. wide area the researcher faced the limitations due

to inadequate fund which was provided by the HESLB student loan

boards which was one hundred and eighty thousands Tanzanian

shillings only.

Shortage of resources such as writing materials and time is also

another limitation which was encountered by the researcher.

6

This study was conducted in Morogoro Municipality because

secondary schools in Morogoro had similar environment to the rest

of the Tanzania secondary schools, and the availability of

adequate private and ward secondary schools. Therefore the result

which was obtained from these findings from these secondary

schools represented the rest of secondary schools in Tanzania.

7

CHAPTER TWO

LITERATURE REVIEW

2.1 Introduction

This chapter visits ideas and literatures produced by different

authors in the field of ICT and also focus on the researches done

by others relating to the topic. The aim of the chapter is to

enable the researcher to know and refer to what others have done,

knowing the gap and the need for further studies.

2.2 ICT in Education in Tanzanian schools.

The use of ICT in Tanzanian schools is not entirely new. In the

late 1960s and early 1970s primary and secondary schools were

provided with radios to enable students to listen to educational

programs designed by the Ministry of Education in collaboration

with and broadcast by Radio Tanzania, the state radio station

other initiatives aimed at bringing ICTs into schools have been

championed by several

NGO’s such as the Tanzania Computers Literacy in Secondary

Schools Trust Fund, which procures and refurbishes computers for

use in schools and which has equipped over 20 schools with

computer labs and trained students to maintain the computers. The

8

organization has also experimented with the use of open source

software and thin client technology in an effort to lower the

cost of acquisition. Other NGO’s active include the Tanzania

Education Services Trust, the Best Education Trust Fund, and the

Distance Learning Educational Services, which prepares and hosts

on-line study notes and past examination papers for revision by

students.(MOEVT,2006).Despite the efforts made by the government

and NGO’s in provision, initiating radio programmess procuring

and fabrication of ICT tools in various schools in Tanzania

there are physical and other related factors affecting the use of

ICT in secondary schools

2.3 Infrastructure and cost of bandwidth.

Physical access to ICT is the first step towards making

technology accessible to the local people including students

during learning. Africa have been identified the Significant

issues related to lack of electricity, poor technology

infrastructure and high cost of access have been highlighted

along with geographic factors such as size, terrain and

communications, demographic factors such as population size,

density and dispersion ( Anderson 1997), and deeper concerns

9

related to socio-cultural, linguistic, and political factors.

Additionally, sustainability of donor-funded projects and

acceptance of ICT as a priority area for integration into African

life pose significant challenges for access. The issues of access

are further exacerbated by low levels of literacy, extreme

poverty, growing instances of HIV, and a lack of political will

to alleviate the situation through proper planning. Without an

integrated framework for improving the poverty situation, and

educational and health provision, along with ICT infrastructure

enhancement, the desired results might not be achieved. Although

the questions regarding the availability of ICT for all in Sub-

Saharan Africa prevail, amongst these are avenues for future

inquiry into the role of ICT towards educational development.

Two-way satellite connectivity is now widely available, but the

costs of using this for educational purposes remain prohibitively

high to be a sustainable choice for classroom use or for teacher

education in the short- to medium-term (Unwin, 2005). For

instance, internet was first introduced in Tanzania in 1989 when

a “store-and-forward” email system was used (Sheriff, 2007). In

1995, a network of users in Tanzania was built without any link

10

with the global internet. The first live internet connection was

available in 1996. While over the years, the cost of connectivity

has reduced, it still remains high as compared to the other parts

of the world. Hence, use of ICT in education is hampered by the

cost of bandwidth which is unaffordable for many schools. Many

rural schools located outside the national telecommunications

network have to use expensive satellite technologies.

Despite the liberalization of the telecommunications sector, the

cost of bandwidth is still out of reach of many schools. Rural

schools that are out of the national telecommunications network

need to use expensive satellite technologies.

