STELLA MARIS
MTWARA UNIVERSITY COLLEGE
(A constituent College of Saint Augustine
University of Tanzania)
FACULTY OF
EDUCATION
An Assessment
on the Contribution of Technology Use to the Students’ Performance in Secondary
Schools in Mtwara Mikindani Municipality
A Research Report to be Submitted to
the Faculty of Education in Partial Fulfillment of the Requirements for the
Award of Bachelor Degree of Arts with Education at Stella Maris Mtwara
University College
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MAY, 2019
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DECLARATION
I, CHIPOLA, Riziki S. I declare that this
dissertation is my own original work and that all sources I have used or quoted
have been indicated or acknowledged by means of complete references. The work
has not been previously presented and will not be presented to any other university
for a similar or any other degree award. And has been submitted to Stella Maris
Mtwara University College for the award of a Bachelor of Arts with Education.
No part of this research should be reproduced by any means without any concern
of the Stella Maris Mtwara University College.
NAME: CHIPOLA, Riziki S.
SIGNATURE:
………………….
DATE:
………………2019
CERTIFICATION
The undersigned certify that he has read
and hereby recommend for acceptance by the Stella Maris Mtwara University
College research report entitled “Contribution of technology use to the
students’ performance in secondary schools”. A case study Mtwara Mikindani Municipality.
In partial fulfillment of the
requirements for award of Bachelor of Arts with Education.
This research was to be submitted for
Bachelor Degree Award with my approval as a course supervisor
NAME: MR. LUPOGO N. C
SIGNATURE:
………………
DATE:
………………2019
COPYRIGHT
No part or whole of this dissertation may be
produced, stored in any retrieval system or transmitted in any form or by any
means. Without prior written permission of the author or Stella Maris Mtwara
University College in that behalf
ACKNOWLEDGEMENTS
I thank God the almighty who kept me health during the research period
providing me with courage and strength. I understand without him I would not
have accomplished this study.
Special thanks are directed to my supervisor Mr Lupogo of Stella Maris
Mtwara University College, for his guidance, suggestions, patience, and
continued encouragement throughout this study. I owe debt of gratitude to head
of schools, teachers and students of various schools in Mtwara Mikindani
Municipality, for their useful information and cooperation, in addition I
sincerely thank my lovely mother, Mariam A. Mwin for her support given to me
throughout my study period. My sincere appreciations are further extended to my
relatives, friends, fellow graduate students and other loved ones for
supporting me in my educational decisions.
It is not possible to thank everyone individually but I would like to
thank all who participated in one way or another to the achievement of this
study. Let the almighty God grant you all with his glory, peace and blessings.
DEDICATION
I devote this work to my lovely mother Mariam A. Mwina who laid the
foundation of my education which made me what I am today.
ABSTRACT
The contribution of technology use to the
academic performance of students of secondary schools in Mtwara Mikindani
Municipality. The study sought to achieve the following objectives, to identify
technological facilities used in education, to identify the contribution of
technology use to the students’ performance, and to find out the challenges
facing technology use in secondary schools in Mtwara Mikindani Municipality.
Questionnaire and interview method were used
by researcher to collect data. The collected data were analyzed by using both
quantitative and qualitative approaches. A sample of students, teachers and
head of schools were obtained in three schools such as Chuno, Rahaleo and
Mtwara Islamic Secondary Schools.
The study asserts that there are
contributions of technological use to the academic performance of students of
secondary schools such as covering syllabus on time, easy searching and
obtaining of related materials through the use of computers. The study
discovered challenges facing technology use in schools that is poor government
support and few technological facilities.
The study concluded that the use of
technology in education is very important and potential in this existing world
because it makes learners learn in real and comfortable manner in such a way
that every learner will easy access materials related to academic such as
books, journals, and others that can be obtained through technology.
And finally study recommends that, government
should provide various technological facilities used in education. Also should
train teachers frequently on the use of technology in teaching so that they can
get to know the benefit of using technology in teaching.
TABLE
OF CONTENTS
CERTIFICATION………………………………………………………….………………ii
2.2 Technology Use in
Education………………………………………………………….8
2.3 Contribution of Technology Use in
Education………………………………………...9
2.4 Challenges Facing Technological
Use………………………………………………..11
2.5 The Technological Equipments Used Various
Secondary Schools…………………..14
2.6 Study Gap……………………………………………………………………………..14
3.8.1 Questionnaires……………………………………………………………………………….18
3.10 Data Analysis………………………………………………………………………..19
4.2 Demographic
Information…………………………………………………………….20
4.4 Contributions of Technology
Use…………….………………..……………………..25
4.5 Challenges Facing Technology
Use…………………………………………………..28
5.2 Summary of the
Study………………………………………………………………...31
5.3 Conclusions…………………………………………………………………………...32
5.4.2 To the Teachers……………………………………………………………………..34
5.4.3 To the Community…………………………………………………………………..34
5.4.4 To the Further Study………………………………………………………………...34
APPENDIX 1 ……………………………………………………………………………………..37
QUESTIONNAIRES
AND INTERVIEW GUIDE………………………………………………37
LIST OF TABLE
TABLE 1: Showing sample size from target
population…………………………………18
TABLE 2: Showing Respondents Distribution……………………………….…………..21
TABLE 3: Showing responses on
technological equipments……………………...……..21
TABLE 4: Showing Technological
facilities used in education………………………….22
TABLE 5: Showing frequently
used technology……………………………………..…..23
TABLE 6: Showingthe
accommodation of technological facilities………………...……23
TABLE 7: Showing technological facilities
support learning and teaching…………..….24
TABLE
8: Showing Importance of technology in the classroom…………………….…..25
TABLE
9: Showing Contribution of technology use……………………………….……26
TABLE 10: Showing Form four academic results
before and after technology……..…...27
TABLE
11: Showing challenges facing technology use in schools………………..……..28
TABLE 12: Showing solution to the challenges……………………………………….…29
LIST OF FIGURES
FIGURE 2: Showing form four academic
performance before technology…………….27
FIGURE 3: Showing form four academic
performance after technology………………28
LIST OF SYMBOLS AND ABBREVIATIONS
& And
% Percentage
ICT Information and Communication
Technology
NASA
National Aeronautics and Space Administration
MoEVT The Tanzania Ministry of Education and
Vocational Training
UK United Kingdom
UNESCO
United Nations Educational Scientific and Cultural Organization
CHAPTER ONE
INTRODUCTION
1.1 Introduction
This chapter
is about the research problem setting. It introducing the back ground to the
problem, statement of the problem, objectives of the study, research questions,
scope of the study and significance of the study.
