study examined the extent to which teaching of computer studies has been effectively implemented in secondary schools in Arusha Municipality
CERTIFICATION
The undersigned certify that, he
has read and hereby recommend for acceptance by Stella Maris Mtwara University
College the research report titled " in fulfillment of the requirement for
a Degree of barchelor of arts with education.
......................................................
Fr. Festus
.........................................
DECLARATION
This Research Report is my original work and has not been
presented to any other examination board. No part of this research Report
should be reproduced without my consensus or that of Stella Maris Mtwara
University College.
Sign: ……………………………………
NAME ………………..
ACKNOWLEDGEMENT
First and foremost, Special thanks to the Almighty God
for his gracious love and endless blessing for the care and protection as well
as the opportunity he has given to me to
be able to go through these two years of studies.
Secondly, grateful acknowledgement is made to my
supervisor Fr. Festus, for his ideas, criticism, patience and encouragement
that was instrumental in accomplishing this work. I really appreciate his
concern and contribution to this research report.
Lastly I would like to extend my special thanks to
my fellow students for their supporting knowledge and courage during
preparation of this resear work. May Almighty God Bless all.
AB STRACT
This
study examined the
extent to which
teaching of computer
studies has been effectively implemented
in secondary schools
in Arusha Municipality.
This study used a
survey research design and
a total of
140 respondents were
involved . Data were collected
through questionnaires, interviews,
focused group discussion,
observation and documentary review.
The data were analyzed
by using and
Microsoft excel program and
presented in tables, for
the qualitative data. frequencies and
pie charts and Content analysis was
carried out The findings
show that most
of the schools
do not implement computer
studies subject effectively
t, this
is because of the challenges
they face every day
like lack of
competent qualified teachers,
well equipped computer
lab and adequate computers is
another challenge, which
leads to the
challenge of improper
method of teaching being
used by the
teachers. Based on
the findings it
is recommended that
there is a need
for raising awareness
for this computer
studies subject so
that students and teachers
can take this
subject serious. Teacher
training and in service
training should be prioritised especially on
identifying innovative alternative
approaches and smart sustainable solutions
to deal with
challenges such as electrification, lack
of computer and internet. Lastly but
not least is the
development and d the
need for monitoring
and evaluation to
support elivery of computer
studies subject in
secondary schools. Implementation of
the policy ICT
Policy for basic
education of 2007
by providing a framework for computer
studies related programme.
Table of Contents
CHAPTER ONE
INTRODUCTION
1.1 Overviews of the chapter.
This chapter
provided an overview of
the problem that
was investigated and
highlighted the issue he study.
It comprise s of background
to the problem,
statement of the problem, research questions, objectives of
the study, and significance of the study. 1.2 Background to the problem The
introduction of computers
and computer teaching
in secondary school s
and its implementation in
many countries across
the world came
about as a
result of policy pronouncement and
the need to
cope with the
trend of science
and technology (Pearson 20 00, Crawford
2000, Kirkman 2000; comp Mizukoshi, Kim & Lee
2001) . Generally, uters do not
only play a
significant role in
the society, but
increasingly schools are acquiring
computers as an
aid to facilitate
learning ( Guile , 1998 ). In a similar
way, in order for
learning to be
effective within schools,
computer literacy has
to be i into the
curriculum ( Richards & Nason , 1999 ).
There is little
evidence supporting the
notion that computer
science courses, let
alone computer training is
uncommon in Nigerian
primary or secondary
schools (Jegede &
Owolabi, 2003). In the similar
way Williams (2003)
adds that such
courses and degrees are
offered at the
university level, but
to reach that
point of computer
literacy takes extra self motivation and
that ICT is
still not fully
implemented in Nigerian
school sy stem as it
should. Furthermore,
Tanzania cannot afford
to overlook the
importance of information
and communication technology (ICT)
for improved access,
equity, quality and
relevance of education. In
our interconnected world,
knowledge and information
ar e becoming corner stone
for the development
of a society,
as is the
ability to communicate.
It is our duty
to prepare our
children so that
they can benefit
from and contribute
to our country´s development
in the information
age (URT, 2007) . Introduction an d implementation of
computer teaching and
learning in the
schools has been
a critical issue that
required a clear
government policy (URT,
2007) . Education 2007 was ICT
Policy for Basic established from
the National Policy
for Information
Communication Tech nology and f om
this policy every
school in Tanzania
from PreSchool upwards
the pupils are
expected to learn
computer studies and
have access to other
ICT infrastructure as simple
as a radio in their access.