2.4 Language of the Internet

There is an increasing interest in developing online content in

Kiswahili and some applications now come with Kiswahili

dictionaries. The advent of open source software has helped

localize ICTs and the Internet and therefore increased access.

The dominant language of technology is English and those with

limited understanding of English language are marginalized. Also,

it is argued that the urban bias of internet penetration (and

electricity supply) disadvantages people from the villages. Since

11

city dwellers typically have better English language skills, it

is not considered financially viable to invest in content and

applications in local languages, which further disadvantages the

poor.

Language has been identified as one of the major inhibitors of

ICT use in Tanzania. A majority of the population is comfortable

in Kiswahili and only learns English in later years in late

primary school or early secondary school.

2.5 Electricity

According to statistics in 2006, only 10% of the total

population was connected to the national power grid with 1% of

these being in the rural areas. Tanzania’s national energy

policy recognizes the importance and contribution of indigenous

energy sources in providing modern energy sources in rural areas

(URT, 2006).

Although the main goal of the national energy policy has been to

improve the welfare and living standards of Tanzanians, it was

noted that the consistency between energy policy and plans

relating to national economic planning in activities related to

12

agriculture, health, education, water and ICT sectors is weak.

The energy needs in the sectoral ministries are not synchronized

and prioritized as catalysts of economic development. According

to Minishi,(2007). The planning and budgeting for energy needs

taking second place and at times being in the category of

miscellaneous issues.

Practical implementation of the ICT in education initiatives has

been noted to be more complex than it was earlier anticipated due

to rural connectivity challenges. More than half of the

government-registered secondary schools in Tanzania are in rural

areas with feeble communication infrastructure

The national electricity grid is limited to commercially viable

areas missing out most of the Schools, which are in the rural

areas. This, coupled with major breakdowns and load shedding, has

increased the cost of owning ICT infrastructure.( Tilya, 2007).

2.6 Tutor Technicians

ICT in education is still a new concept. The teachers- colleges

are now training teachers in ICT. More efforts is required to

give in-service training to teachers in ICT, (World Fact book

2007)

13

For schools with ICTs, maintenance and technical support is

mainly carried out teachers and/or ICT technician in the school

either full time or part time. In the current planning for ICT

deployment under the “e-schools programme”, there are

considerations to use the shared-school model whereby a number of

schools will be clustered to use the same ICT facilities

2.7 Affordability of Technology

Available technology needs to be affordable by schools if it is

to be adopted. At the national level, affordability could be

limited by the high cost of putting infrastructure in place, and

is linked with the issue of poverty. At the individual or

organizational level, expensive hardware and software as well as

high costs of communication and services restrict access to ICT.

Most schools in Africa do not have the means to purchase

expensive computers and hardware, and provide training for their

staff. (Minishi,2007).

2.8 Summary and Synthesis of Literature Review

The literature produced by other authors relating to this study

shows that they are many factors which affects the use of ICT in

most of sub Saharan Africa countries including Tanzania therefore

14

the issue still needs investigation to find out the physical and

other related external factors affecting the use of ICT in

secondary schools in Tanzania and the case study of Morogoro

Municipality.

15

CHAPTER THREE

METHODOLOGY

3.0 Introduction

This chapter consists of research approach, research design, area

of study, target population, as well as sampling techniques.

Furthermore it consists of data collection instrument, validity

of instrument, data process and analysis and ethical

consideration.

3.1 Research Approach

A qualitative research approach was used in this study due the

fact that it produces detail about the problem in description

form. Also the approach stressed on describing and understanding

complex phenomena and the full many dimensional picture of the

subject of investigation.

3.2 Research Design

A case study research design was used to collect data in this

study. The design seeks the detailed information of the selected

group of respondents in description. Also the design was

interested in finding in-depth explanatory about the problem;

hence provided intensive analysis to researcher

16

3.3 Area of Study

This research was conducted in Morogoro Municipality specifically

at Kihonda secondary ,Jabal Hill Islamic Secondary School,

Morogoro secondary schools and Kigurunyembe secondary school.