Technology according to Thierer, (2014) is
the application of scientific knowledge for practical purpose, or is a
practical application of knowledge especially in particular area.
Also Technology according to Grubler, (2003) can
also be defined as the process that involves the use scientific procedures, to
produce or manufacture objects or tools such as pots, water reservoirs, buildings for the
purpose of either to enhance human capabilities or enable person to perform
tasks they could not perform otherwise.
Also technology consists of two primary
components 1) a physical component which comprises of items such as products
tooling, equipment’s, blue print techniques, and processes, 2)the informational
components which consist of know-how in management, marketing, production,
quality control, reliability, skilled labor and functional areas.
Historically
world widely technological innovation in schools started in 1600s, where by
an introduction of the modern library and the pencil during the 1600s, the Slide Rule was first
introduced in 1654 by Robert Bissaker. The instrument was designed for
use by scientists and engineers up to the early 1970s.
The Slide Rule was eventually used in the
classroom for mathematics (as indicated later in this article) and was a precursor
to what we know today as electronic and graphing calculators. Also in 1600s there was a use of The Hornbook as well as the magic lantern.
In 1700s Computer
programming skills are widely taught throughout various grade levels in the UK
education system. The
Jacquard Loom marked the beginning of modern day computer
programming. First
introduced in France in 1725 by Joseph-Marie Jacquard, the loom was
designed to weave silk using punch cards that controlled the actions of the
device. Punch cards were used as controls in the very first computers
which led to the advanced programming capabilities used in today’s classrooms
(Herdman, 1994).
In 1800s Slates
and Chalk started to be used, it was during the 1800s that students used
slates which were small blackboards that were written on using a piece of
chalk. Students used slates in place of pen and paper, even though slates were
not very convenient for longer assignments and could only be used to solve
short equations. Then they were erased so they could be used to solve a
new equation.
In 1900s Stereoscopes
came into use wherebyat the beginning
of the 1900s, stereoscopes were being released on the market and
provided a way to view images in 3D. The device was popular for home
entertainment and was eventually marketed to schools for educational purposes. Classrooms
which were equipped with stereoscopes were used to view three dimensional
images that emphasized points being made by the teacher during a particular
lesson.
In 1920s The Film
Projector and radio came into use, by 1925, the film projector was
making its way into classroom environments. The projector displayed still
images from a film strip accompanied by an audio recording. The images
had to be manually changed as you advanced through the film strip. This
type of technology remained in the classroom until the early 1980s and was used
to study a particular topic or timeline of events (Herdman, 1994).
During the 1930s,
the first overhead projector was introduced to the classroom prior to being
widely used by the military during World War II. After its introduction, the
overhead projector became widely used in the classroom which provided teachers
with a more convenient alternative
to the blackboard. An overhead projector used transparent sheets
which could be written on with an erasable marker. The teacher could write on
the reusable transparency while facing the class. The notes were
reflected on a screen during the classroom presentation.
In early
to mid-1990s, the Internet was made available to the general
public. Prior to this time, it was solely used by the military, academic
institutions, and NASA. It was first introduced as a dial-up connection
which occupied your telephone line. It was also a very slow connection
unlike the broadband connections of today and incapable of efficiently handling
video.
As more people caught on to the potential of
the Internet and the value it could add to learning, it began to be used in education.
In most cases, the connection was limited to a specific area of the building
via an Ethernet cable unlike the widespread Wi-Fi availability we know today.
In the
start of the 21st century, more classroom and
educational institutions were becoming connected. In 2004, YouTube was discovered as
being an effective tool for classroom learning. This allowed teachers to
easily share free instructional videos and share videos associated with
classroom projects.
In
Tanzania, The Tanzania Ministry of Education and Vocational Training (MoEVT)
report addressed teachers’ training priority areas that are, pedagogical skills
for creativity and innovation and knowledge and mastery of selected subjects,
skills, and technologies. Technology application knowledge acquired during
college could positively affect the future of technological pedagogical
practices. Teachers’ decision to use technology in classroom is mainly
influenced by access to resources, quality of software and hardware, ease of
use, incentives to change, commitment to professional learning and background
in formal computer training. The Tanzania policy for basic education addressed
priority areas for ICT use improvement as such as provision of ICT training to
students, teachers and administrators, use of ICT resources in schools and
colleges, and development and use of ICT as a pedagogical tool in teacher
trainees (United Republic of Tanzania, 2007).
Secondary
schools in Tanzania particularly in Mtwara Mikindani municipality might have
been using various equipments, but there is a great need of assessing to what
extent those equipments are used and how are they beneficial to the teaching
and learning process and finally to identify commonly used equipments.
However,
recent ministry of education, science and technology and ICT initiatives has
improved access to infrastructures and digital contents and trained users,
technology and ICTs usage among secondary schools was reported as still low. Technology
is outlined as a powerful developmental facilitator in the fight against poor
performance. The government allocates finances to promote technology and is
also obliged to set standards in order to ensure compatibility. Also the
Ministry of Education, Science, Technology and Vocational Training insist the
availability of equipments like computer facilities and infrastructures in
every secondary school in order to ensure the use of technology in learning for
secondary students.
1.4 Objective
of the Study
The study focused
on both general objective and specific objectives
To assess the
contribution of technology use to the students’ performance in secondary
schools in Mtwara Mikindani Municipality.
i.
To identify the technological equipments used
in education in secondary schools in Mtwara Mikindani Municipality.
ii.
To identify the contribution of technology use
to the students’ performance in Mtwara Mikindani Municipality.
iii.
To find out the challenges facing technology use
in secondary schools in Mtwara Mikindani Municipality.
i.
What are the equipments used in education in
secondary schools in Mtwara Mikindani Municipality?
ii.
What are the contributions of technology use to
the students’ performance Mtwara Mikindani Municipality?
iii.
What are the challenges facing technology use
in secondary schools in Mtwara Mikindani Municipality?
This study
will help the students and teachers to know the contribution of technological
use in secondary schools. Furthermore, this study will be helpful to the heads
of school to make emphasis on the use of technology in their schools. Also
through this study student themselves will be aware of the importance and
outcomes of proper use of technology throughout their course of study.