1.3 Statement of the Problem
Computer studies
subject teaching being
integrated in schools
in Tanzania is
a thing which has
captured attention an d
interest of many
people and organizations
(Bukaliya, 2012). According to Kalinga (2008), It
was therefore, the
efforts of the
Tanzania’s government to
ensure the availability
of all such necessary
facilities as computer
hardware and software,
personnel, reliable power supply
and the infrastructures to
make easy for the
implementation of the programme. Despite
such efforts Swarts
and Mwiyeriya (2010)
indicate that the computer
teaching concentrates on
big cities like
Dar es salaam
and therefore the
trend on the effectiveness
of the programme
in secondary sch ools
on the other
parts of the country
is still not
openly known. Hence,
the study on
the effectiveness of
teaching computer studies subject
in secondary schools in Arusha
municipality, Tanzania.
1.4 Research Objectives
This study will consists of general objective and
specific objectives.
1.4.1 General Objective:
The general objectives of this study is to assess on
the challenges which facing University students who lacks Computer literacy in
academic performance in Mtwara Mikindani Municipality.
1.4.2 Specific Objectives:
I. To
find out the economic challenges which facing University students who lacks
Computer literacy in academic performance in Mtwara Mikindani Municipality.
II. To
identify social challenges which facing University students who lacks Computer
literacy in academic performance
III. To
examine the technological challenges which facing University students who lacks
Computer literacy in academic performance
1.4.1Research Question
I. What
are the economic challenges which facing University students who lacks Computer
literacy in academic performance in Mtwara Mikindani Municipality?.
II. What
are the social challenges which facing University students who lacks Computer
literacy in academic performance?.
III. What
are the technological challenges which facing University students who lacks
Computer literacy in academic performance?.
1.6 Scope of the study
This
study was conducted
in Arusha Municipality . It
concentrated computer studies in
secondary schools within
the municipality th studies
subject effectiveness of at teach
computer . It specifically
looked at the
status of computer
studies subject, the capacity
of staff to
teacher computer studies
subject, the status
of the equipment
and infrastructure and lastly
the methodology used
to teach this
sub ject drawn from within th 1.
7 e municipality . Significance of
the Study . Respondents
were The research findings
will be beneficial
to Arusha municipality
since it will
provide useful information about
this programme of
teaching computer studies . The
study will also increase awareness
to secondary schools
and other ICT
stakeholders available in the
area on the
situation of effective
teaching of computer
studies that can
increase positive action towards
meeting the education
goals of the
students.
CHAPTER TWO
REVIEW OF RELATED
LITERATURE
2.1 Introduction
This
chapter explores the
theories, the concepts
and explains the
current state of the
knowledge in the
study topic. The
first section looks
on the meaning
of the terms
and the second section
presents the review of
empirical literature.
2.5 Empirical Literature Review
Prince (2007) , did
a study in
South Africa on
how the practice
of computer studies suggest the
implementation of computer
studies in local
secondary schools. The findings
of r evealed that
two out of
three schools were
not utilizing their
computer effectively because computer
studies subject was
not integrated into the curriculum.
HAKI
ELIMU (2011), conducted
a study regarding
teaching of computer
studies and quality education in
both primary schools
and secondary. This
study was done
in Kahama and Nkasi
district. The study
revealed that there
was a shortage
of qualified teachers and
facilities that support
teaching of computer
studies subject; in these
districts o
According
to the pted not to teach computer studies. hence schools Ministry of
Education Kenya (2006),
opportunities for realizing
the benefits of using
ICT in education
face a number
of challenges in
the developing countries. Access
to ICT facilities
is a major
challe nge facing most
African countries, with a
ratio of one
computer to 150
students against the
ratio of 1:15
students in the developed
countries. In Kenya,
the ratio for
universities and colleges
is 1:45 while access
at the primary
school level is
much more l imited at 1:250.
2.4 Theories on Effective Teaching
2.4.2 Deliberate
Practice Theory Deliberate Practice
Theory (DPT), is
categorized as an activity
designed to improve specific aspects
of performance as
is often rated
as a more
challenging more effortful and
less enjoyable (Ericsson
1993). According to
Ericsson people with
outstanding promise will find
a coach capable
of helping they
arrive a t each
level of expert
level. For Ericsson (2002),
these activities are characterized by
specific goals that
take a person beyond
his or her
capacity in the
domain, extended periods
of intense activity, the
promotion incremental improvement
in the domain, and
the use of
mentors to offer critical feedback.