3.4 Target population

The target population in this research was the academic members

of staff at Kihonda, Jabal hill Morogoro and Kigurunyembe

secondary schools. These academic members of staff were teachers

who are teaching different subjects at these schools. Also

students specifically form three and four of these schools were

the second target population.

3.5 Sampling Technique

The probability sampling technique was used in this research, in

which the stratified randomly sampling was used to obtain the

sample. The simple random sampling reduced bias and helped to

get different views from different respondents about the physical

and other related external factors affecting the use of ICT in

Morogoro municipality. The sample size in this research was sixty

(60) people from both schools as shown in table bellow;

School name Number of Number of Total

17

teachers students

Morogoro 5 10 15

Kigurunyembe 5 10 15

Jabal hill 5 10 15

Kihonda 5 10 15

Total 20 40 60

3.6 Data Collection Instrument

The data was collected through questionnaire where the questions

were open ended items and close ended items. The questions were

in written form because the target population to deal with was

educated people who able to read and write without close

supervision. This instrument helped to minimize time for

collecting data and to obtain data within the required specific

period of time

3.7 Reliability

The instrument was tested by pilot test which was conducted by

using respondents out of the targeted population and the

questionnaire were supplied to them and required to respond on it

18

then data were analyzed and presented. Sample of 05 students at

Solomon Mahlangu Campus was used. Aim was to check if an

instrument produces similar result under the same condition.

3.8 Validity

The validity of the instrument was tested through conducting a

pilot test. The sample of 05 students at Solomon Mahlangu Campus

will be used as respondents apart from targeted population where

they required to respond to the questionnaire and data was

analyzed then presented. The aim was to test if the instrument

was able to measure what was supposed to measure.

3.9 Data Process, Analysis and Presentation

The primary data was classified according to their common

characteristics, coded and put in the table form. The analysis

data was done by using Statistical Package for Social Science

(SPSS) programme. Data presentation was in form of Tables and

graph was generated to present the data analyzed.

3.10 Ethical Considerations

The study observed ethics. Before starting collecting data

permission was asked from the concerned school administrations.

This study intended to collect the accurate information from the

19

teachers and students who responded to questionnaires;

respondents were requested to provide information willingly and

to ensure confidentiality questionnaire was not indicated their

names. All these procedures were done to avoid unnecessary

physical and psychological harm to respondents. However gender

was considered by involving both genders.

CHAPTER FOUR

RESULTS AND DISCUSSION OF FINDINGS.

4.0 Overview .

This chapter presents, discusses and analyzes key findings of the

study on the physical and other related external factors

affecting the use of ICT in secondary schools in Morogoro

Municipality. The study was done to examine the availability and

use of ICT facilities in secondary schools,

to find out the accessibility and affordability of ICT tools for

teaching and learning in Secondary schools and to identify the

challenges which most of the secondary schools encounter in using

ICT in teaching environment in Morogoro municipality.

20

4.1 The Availability and Use of ICT facilities in Secondary

Schools.

The study reveals that secondary schools in Morogoro Municipality

have Radio and television sets for ICT use by frequency of 4

(20%) out of 20 respondents. The respondents revealed that their

school have no radio and television sets for ICT use in teaching

by the frequency of 16 (80%) as shown in the table 1 bellow

Questionnaire method was used to collect these data from

Morogoro, Kigurunyembe ,Jabal hill ,and Kihonda secondary schools

in Morogorogo Municipality.

Table 1: Reponse of teachers on whether their school have or not

have radio and television sets for ICT use in teaching session.

F

requency

Percentage

Yes

4

20

No

16

80

Total

20

100

21

Source: field data Morogoro, Kihonda, Kigurunyembe, and Jabal

hill secondary schools Morogoro District, March 2013)

This shows that the number of secondary schools having television

sets and radios sets are few.

4.2 The number of Radio and TV sets available at schools for ICT

use.