This study is
about an assessment on the contribution of technology use to the students’
performance in secondary schools in Mtwara Mikindani Municipality, a case of
Mtwara Mikindani Municipality, a study delt with contribution, problems facing
the use of technology in schools as well as, the technological facilities used
in schools in Mtwara Mikindani Municipality, because students and teachers are
the one that are directly affected or concerned with the goodness of this.
This study was
faced with the various challenges from respondents whereby other respondents
especially students lacked seriousness in filling the questionnaires that made
a school teachers to assist a researcher to get data which are relevant and of
high quality.
Also another
limitation is financial problem in printing various requirements such as
questionnaires, research proposal, and the cost in terms of transport when
collecting data because schools are separated that needs transportation from
one school to another and finally consumed time too.
Technology is
the practical application of knowledge especially in a particular area, or a mare
accomplishing a task especially using technical processes, methods or
knowledge.
Academic is connected with education, especially studying in schools and
universities.
CHAPTER TWO
LITERATURE
REVIEW
2.1 Introduction
This chapter shows a review of the
various relevant literatures that adds an understanding of the important things
that seems to be useful in this study.
2.2
Technology Use in Education
Technology is developing very fast
around the world. This technological development (hardware and software)
affects our life. There is a relationship among technology, society, culture,
organization, machines, technical operation, and technical phenomenon.
Educators should know this relationship because technology begins to affect
teaching and learning facilities. For this reason, educators are increasingly
using technology in all aspects of their profession (Example, creating
curricula, classroom instruction, work assignments). This trend can be enhanced
by educating the educator about cultural and cognitive aspects of technology
and techniques, as well as the associated advantages and disadvantages related
to educational and human development goals (Isman, 2012).
Since technology can be so simple or
so complex, there are many types of technology. One of the types of technology
is mechanical technology, which includes wheels, cams, levers, gears, belts,
and engines. Things that turn or allow one motion are mechanical. The wheel
probably one of the most important technological advances in human history and
yet important. Another type of technology is electronic technology this is the
one that uses electronic circuit to achieve goals. And the one that runs on
electronic electricity is called electronic; this includes computers, washing
machines, dryers, mp3 players, televisions, radio, projectors and others. Also
another type of technology is industrial technology that is used to produce
products on a large or small scale functions so as can be consumed by the
customers. But also there is medical technology that serves the purpose of
diagnosis, treating, or preventing diseases and other things related to health
matters.
2.3 Contribution
of Technology Use in Education
Various scholars have tried to give out
the contributions of technological use in education in their different books
and researches. Studies have shown that the use of technology can result in
improved learning and achievement when integrated appropriately in student-centered
learning environments. Technology tools can help teachers serve as facilitators
who are focused on meeting the needs of individual students with different
learning styles. Student use of technology promotes development of
twenty-first-century skills, such as communication, collaboration, and critical
thinking, and allows access to resources for students.
Mata (2015),
analyzed various significance of technological innovation such as, Instructors
can personalize the education experience, tools like websites, apps, learning
games, e-books, and virtual tutoring help the student learn at their own pace.
Digital materials can support classroom learning topics, and introduce
different teaching methods for each student’s unique learning needs.
Student
workplace readiness, one of the greatest benefits for technology
in the classroom is student workplace readiness. Mobility is
currently the next great movement in the workplace, and students who use
technology in the classroom today will be more adapted to using it in the
future. The importance of technology in the classroom goes even beyond simple
digital literacy: it promotes workplace soft skills like critical thinking,
independent research, and cross-technology proficiency (Mata, 2015).
In 2013 learning
media study found that 74% of teachers agree that
technology enables them to reinforce their lessons. Curriculums, learning
trends, and student engagement can rise or fall on the basis of teacher
support. Technology in the classroom would never flourish without the support
of instructors, and an overwhelming percentage of teachers are eager to use
even more technology in the classrooms. Huffington
Post found
that, 78 percent of Kindergarten through Middle School teachers agree that
technology has had a positive
impact on their classroom and that’s just the start (Mata, 2015).
Proven
student engagement, in various researches on the use of
technology in teaching and learning process shows that blended learning
styles keep students focused longer and makes them more excited to learn more,
especially for Science, Technology, Engineering, and Math subjects.
Technology toys, like interactive
whiteboards, tablets, learning apps and websites, are always improving. Even
the ways students access and interact with information is always improving.
Developers are conscious of the benefits of technology in the classroom, and a
lot of money is being spent on developing mobile apps and e-Learning courses
with proven results. Also, social tools in Web 2.0 provide a learning
opportunity for students to learn about internet safety while staying engaged with
their educators (Mata, 2015).
According to
Herdman, (1994:8), technology innovation stimulates new teaching methods, and
even redefine the role of teachers. Also technology has come to light the
schools in various districts throughout country where by there are many
teachers using technology to teach their students. Many technology-using
teachers find that technology can help them improve student learning and
motivation, address students with different learning styles or special needs,
expose students to wider world of information and experts, and implement new
teaching techniques.
There are many
examples of how technology has enhanced teaching. Students engaged in group
problems solving project based on software or video simulation are learning to
work as team, develop expertise in specific area, become more confident
learners and weigh the merits of several possible solutions.
In education,
Technology can contribute to universal access to education, equity in
education, the delivery of quality learning and teaching, teachers'
professional development and more efficient education management, governance
and administration. UNESCO takes a holistic and comprehensive approach to
promoting ICT and technology in education. The Organization's Intersectral
Platform for ICT ant technology in education focuses on these issues through
the joint work of three of its sectors: Communication & Information,
Education and Science (UNESCO, 2016).
2.4 Challenges
Facing Technological Use
According to
Herdman, (1994:18), says that, while promising the above examples of what
technology can do are far from reality in many schools, colleges of education
or in the daily teaching experience or professional development of typical
teacher.
First there is the
question access to appropriate technologies. The question of access is also
tied to problem of costs. Although most teachers see the value of students
learning about computers, and other technologies, many teachers lack clear
understanding about what resources technology can offer them as they try to
meet them instructional goals.
As do most users of
emerging technologies many teachers encounter technical and logistical problems
they cannot solve themselves and often lack the training and support necessary
to resolve the problems. Many feel the need for more knowledge not just about
how to run the machine but what software to use, how to integrate into the
curriculum and how to organize classroom activities using technology.