Immediate and informative
feedback must be
made available via
the practice activity, and
this feedback must
be received and
attended to in
order to make accurate
adjustments and correct
errors, leading to the
improvement of performance
on the repeated tasks.
This
theory in this
study relates to
the means of
how and what
should be done
to achieve effective teaching
of computer studies
in secondary school.
Computer Studies subject develops
skill for learners and
this skill cannot
be achieved solely
by being lectured or
observing the teacher
doing, this subject
requires the students
to do actions while
learning. Furthermore, just
doing activities during
the forty minutes
or eighty minutes is
not enough, it
take s a lot
of many hours
of practice to
familiarise oneself with the
computer. This means
that students to
have access to
a computer laboratory which is
opened all the
time and a
teacher available in
the lab during
the school hours so
that students can
have a ccess to
computer and not
only that but
as Ericsson suggest during practice
students need a
mentor (teacher) to
offer critical feedback
and offer support to students
where they need.
Students without having
enough practice and support
it will be
difficult to achieve the effectiveness
of this programme.
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Introduction
This
chapter presented the
study area, the research design, the sample
size and sampling
techniques. It also
describes methods of
data collection and
tools, data processing
and analysis, reliability and
validity issues of
the study as
well as how
ethical addressed.
3. 2 Research
Design issues
The
research design is
the arrangement of
conditions for collection
and analysis of
data. It is the
conceptual structure within
which the research
is conducted (Kot hari,
2004: 31).It is a blue
print of a research study on
decisions regarding what
to be studied, where to
conduct a study,
when to conduct
a study, and
how much data
to be collected and
by what means.
Since this study
needs deep investigation, contextual
analysis of the situation
in question, for
the purpose of
validating the study
and considering different viewpoints
about this study. This study used
a survey research
design.
3.4.1 Target Population
this study the beneficiaries were the
targeted are all secondary schools
in Arusha Municipality who population. The
term population refers
to all elements,
individuals or units that
meet the selection
criteria for a
group to be
studied, and from
which a representative sample
is taken for detailed examination ( Bowling 2002).
3.4.2 Sample size, and Sampling techniques
A total of 140 respondents were involved in the
study. Systematic sampling of ten respondents from each class from each school;
where every 5thor 10thmember in the population was selected to participate in
the study. For example for a sample of 30students from a population of 150
students, one student was selected as a respondent per every five students to
participate in the study. However, in case of Arusha Modern and Jafary school
classes were of less than a hundred students simple random sampling was applied
3.6: Methods for data collection
Data collection
was done by
using the following
methods: questionnaire, interview, focus group
discussions (FGD)
documentary review was , observations
and testing used to collect secondary
data
3. 6 .1 : Observation
for primary data,
and Observation is the
basic method of
getting into about
any event. It
becomes a scientific tool for
research when we
use observation in a systematic
manner with a scientific attitude. Observation becomes
a scientific tool
and the method
of data collection
for the researcher, when
it serves a
formulated research purpose,
is systematically planned and
recorded and is
subjected to checks
and controls on
validity and reliability ( Kothari, 2004). In
observation the researcher
goes to places
where the event
is taking place and
records the findings . The technique
is independent of
respondent’s willingness to respond,
as such in
relatively less demanding
of active cooperation
on the part of
respondents. It is,
because the researcher
observes directly issues
going on in the
field relating to
the research problem
without asking from
the respondents ( Kothari, 2004)
.
3. 6 .2 : Questionnaire
Asking questions through questionnaires and qualitative
data from people is
another way of collecting both
quantitative le. Using a
questionnaire enables the organization of questions
and receive replies
without actually having
to talk to every
respondent (William,2000).
As a method
of data collection,
the questionnaire is
a very flexible tool, they
are cheap to
administer and they can
be quickly to
administer. They are an
easy way
to question a
large number of
cases covering large
geographical areas, the personal
influence of the
researcher is eliminated,
embarrassing questions can
be asked with a
fair chance of
getting a t ruthful
reply, and they
are convenient for
respondents
CHAPTER FOUR
THE FINDINGS AND
DISCUSSION
4.1 Introduction
The main objective
of the study was to examine
effectiveness of teaching
computer studies subject in
secondary schools in
Tanzania, specifically in
Arusha Municipality. This study
was necessitated by
intrigue and fascination
of computer knowledge
and its impact on day to
day life,
2.3 Factors for effective computer teaching in secondary schools
The effective
teaching of computer studies in
secondary schools and
its implementation worldwide gives
rise to another
important puzzle as to factors
that would influence
i w hat could be the significant ts effectiveness
(Morton, 1996 ; Pelgrum,
2001).