The number of radios and television sets for ICT were about one

radio and one television by 20%, and schools without even a

single radio or television sets responded by 80% which shows more

school haven’t radio and television sets for ICT use. Also,

questionnaire method was employed in collecting data pertaining

to this question. The table below shows the responses from

teachers.

Table 2;Responses of teachers on how many radios and television

sets for ICT do you use in your secondary school.

22

Frequency

percent Valid Percent

Only one radio

and one

television set

4

20.0

20.0

There is not

even single

radio and

television set

16

80.0

80.0

Total

20

100.0

100.0

Source: field data Morogoro, kihonda, Kigurunyembe, and Jabal

Hill Secondary Schools Morogoro District, March 2013)

4.3 Teachers’ time to download Subject notes or Examination

Question on the Internet.

The findings reveal that teachers takes time to download subject

notes or examination questions on the internet which are relevant

to their subjects. The respondents who said they take time were

23

17 with the percent 85% which implies that teachers use ICT

tools. Only 3 teachers said they have no time to visit the

internet for downloading subject notes or examination questions.

Table 3:Responce of Teachers on whether they take time to download notes or

examination question on internet?

Frequency

Percent

Valid Percent

Y

es

17

85.0

85.0

N

o

3

15.0

15.0

Tota

l

20

100.0

100.0

Source: field data from Morogoro, kihonda, kigurunyembe, and

jabal hill secondary schools Morogoro District, March 2013)

4.4 The accessibility and affordability status of ICT facilities

and tools

4.4.1 Students having e-mail addresses.

Some Secondary schools students in the study have e-mail

addresses which they uses them in the course of study, they24

responded by saying that they have by the frequency of 19 and

47.5% .Students who did not have emails were 21 with the 52.5% of

the respondents which is higher compared to those having emails

it must due to parent influence or other factors, as shown in the

table 4 below.

Table 4: The Responses of Students on the question Do you have e-

mail address?

Frequency Percent

Valid

Percent

Yes 21 52.5 52.5

No 19 47.5 47.5

Total 40 100.0 100.0

Source: field data from Morogoro, kihonda, kigurunyembe, and

Jabal hill secondary schools Morogoro District, March 2013).

4.4.2 Storage of information in the computer.

25

The Findings reveal that most of the students in secondary

schools in Morogoro municipality do not store information in the

computer facilities by 75% of the respondents. It might be due to

low education provided to the schools and network problems in

their areas.The number of students about 25%of the respondents

that store information in computers.

Table 5:The responses of students on the question do you store information (learning

materials such as notes, questions) in computer?

Frequency

Percent

Valid

Percent

yes

10

25.0

25.

0

no

30

75.0

75.

0

Tota

l

40

100.0

100

.0

Source: Field data from Morogoro, kihonda, kigurunyembe, and

jabal hill secondary schools Morogoro District, March 2013).

26

4.4.3 Motivation of Students to use ICT tools in their

Studies.

Students motivation towards using ICT facilities is high as more

students are motivated to use ICT facilities by 87.5% and who

are not motivated were 12.5% of the respondents as shown in the

figure 1 below.

Figure 1: The responses of students on the question are you

inspired or motivated to use radio, television,computer and other

ICT tools in learning?

Source:Field data from Morogoro, kihonda, kigurunyembe, and Jabal

hill secondary schools Morogoro District, March 2013).

27

4.4.5 Language of the internet.

Language of the internet is said to be a problem to most of the

students in Morogoro municipality, where most of the language of

the internet is foreign language which is either American English

or British English, as responses were 65% said it is a problem,

while who said it is not a problem were 35%. Reading the

materials in the internet needs simple language.

Table 6: Responses of students on the question is language of

internet a problem in using a Computer in learning?

Frequen

cy

Percent

yes 26

65.0

no 14

35.0

Total 40

1

00.0

28

Source:Field data from Morogoro, Kihonda, Kigurunyembe, and Jabal

hill secondary schools Morogoro District, March 2013).