The current assessment system, if it
relies heavily on standardized achievement tests, can also be a barrier to
experimentation with new technologies because teachers are not sure whether the
results they are seeking will be reflected in improved students test scores. In
addition, issues created by technology itself are also factors to be dealt
with, including those related to copyright and intellectual property rights, privacy
of students records and control of the student’s access to objectionable
materials.
Herdman, (1994), proceed to explain
on the challenges whereby now explains the issue of access to equipment, one
basic prerequisite for effective teacher use of technology is access. Some
schools do not always make the most of the equipment they already have and some
do not always locate technology in the most accessible places. Most computers
are still in labs rather than in classrooms, and modern ones may be located on
central in the rooms that students cannot teach. Even teachers themselves its
hard to reach and use them during the course of study.
Researchers conducted a research in
various schools and discovered that, technology is not used regularly in the
teaching of academic subjects and only 9 percent of secondary school’s students
reported using computers for English class 6 to 7 percent for math class and 3
percent for social studies study, the most common uses of computers are for
basic skill practice at the elementary level and word processing and other computers
specific skills in middle and high schools.
In Tanzania there are a number of challenges
in the effort to introduce technology in schools especially in the rural areas.
Many rural areas in developing countries often do not have electricity and with
only basic infrastructure. This situation not only complicates the installation
and innovation of technology because of the lack of electricity but also
security of the labs. With poor physical security, the life span of machines is
automatically reduced to few months (Cawthera, 2000).
Other challenges include lack of
technical support when technological equipment’s needs repair, lack of trainers
and most importantly, high cost of software licensing costs. Project initiators
and heads of schools always face all these challenges. However, collaborations
and corporations among heads of schools, government and parents normally enable
heads of schools to overcome most of the challenges. Apart from the mentioned
challenges, human element can also pose a number of challenges. For example,
heads of schools can choose not to cooperate because of personal, ideology,
economic or any other reasons. Heads of schools has a huge influence on the
school timetable. They have a direct influence on the teachers who will teach
by using technological equipment’s such as computers. Studies have indicated
that individual willingness to adopt technology is of paramount importance (Cawthera,
2000).
2.5 The Technological
Equipments Used in Various Secondary Schools
The contemporary curriculum guides
teachers to facilitate the development of adaptable and flexible learners who
know how to take on new tasks and situations, quickly and easily. Students will
need to be good communicators who can competently discuss topics with others
and effectively share their ideas in many forms and for different purposes.
Students will need to possess excellent collaboration skills and be able to
work together with many different types of people, each of whom has her or his
own special disciplines and unique ways of learning and working together (Eady&
Lockyer, 2013).
According to Eady& Lockyer,
(2013) there are various secondary schoolsthat use various technological
equipments in teaching and learning process such as,a chalkboard, Textbooks, an
overhead projector, avideo cassette player and computers.
2.6 Study Gap
The use of technology in various
secondary schools and other parts of the world has been being differently
whereby various researchers have tried to come out with different views on the
use of technology and most of researches speculates specifically on the use of
Information Communication Technology (ICT) example United Republic of Tanzania,
(2007) conducted reach on the importance of ICT in learning and teaching but
other aspects did not touch such the use of projectors, computers and other
equipments in schools, and specifically in Mtwara Mikindani Municipality have
not come out with proper result on the use of technology in various secondary
schools. Whereby there is great need to assess whether these technological
facilities contribute to the academic performance in various secondary schools.
2.7 Conceptual
Frame Work
It is the
role of Government to make sure that teachers are familiar and use technologies
and recommended practices like projectors, computers, and other facilities so
that to improve the understanding of the students in learning process hence
performance will be high.
|
|
|
Good academic performance
|
|
·
Computer
·
Projector
·
·
Printers
·
Photocopy machines
·
ICT
|
|
·
Increase tension
·
Adds tone
·
Clarify points
·
Emphasis points
·
Saves time
·
Covers syllabus on time
|
Figure 1:
Conceptual Framework on contribution of technology use in Mtwara Mikindani
Municipality.
CHAPTER THREE
RESEARCH
DESIGN AND METHODOLOGY
3.1 Introduction
This chapter comprises
of research design, area of study, target population, sampling procedures,
sample size and data analyzing techniques.
3.2 Research
Design
In order to
attain the objectives of the study, a mixed methods design consisting of
descriptive survey and an interpretive phenomenology design was employed. Many
of the scholars contend that a mixed methods research becomes so by using both
quantitative and qualitative means of collection of research data (Byrne &
Humble, 2007). This study employed both qualitative and quantitative approach
through applying the survey design. This method facilitated the whole process
of gathering data from respondents basing on their level of understanding,
knowledge, opinions and ideas to the problem.
3.3 Area of Study
According to Creswell, (2009)
area of study is a place through which a study is taking place. This study was
carried out in Mtwara Mikindani Municipality in various secondary schools such
as Chuno Secondary School, Rahaleo Secondary School and Mtwara Islamic
Secondary School. Due to time and financial constraints the researcher opted to
collect information from head of schools, teachers and students of selected
schools. The students from selected schools were purposively chosen as the
respondents because were students and were able to provide information which was
related to the study and fulfill the needs of the research objectives.
3.4 Target Population
Yin, (1994)
defined study population as a specific population of inquiry that the
researcher draws the sample size of the study. The population for this study
included students, teachers and head of schools from various secondary schools
in Mtwara Mikindani Municipality.
3.5 Sampling
Procedures
Sampling is
the process of selecting respondents that are selected from only few items
presenting the total population (Kothari, 2004). This research employed simple
random sampling whereby each individual had an equal chance of being selected,
and the means of obtaining such numbers was through providing numbers to the
students and pick numbers randomly without considering age, sex or race. But
purposive sampling is a subset of representatives from large population whereby
teachers were included in this sampling technique.
Sample size
is the exact number of items selected from the population to constitute a
sample for the study (Jamal & Kamuzora, 2008).
Sample size
can be defined as a number of items to be selected from the universe to
constitution sample (Kothari, 2004). The sample size of this study used a total
number of 100 respondents, whereby involved67 students, 30 teachers and 3 head
of schools. And they selected through simple random sampling and purposive
sampling technique. And this is shown in the table below;
Table 1: Showing Sample Size Selected in the Study
|
Categories of Respondents
|
Number of Respondents
|
Percentage
|
|
Head of schools
|
3
|
3%
|
|
Students
|
67
|
67%
|
|
Teachers
|
30
|
30%
|
|
Total
|
100
|
100%
|
Source: Field
Data 2019
Data collection techniques that were
employed in this study were questionnaire and interview that enabled to obtain
primary data.
These are the original or raw data
from which a researcher directly collects from the field, these kind of data
are not previously collected (Steinke, 2004). These are also known as first-hand
information that are obtained through various data collection techniques such
as interview, questionnaire, observation, focus group discussion and others.
3.8.1
Questionnaires
This is the method used to obtain important
information about the population. Each item has developed to address a specific
objective, research or hypothesis of the study (Babbie, 1990).
This was used to gather information from teachers
and students in Mtwara Mikindani secondary schools.
The interview method of collecting data
involves presentation of oral-verbal stimuli and reply in terms of oral-verbal
responses. This method can be used through personal interviews and, if
possible, through telephone interviews (Kothari, 2004:97).
In this study personal interview was employed
where by headmasters from selected secondary schools were interviewed
pertaining to the study so that to get data from their schools.
Secondary data are data which have
already been collected for purposes other than the problem at hand. These data
can be located quickly and inexpensively (Hakim, 1982). These are data that are already reserved or written, these includes
books, journals, magazines, encyclopedias, electronic books and others.
Secondary data does not require the construction of tools that administer them.
Here the researcher used already published documents to get information data
that helped in the study.
3.10 Data
Analysis
Marshall & Rossman,(1999:150) describe data
analysis as the process of bringing order, structure and meaning to the mass of
collected data. Data analysis can also be defined as the
examining all information that have been collected from field. Data that were
analyzed were both qualitative and quantitative data, through which qualitative
ones were analyzed by words while quantitative are analyzed or deals with
numbers, whereby percent graphs and other quantities were used to present such
data.
CHAPTER FOUR
DATA ANALYSIS,
PRESENTATION AND DISCUSSION
4.1 Introduction
This chapter intends to present findings and
analysis of the data from the field. The intention of the study was to assess
the contribution of technological use to the students performance in secondary
schools in Mtwara Mikindani Municipality. The data obtained among the students,
their teachers and head of schools. The data used Microsoft excel to analyze
quantitative and qualitative data. The data collected through interview and
questionnaire method. This study was also guided by the following objectives
such as, to identify the contribution of technology use to the students’
performance, to find out the challenges facing technology use in secondary
schools in Mtwara Mikindani Municipality and to identify the technological
equipments used in education in secondary schools in Mtwara Mikindani
Municipality.
4.2
Demographic Information
The research findings showed that the total
number of respondents in the field were 100. In which 67 respondents were
students which counts 67%, 30 were teachers which counts 30% and head of
schools were 3 which counts 3%. Also they were both male and female respondents
where by male were 55 (55%) and female were 45 (45%). The table below shows the
structure of respondents from the field study.
Table 2: Respondents Distribution
|
Respondents
|
Frequency
|
Percentage
(%)
|
|
Students
|
67
|
67%
|
|
Head of schools
|
03
|
03%
|
|
Teachers
|
30
|
30%
|
|
Total
|
100
|
100%
|
Source: Data gathered from questionnaires
and interviews 2019
The research findings constituted the
specific objectives which presented the following findings as it investigated
on the contribution of technological use to the academic performance, challenges
facing technology use in schools and technological equipments used in education
in those schools.
4.3 The
Technological Equipments Used in Education
The study asked whether they know the
technological equipments used in education, the study received the following
responses;
Table 3: showing responses on
technological equipment
|
Response
|
Number of respondents
|
Percentage
|
|
Agree ( yes )
|
78
|
78%
|
|
Disagree (no)
|
22
|
22%
|
|
Total
|
100
|
100%
|
Source: Field
data 2019
From the table above 78 (78%) said yes, that
they know technological facilities used in education whereby they mentioned
various technological facilities used in education such as computers,
projectors, printers, photocopy machines and laptops. Also 22 (22%) respondents
disagreed that they don’t know any facility that is used in education. The
study can conclude that most of the people particularly teachers and students
knows the technological facilities used in education, as they mentioned some of
them such as computers, projectors and other facilities.
The study asked whether they use
technological facilities in teaching and learning, and the study revealed the
following responses;
Table 4: Technological Facilities Used
in Education
|
Response
|
Number of
respondents
|
Percentage
|
|
Agree (yes)
|
66
|
66%
|
|
Disagree (no)
|
34
|
34%
|
|
Total
|
100
|
100%
|
Source: Field
data 2019
From the table above, 66 (66%) of the
respondents agreed that they use technology in learning and teaching, and is
used in notes preparation, in writing notes through projecting them, in
searching various materials through the use of internet, and in typing various
academic reports, also 34 (34%) of the respondents disagreed that they don’t
use technology in teaching and learning.
Therefore, from the responses above we can
conclude that due to the high percentage of respondents said that they use
technology in teaching and learning that proved to be true.
The study asked the technological facilities
that are frequently used in teaching and learning process, whereby the study
revealed the following responses;
Table 5: Showing Frequently Used Technology
|
Response
|
Number of respondents
|
Percentage
|
|
Computers
|
50
|
50%
|
|
Projectors
|
30
|
30%
|
|
None
|
20
|
20%
|
|
Total
|
100
|
100%
|
Source: Field
data 2019
From the table above, 50 (50%) respondents agreed
that they use computers frequently in teaching and learning process, also 30 (30%)
respondents agreed that they use projectors frequently in teaching and learning
process, and 20 (20%) respondents they use none of those two technological equipment.
From the response above the study get the implication that computers are mostly
used in schools followed by projectors.
The study asked whether technological
facilities are enough to accommodate number of the students in the schools, the
study revealed the following responses;
Table 6: Showing the Accommodation of
Technological Facilities.
|
Response
|
Number of
respondents
|
Percentage
|
|
Agree (yes)
|
20
|
20%
|
|
Disagree (no)
|
80
|
80%
|
|
Total
|
100
|
100%
|
Source: Field
data 2019
From table above, 20 (20%) of respondents
agreed that technological facilities accommodate the number of students in
schools, also 80 (80%) of respondents disagreed that, technological facilities
do not accommodate the number of students.
From the table above researcher can conclude
that due to the high percentage of respondents disagreed to the question, this
proves that the technological facilities do not accommodate the number of
students in secondary schools.