4.4.5 Teachers undertaking a degree in ICT programme with

other subject in secondary schools.

The study reveals that the number of teachers undertaking ICT

programme is very low. The respondents 60% said their schools

have no any teachers undertaking ICT programme with other

subjects. Where 40%said they have teachers who are undertaking a

degree in ICT programme with other subjects which implies the

limited number of teachers who will provide knowledge on using

ICT in teaching.

Table 7: The responses teachers on is there any teacher

undertaking a degree in ICT programme with other subject in this

school?

29

Frequency

Percent

V

alid Percent

Yes

8

40.0

40.0

No

12

60.0

60.0

Total

20

100.0

100.0

Source:Field data from Morogoro, kihonda, kigurunyembe, and Jabal

hill secondary schools Morogoro District, March 2013).

4.4.6 ICT Technical Stuff.

The finding reveals that schools do not have ICT technical stuff

who will repair the ICT facilities in secondary schools by 18%of

respondents said their school lacks technical stuff. Only 2% of

respondents they have technical stuff which is inadequate to

development of ICT facilities in teaching.

Table 8:The responses of Teachers on the question is the school

has ICT technical stuff?

30

Frequency Percent

Yes 2 10.0

No 18 90.0

Total 20 100.0

Source:field data from Morogoro, kihonda, kigurunyembe, and Jabal

hill secondary schools Morogoro District, March 2013).

4.5 The challenges facing secondary schools in implementation of

ICT in secondary schools.

The study reveals that they are challenges facing teachers in

secondary schools in implementation of ICT . The responses of

teachers on open questionnaires on the question,” what do you

think are the challenges of using ICT in teaching you subject?”

Were as follows:-

Lack of enough knowledge of using ICT. The use of radios and

televisions in learning to some students faces the challenge

of knowledge inadequate most the students said that have

limited knowledge on using ICT facilities.

Shortage of stuff that is ICT literacy only one stuff that

is very occupied to deliver the ICT knowledge to both

teachers and students.

31

Scarcity of ICT instruments examples computer,radios,

televisions, and other ICT tools in teaching and learning in

these schools.

Morality of the students .Some students misuse these

facilities by watching un important programmes on television

and radios.

Lack of support from the administration. The heads of the

schools shows little support in ICT uses in their schools.

Lack of enough funds to run computers such as installation

of new soft ware’s, modems.

Lack of awareness on importance of computers and other ICT

facilities in teaching and learning.

Large number of students in classrooms the average number of

students in classrooms about 55 to 80 students in a class

which is high and difficult to accommodate students by using

radios and televisions.

The cost to afford the gargets example radios or television

sets. Still the price of a computer is high which is beyond

the capacity of the schools

32

Environmental challenges for instance the school has no

electricity installation in some other classes.

CHAPTER FIVE

Summary, Conclusion and Recommendations

5.1 Overview

This chapter consists of summary, conclusion and recommendations

5.2 Summary

According to this study most of the secondary school in Morogoro

has few number of television sets and radios sets for ICT. The

number of television sets and radio sets in secondary schools is

one radio and one television set and most of the school in

Morogoro municipality haven’t ICT facilities for using in

teaching and learning in secondary schools, however most of

teachers in Morogoro municipality they take time to download

examination questions in the internet. Students and teachers do33

not store their documents, teaching and learning materials in

computers, Some Secondary schools students in the study have e-

mail addresses which they uses them in the course of study. The

study reveals that the number of teachers undertaking ICT

Programme is very low. Most of the secondary schools in Morogoro

municipality do not have ICT technical stuff, Students motivation

towards using ICT facilities is high as more students are

motivated to use ICT facilities and the language of the internet

is still a problem to the students.

5.3 Conclusion

Generally the availability of ICT facilities in most secondary

schools in Morogoro region is limited with many schools having

few number of ICT facilities in which secondary schools posses’

one television sets and one radio sets. The teachers in these

schools they do take time in downloading subjects and examination

questions in the internet. The accessibility of ICT facilities in

secondary schools in Morogoro is characterized by students having

emails addresses and teachers and students having the tendency of

storing information in the computers facilities, however students

are highly motivated to learn through using these facilities

34

though the language of internet is a problem. Inadequate ICT

technical stuff is among the challenges which are encountered in

secondary schools in using ICT in teaching and learning however

there are other challenges facing secondary schools which are

inadequate knowledge in using radio and television sets in

learning, students morality towards using the ICT facilities by

misusing them through watching un important programmes from

television and listening to unnecessary programmes from the

radio.Shortage of funds to run computers in secondary schools

where the price of new software is high. And lastly the number of

students in classes is large to the extent that it limits the use

of ICT facilities in teaching and learning in secondary schools

in Morogoro municipality.

5.4 Recommendations

The ministry of education (MOEVT) should provide secondary

schools with ICT facilities for use in teaching and learning in

secondary schools. Teachers have to be allowed or encouraged to

pursue high learning studies by district executive offices DED in

the areas of ICT programmes such as degree in ICT. In service

35

training under government support and open university studies in

ICT progrmmes under the ministry of education should be

established and supervised in such a way that more teachers will

have knowledge in using ICT Facilities in schools.

The community members such as parents and other education stake

holders in education should also be educated on the importance of

using ICT facilities in learning where parents should encourage

their children at home to listen the radios and television

Programmes which relates to their subjects in schools.

Teachers should be motivated to use ICT facilities in teaching

and learning for example using a television set can facilitate

teaching of high number of students in large classes and

reduction of too much talking while there are topics when taught

using this facilities learning becomes simple and interesting.

Non-Governmental organizations NGO’s and other agencies should

participate in donating and helping schools by providing ICT

facilities in secondary schools to improve teaching and learning

to students.

36

The language of internet should be programmed to national

language that is Kiswahili so that students can be able to use

them in learning and teaching.

5.5 Area of Further Study.

Further studies should be conducted to investigate the

contributions of Parents and Students towards using ICT

facilities in secondary schools in Tanzania by examining the

contributions of parents towards the use of ICT facilities in

education. In case the funds is enough the areas such as finding

out the teachers levels on ICT in teaching profession and

investigating community attitude toward ICT in day to day life.

Also investigation on how parents, teachers and government

motivate students in learning ICT.

37

REFERENCES.

Cawthera, A. (2001). Computers in Secondary Schools in Developing Countries:

Costs and Other Issues : Department for International

Development (DFID), United Kingdom.

Carlson, S.et al,(2002). Teacher professional development in the use of

technology: Washington, D.C ,United States of America.

Suzan ,N.(2000), Developing the ICT infrastructure for Africa:

overview of barriers to

harnessing the full power of the Internet. Journal of Education

for Library and Information Science, 47(1), 4-16.

Collins, J.et al, (2000). The Social Life of Information ,Harvard

University Press: Cambridge Anderson,N.(1997), Developing the ICT

infrastructure for Africa: overview of barriers to

harnessing the full power of the Internet. Journal of Education

for Library and Information Science, 47(1), 4-16.

Minishi-Majanja, M. (2004). Mapping and Audit of Information and

Communication Technologies in LIS Education in Africa: unpublished doctoral

thesis. University of Zululand, South Africa

Ministry of Education and Vocational Training (MoEVT). (2007).

Information and communication technology (ICT) policy for basic

38

education. Retrieved from

http://planipolis.iiep.unesco.org/upload/Tanzania%20UR/Tanzania_I

CT_Policy_for_BasicEducation_2007.pdf

Unwin ,M(2005). Teacher professional development in the use of technology:

Washington, D.C ,United States of America.