The study asked whether technological
facilities support teaching and learning process, the study revealed the
following responses;
Table 7: Showing Technological Facilities
Support Learning and Teaching
|
Response
|
Number of respondents
|
Percentage
|
|
Agree (yes)
|
74
|
74%
|
|
Disagree (no)
|
26
|
26%
|
|
Total
|
100
|
100%
|
Source: Field
data 2019
From the findings above, 74 (74%) of the
respondents agreed that technological facilities support teaching and learning
process, according to them the use of technology in education plays important
role in students and teachers progress, also the use of technology in education
allows the learners to interact with real world. Also other respondents about 26
(26%) of the respondents disagreed to the use of technological facilities to
support learning and teaching process.
From the response the study gets the
implication that the use of technological facilities in teaching and learning
process brings support to the high extent than enhances learning to be easy due
to the high percentage who agreed that technological facilities support
learning and teaching.
4.4
Contributions of Technological Use
The study asked whether it is important to
use technology in the classroom, the study received the following responses;
Table 8: Importance of Technology in
the Classroom
|
Response
|
Number of respondents
|
Percentage
|
|
Agree
|
74
|
74%
|
|
Disagree
|
26
|
26%
|
|
Total
|
100
|
100%
|
Source: Field
Data 2019
From table 8 above, 74 (74%) of respondents
agreed that it is important to use technology in the classroom, whereby they
provided various importance of using technology in the classroom such as, it
adds tone when microphone and speaker are used in teaching, it helps to clarify
points when an argument is made to a particular point, it also saves time
particularly in instead of writing notes in the black board teacher may decide
to use projector to display notes in the board, also technology helps in
drawing attention to the learners in such a way that technology helps a learner
to concentrate to the lesson. It also brings learners to the real current world
of science and technology though the use of ICT in learning and finding
materials through the use of internet. Also 26 (26%) of the respondents
disagreed that it is not important to use technology in the classroom because
even the old way of teaching is also potential for the learners also they
insisted that technology especially western technology destructs our natural
ways of teaching, also the use of technology like internets changes student’s
behavior through looking unnecessary things.
From the response above the study get the
implication that, it is important to use technology in teaching and learning in
the classroom because many respondents agreed to that and provided various
importance of using technology in the classroom.
The study asked whether the use of technology
contributes to the academic performance of students in secondary school, the
study revealed the following responses;
Table 9: Contribution of Technology Use
|
Response
|
Number of respondents
|
Percentage
|
|
Agree (yes)
|
75
|
75%
|
|
Disagree (no)
|
25
|
25%
|
|
Total
|
100
|
100%
|
Source: Field
Data
From the table above, 75 (75%) of respondents
agreed that the use technology contributes to the academic performance of the
students in secondary schools, as the provided various contributions which are,
it contributes to the coverage of the syllabus on time that gives a room for a
teacher to make revision to the areas that looked difficult, also it
contributes through easy preparation of tests and examinations through the use
of computer that types exams and being printed by the use of printer and finally
photocopying ready for the learners to do, also enables the learner to acquire
depth understanding of the subject, it accelerates the students to sharpening
arrangement of materials, it gives a room for students to avoid creaming, it
helps in easier memorization, saves time in teaching and learning, it develops
more technological skills, it increases the understanding capacity of the
students. Also about 25 (25%) respondents disagreed that technological use does
not contribute to the academic performance. Because high percentage of
respondents agreed that the use technology contributes to the academic performance
we get implication that the use of technology contributes to the academic
performance of students of secondary schools in Mtwara Mikindani Municipality.
The table below shows forms four academic performances
before and after the use technology in different secondary schools in Mtwara Mikindani
Municipality.
Table 10: Form Four Academic Results
Before and After Technology
|
SECONDARY SCHOOLS
|
RESULTS in division ( i,
ii, iii, iv, 0)
|
||||||||||||||
|
YEAR 2015
|
|
YEAR 2016
|
|
||||||||||||
|
44
|
i.
|
ii.
|
iii.
|
iv.
|
0
|
(%)
|
|
i.
|
ii.
|
iii.
|
0
|
(%)
|
|
||
|
Rahaleo
|
01
|
05
|
12
|
33
|
63
|
44.7
|
0
|
02
|
08
|
37
|
56
|
45.6
|
|
||
|
Mtwara Islamic
|
02
|
12
|
17
|
39
|
13
|
85
|
01
|
10
|
33
|
73
|
01
|
99.1
|
|||
|
Chuno
|
01
|
04
|
08
|
35
|
73
|
39.6
|
0
|
02
|
06
|
31
|
56
|
43
|
|||
Source: Field Data 2019
Figure 2: Showing Form Four Academic
Performance before Technology
Source: Field
Data 2019
Figure 3: Showing Form Four Academic
Performance after Technology
Source: Field
Data 2019
From two figures above we can say that the performance
before the use of technology is lower than performance that existed after
technology has come into use.
4.5
Challenges Facing Technological Use
The study asked whether there are challenges
facing technology use in secondary schools, the study revealed the following
responses;
Table 11: Showing Challenges Facing
Technology Use in Schools
|
Response
|
Number of respondents
|
Percentage
|
|
Agree (yes)
|
80
|
80%
|
|
Disagree (no)
|
40
|
40%
|
|
Total
|
100
|
100%
|
Source: Field
Data 2019
From table 10 above, 80 (80%) of the
respondents agreed that there are challenges that face technological use in
secondary schools, whereby they provided the following challenges that were,
the issue of poor government support whereby
the wrote that government do not support fully in the issues of technology in
schools, another was few or inadequate facilities such as computers whereby
schools has very few computers, from interview conducted to academic masters
and head of schools added that you may find school having not more than five
computers that are very few, they also mentioned the issue of electricity where
by in many classes are not connected with electricity that makes a teacher to
fail to connect facilities that uses electricity such as projectors, also
another challenge was few trained teachers, in this in many secondary schools
teachers are not well trained to teach by using computers and other
technological facilities.
Also from the same question 20(20%) of the
respondents who answered this question disagreed that there are no challenges
that face technological use in secondary schools, rather the present facilities
should be used carefully so as they can exist in long period of time being used
in teaching and learning process. From field data above we can conclude that
the use of technology in teaching and learning has challenges due the high
percentage of respondents who agreed the presence of challenges in
technological use in schools.
The study asked whether there are solutions
to overcome the challenges facing technological use in secondary schools, the
study revealed the following responses;
Table 12: Showing Solution to the Challenges
|
Response
|
Number of
respondents
|
Percentage
|
|
Agree (yes)
|
78
|
78%
|
|
Disagree (no)
|
22
|
22%
|
|
Total
|
100
|
100%
|
Source: Field
Data 2019
From table 11 above, 78 (78%) of the
respondents agreed that there are way forward to overcome such challenges,
those solutions included, training teachers to transform from old ways of
teaching to the new ways of teaching, also government to support schools in
provision of technological facilities and funds to run the programs, education
officers to ensure that each school has electricity that will support the
success of this program, also including students in preparation and connection
of the technologies in the classroom so that they can be aware of such
technologies.
Also about 22(22%) rejected that there is no
possible solutions to solve such challenges instead, they focused on the delay
of the government to make an emphasis and effort toward the use of technology
in schools, and should not take it as a minor issue. Therefore, from respondents’
agreement, we get an implication that there are solutions that should be
considered because high percent of the respondents agreed that there are some
measures that should be followed to solve such challenges.
CHAPTER FIVE
SUMMARY,
CONCLUSION AND RECOMMENDATION
5.1
Introduction
This chapter is purposely to make summary of
the study basing on the objective of the study, and make suggestions and
recommendation for possible action and further study. These three things will
cover, summarize and conclude the findings so that to make clear and proper
understanding and suggestion. The study covered three schools, Chuno, Rahaleo
and Mtwara Islamic secondary school. Therefore, this chapter presents a summary
of the findings, conclusion and recommendation of the study.
5.2 Summary
of the Study
Basing on the findings the study on the
technological facilities used in education study discovered that 57.6% of the
respondents had positive response to the questions that are based on the first
objective, whereby various secondary
schools in Mtwara Mikindani Municipality possesses various technological
facilities used in teaching and learning process, among those, computers are
mostly used in learning and teaching activities followed by projectors in few
schools and they mentioned other equipments such as printers and photocopy
machines.
Also in in the contributions of technology
use to the academic performance of the students the study obtained 75% who
agreed to have contributions in academic performance and many responses that
agreed to have a lot of contributions whereby they mentioned some of them that
included coverage of syllabus on time that makes students to have enough time
to prepare for different exams. Also it adds tone in teaching and learning process,
it emphasizes the point during teaching process in the classroom, and others
that are related to use of technology in academic matters.
And finally the study asked on the challenges
facing technology use in secondary schools whereby the study got 80% of the
respondents who agreed to have challenges whereby they mentioned some
challenges which included fund, electricity, few trained teachers, and few
technological facilities. Also they agreed to have solutions that if will be
implemented or taken into consideration they solve such challenges those
solutions included to train teachers, to provide funds that will assist to buy
equipments and finally they suggested to provide electricity that will assist
the operation of those facilities like computers.
5.3
Conclusions
As long study was done, the study concludes
that, in various schools of Mtwara Mikindani Municipality uses various
technological facilities in teaching and learning process, whereby they tried
to mention some technological facilities that are mostly used in their academic
activities such equipments were computers, projectors, printers, photocopy
machines, projector screens, and some schools uses ICT facilities as they have
ITC room. And both of these equipments are provided from donors and government.
From this we can conclude that most secondary schools in Mtwara Mikindani
Municipality has technological equipments that are purposely used in education.
Also the data proved that the contribution of
technological use in teaching and learning in secondary schools in Mtwara Mikindani
Municipality has led to good performance of students especially in internal and
external results. Respondents analyzed various contributions of technological
use in teaching and learning such as, covering syllabus on time, creating
students to understand what is taught rather than creaming materials,
increasing the attention of the learners in the learning process, easy
provision of notes and other related materials, easy construction and
production of examinations that enables learners on to be tested on time, also
technology has brought learners to the new world of science and technology that
enables them to search new sources of materials.
The study also revealed that the use
technology in teaching and learning has various challenges whereby respondents
outlined and suggested possible solutions. Among those challenges included the
issue of poor government support, another was few or inadequate facilities,
they also mentioned the issue of electricity whereby in many classes are not
connected with electricity that makes a teacher to fail to connect facilities
that uses electricity such as projectors, also another challenges were few
trained teachers. But finally they suggested the possible solutions to overcome
such challenges which were training teachers to transform from old ways of
teaching to the new ways of teaching, also government to support schools in
provision of technological facilities, education officers to ensure that each
school has electricity that will support the success of this program.
5.4 Recommendation
5.4.1 To the
Government
The study recommends that, government should
provide various technological facilities used in education.
Also should train teachers frequently on the
use of technology in teaching so that they can get to know the benefit of using
technology in teaching.
Also should supply electricity in
different schools so that the use of technology in teaching and learning can
succeed.
Also new construction and modernization of
existing school facilities should be approached with the understanding that
technology is always advancing. Flexibility with infrastructure improvements
will allow for future upgrades as the use of classroom technology is expected
to increase over time.
5.4.2 To the
Teachers
Teachers should see the importance of using
technology in teaching, by using the facilities available in their schools and
being creative to formulate even new facilities that will easy teaching.
Also teachers should involve students in
preparation and connection of these facilities so that they can see themselves
as part and parcel of such technological facilities because most of schools in
developing countries these equipments are new hence students should be informed
so that they may no loose concentration in learning.
5.4.3 To the
Community
Community surrounding schools should be a
role model in protecting these facilities against any lost. Also should be part
and parcel in contributing money that will assist to buy those equipments used
by their children in learning.
5.4.4 To the
Further Study
In order to be sure of usage of different technology
in all education levels, researches should be conducted in different colleges
and universities to see and compare whether other levels of education there is
the use of technology, such levels include teachers training colleges, advanced
secondary schools, health colleges, and Universities that are found in Mtwara Mikindani
Municipality.
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(2009). Research design: Qualitative, quantitative, and mixed methods
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APPENDIX I
QUESTIONNAIRES AND INTERVIEW GUIDE
QUESTIONNAIRE FOR STUDENTS
Dear Respondent,
My
name is CHIPOLA, Riziki S. a bachelor degree student at the Stella Maris Mtwara
University College (STEMMUCO). Kindly I am requesting you to assist me in
providing information of my study which intends to find out contribution of
technological use to the academic performance of students in secondary schools.
Data obtained through this questionnaire will be used for academic purposes
only and they will be confidentially preserved.
Tick [√] the most appropriate alternative
1. SEX
…………….