Tilya, F. (2007). ICT in Education in Tanzania: Lessons and

Experiences from IICD-Supported

Projects.UDSM.http://www.iconnectonline.org/Documents/TanzaniaRur

alAccessICT4DiConnectEng.pdf

World Factbook 2007.

https://cia.gov/cia/publications/factbook/geos/tz.html,rtrived on

16 th January,2013 at 07:46 pm.

39

APPENDICES

Appendex 1

Table 2. Schedule of Activities.

OCT

201

2

NOV

201

2

DEC

.

201

2

JAN

.

201

3

FEB.

2013

MAR

2013

APR.

2013

MAY,

2013

JUN.

2013

Proposal

writing

40

ACTIVITY/ MONTH

Proposal

assessment

Experimentat

ion and data

collection

Data

compilation

and analysis

Report

writing and

submission

Appendix 2

This study involved various activities through which, their

conduction cost Tsh. 180,000/= only. The source of fund was

provided by the HIGHER EDUCATION STUDENT LOAN’S BOARD. The

41

budgeting of this amount of money was broken down as indicated

below:

Table 3. Source of Fund and Budget

S/N ACTIVITY AMOUNT (TSH.)

1. Transport

40,000.00

2. Experimental studies

100,000.00

3. Stationary

20,000.00

4. Contingency money

20,000.00

TOTAL COST

180,000.00

42

Appendex 3.

QUESTIONARES FOR TEACHERS ON THE PHYSICAL AND OTHER EXTERNAL

RELATED FACTORS AFFECTING THE USE OF ICT IN SECONDARY SCHOOLS

Personal data;

Sex :

Put a tick in right item : Male ( ) Female ( )

Name of school…………………………..

Date………………………………………

Subject……………………………………

PLEASE ANSWER BY PUTTING A TICK IN THE BOX PROVIDED IN THE

QUESTIONS

1. (i) Is your school having radio and television sets for ICT

use in teaching session?

A .Yes ( )

B. No ( )

1. (ii). If YES have you ever used them in teaching students in

your subject?

A.YES ( )

B.NO ( )

43

3. How many radios and television sets for ICT do you use in your

secondary school?

A. More than 5 radio and 5 television set ( )

B. Only one radio and one television set ( )

C. There is not even single radio or television set in our school

used for ICT ( )

4. Do you take time to download notes or examination question on

internet?

A.YES ( )

B. NO ( )

5. What is the average number of students in

classrooms?................................................

……………………………………………………………………………………………

6. Is there any teacher undertaking a degree in ICT programme

with other subject in this school?

A.YES ( )

44

B.NO ( )

6. Is school installed with electricity cable in the classrooms?

A .YES ( )

B. NO ( )

7 .What do you think are the challenges of using ICT in teaching

you subject?

A………………………………………………………………………………..

…………………………………………………………………………………

…………………………………………………………………………………

B……………………………………………………………………………….

…………………………………………………………………………………

…………………………………………………………………………………

C……………………………………………………………………………….

45

…………………………………………………………………………………

…………………………………………………………………………………

8. Is the school has ICT technical stuff?

A.YES ( )

B.NO ( )

Appendex 4.

46

QUESTIONAIRE FOR STUDENTS.

1. Do you have e-mail address?

A.YES ( )

B.NO ( )

2. Are inspired or motivated to use radio, television, computer

and other ICT tools in learning?

A.YES ( )

B.NO ( )

3. Do you store information (learning materials such as notes,

questions) in computer?

A YES ( )

B NO ( )

4. Is the language of internet a problem in using Computer in

learning?

47

A.YES ( )

B. NO ( )

5. What are the factors limiting students not to use e-mail?

A……………………………………………………………………………………………..

……………………………………………………………………………………………….

………………………………………………………………………………………………

B……………………………………………………………………………………………..

……………………………………………………………………………………………….

……………………………………………………………………………………………….

C……………………………………………………………………………………………..

………………………………………………………………………………………………

………………………………………………………………………………………………

D……………………………………………………………………………………………..

48

……………………………………………………………………………………………….

………………………………………………………………………………………………..

49