Male [ ]
Female [ ]
2. AGE
……………
10 – 20
[ ]
21 – 30 [ ]
3. CLASS
…………….
Form one
[ ]
Form two
[ ]
Form three
[ ]
Form four
[ ]
4. Do
you know the technological facilities used in education?
YES [ ]
NO [ ]
b) Identify them ……………………………………….
………………………………………..
…………………………………………
…………………………………………
…………………………………………
c) Which facilities do you use
frequently?
…………………………………..
……………………………………
…………………………………….
……………………………………
……………………………………
5. Do
you use technological facilities in you learning?
YES [ ]
NO [ ]
b) Which learning areas do you normally use?
…………………………………………………………..
…………………………………………………………..
…………………………………………………………...
……………………………………………………………
……………………………………………………………
6. Are the technological facilities enough
to accommodate the number of students at your school?
YES [ ]
NO [ ]
7. Are
the technological facilities support your learning process?
YES [ ]
NO [ ]
8. a) Is it important to use technology in the
classroom?
YES [ ]
NO
[ ]
b) If ‘YES’
what do you think are the importance of using technology in the classroom
I…………………………………………………………………..
II………………………………………………………………….
III…………………………………………………………………
IV…………………………………………………………………
V……………………………………………………………………
VI………………………………………………………………….
…
9.
a) Does the use of technology contribute to the academic performance?
YES [ ]
NO [ ]
b) If
‘YES’ identify them
i………………………………………………………………………………
ii……………………………………………………………………………….
iii……………………………………………………………………………….
iv……………………………………………………………………………….
v…………………………………………………………………………………
vi……………………………………………………………………………….
10. a) Is there any challenge that face the use of
technology in your school?
YES [
]
NO [
]
b). If
‘YES’ identify those challenges,
i ………………………………....……………………………….
ii………………………………………………………………….
iii………………………………………………………………….
iv ………………………………………………………………….
v ………………………………………………………………….
vi………………………………………………………………….
11. Identify the
possible solutions that lead to the improvements on technological use in your
school.
i………………………………………………………………………...
ii……………………………………………………………………….
iii……………………………………………………………………….
iv…………………………………………………………………………
v………………………………………………………………………….
vi……………………………………………………………………………
THANK
YOU
QUESTIONNAIRE FOR TEACHERS
Dear Respondent
My
name is CHIPOLA, Riziki S. a bachelor degree student at the Stella Maris Mtwara
University College (STEMMUCO). Kindly I am requesting you to assist me in
providing information of my study which intends to find out contribution of
technological use to the academic performance of students in secondary schools.
Data obtained through this questionnaire will be used for academic purposes
only and they will be confidentially preserved.
Tick [√] the most appropriate alternative
1. SEX
…………….
Male [ ]
Female [ ]
2. AGE
……………
25 -30
[ ]
31 – 40
[ ]
41 – 50
[ ]
51 - 60 [
]
3. Teaching
subjects…………………………………………..
4. Do
you know the technological facilities used in education?
YES [ ]
NO [ ]
b) Identify them
……………………………………….
………………………………………..
…………………………………………
…………………………………………
…………………………………………
c) Which facilities do you use frequently?
…………………………………..
……………………………………
…………………………………….
……………………………………
……………………………………
5. Do
you use technological facilities in your teaching?
YES [ ]
NO [ ]
b) Which learning areas do you normally use?
…………………………………………………………..
…………………………………………………………..
…………………………………………………………...
……………………………………………………………
……………………………………………………………
6. Are
the technological facilities enough to accommodate the number of students at
your school?
YES [ ]
NO [ ]
7. Are
the technological facilities support your teaching process?
YES [ ]
NO [ ]
8. a) Is it important to use technology in the
classroom?
YES [
]
NO [
]
b) If ‘YES’
what do you think are the importance of using technology in the classroom
I………………………………………………………………….
II………………………………………………………………….
III…………………………………………………………………
IV…………………………………………………………………
V……………………………………………………………………
VI…………………………………………………………………. …
9. a) Does the use of technology contribute to the
academic performance?
YES [ ]
NO [
]
b) If
‘YES’ identify them
i………………………………………………………………………………
ii……………………………………………………………………………….
iii……………………………………………………………………………….
iv……………………………………………………………………………….
v…………………………………………………………………………………
vi……………………………………………………………………………….
10. a) Is there any challenge that face the use of
technology in your school?
YES [
]
NO [
]
b). If ‘YES‘ mention those challenges,
i ………………………………....……………………………….
ii………………………………………………………………….
iii………………………………………………………………….
iv
………………………………………………………………….
v
………………………………………………………………….
vi………………………………………………………………….
11. Identify the
possible solutions that lead to the improvements on technological use in your
school.
i………………………………………………………………………...
ii……………………………………………………………………….
iii……………………………………………………………………….
iv…………………………………………………………………………
v………………………………………………………………………….
vi……………………………………………………………………………
THANK
YOU
INTERVIEW
GUIDE
These questions will directly went to the head of
schools from selected schools.
1. Does
your school use various technological equipment’s in various academic matters?
2. When
did you start using technology in your school in various matters pertaining to
academic?
3. Which
instruments that are found and used in your schools?
4. Since
you have started using such technological equipment’s, have they helped to
improve academic performance of your school?
5. What
are the challenges facing technological use in academic matters in your school?
6. What
do you think should be done to improve the technological use in your school?
APENDIX II
RESEARCH BUDGET
|
USES
|
AMMOUNT
|
TOTAL
|
|
Stationeries
|
|
50,000/=
|
|
Electronic
books and reports
|
|
10,000/=
|
|
Flash disc
|
1@15,000
|
15,000/=
|
|
Compact Disc
|
2@ 1,500
|
3,000/=
|
|
Meals
|
|
20,000/=
|
|
Transport
|
Boda boda and bus fare
|
20,000/=
|
|
Research supporters
|
3@10,000
|
30,000/=
|
|
Data
collection
|
|
35,000/=
|
|
TOTAL
|
|
188,000/=
|
APPENDIX III
RESEARCH TIME
FRAME
|
Month/activities
|
March /. April
2018
|
July,2018
|
August /November 2018
|
November
2018- April 2019
|
May 2019
|
|
Title submission
|
|
|
|
|
|
|
Research proposal
|
|
|
|
|
|
|
Data collection
|
|
|
|
|
|
|
Data analysis and Report writing
|
|
|
|
|
|
|
Report submission
|
|
|
|
|
|
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