2.3.3 Instructional Time
In order to
teach computer studies
effectively in our
schools time is
one of the important
factors. The time
factor surrounding the
implementation process is
viewed by teachers as
could be a
constraint or a
loop hole for
teaching and using
computers for both teachers
and their students
in schools. The
important thing that
is considered in the
amount of time
the schools give
to the teachers
and students for
teaching and interacting with
the computers. Stallard
(1998) and Mackenzie
(1993 more the time given for
computer teaching and
application th ) indicate
that the e more
practical both teachers and students
become.
Therefore
it is important
to note that for
the teaching of
computer studies to be
effective anywhere in the world there
must be enough
time for the
teachers and their
students to interact in
the classroom instructional
time and then
the individual teachers
and the students get
time for their
practical. Therefore if
this is successfully
conceived computer teaching in
secondary schools will
be perfectly taught
by our teachers.
2.3.4 The role of equipment in computer teaching
Human
lifestyles have undergone
a big change
with the advancement
in several technologies including
computers ( Jankowski , 1996 ) .
Computers are an
integral part of our
lifestyles today and
are found at
offices, homes, schools,
colleges, hotels and
shops. This advance in
technology h as made
our lives easy
and comfortable. For
instance, we can execute
a number of
activities using computer based programme,
we can write
a draft on word
processor and email
it, make calculations
using an electronic
spreadsheet and incorporate graphics,
cre ate a database
of friends with
their phone numbers, addresses and
email ids. It
is a difficult
and tiring process
to perform these
activities using existing traditional
methods.
4.5.1 Availability of computer laboratory
The successful
implementation of the
recently introduced programmed
like computer teaching subject
in secondary schools
depends much on the well
established infrastructures
and devices like
a laboratory, computers,
textbooks and other
materials, reliable power supply
and the ratio
one computer to
the number of
students available.
Respondents who were
students participated in
this study agreed
that they have a
computer laboratory. Starting
with Arusha Modern
secondary school where respondents agreed
98%, followed by Arusha
Secondary where 53%
respondents pointed out that
they have a
new laboratory but
confessed to not
using it much
of the time because
it cannot accommodate
all of them.
Jeffery school according
to the respondents have
well equipped laboratory
and this is 100%
of the respondents. Kaloleni secondary
has a computer
lab that 49%
of respondents agreed
that there is a
lab.
CHAPTER FIV E
CONCLUSION AND
RECOMANDATIONS
5.2 Conclusions
Based on
research questions the
following conclusions were
made:
5.2.1 The status of schools that teach computer studies
The finding s
of the
study show that,
to some degrees
all four schools
have computer, but the
manner which the
computer are used
and the extent
of its usage
is what students don’t understand. In private
schools computers are part
of their learning,
it is integrated in
their learning outside
of the computer
subject, they use to do
their homework for different
subjects therefore they
are used to
seeing them and
using them. In
government schools it is
a different story.
5.2.2 Teachers capacity to teach computer studies subject
The
study indicates that
computer teaching and
learning in different
places have been influenced and
affected by the
availability, of teachers,
their qualification and
even their attitude towards
teaching this subject.
However, most schools have
teachers who have been
trained in either
Bachelor of computer
science, Bachelor of
Education in ICT, Diploma
or Certificates. On
the other hand,
most of the
teachers feel like
they are not effectively
trained to teach
this subject although
it is their area
of specialization
5.3 RECOMANDATIONS
The
findings of this
study have important
policy implications including
the need for raising
awareness for this
computer studies subject
so that students
and teachers can take
this subject serious.
Teacher training and in
service training should
be prioritised especially on
identifying innovative alternative
approaches and smart
sustainable solutions to deal
with challenges such
as electrification, lack
of computer and
internet. Lastly but not
least is the need
for monitoring and
evaluation to support
the development and delivery
of computer studies
subject in secondary
schools.
REFERENCES
APPENDIX I
TEST FOR STUDENTS
My name is AGNES MTWEVE, a Degree student at STELA MARIS UNIVERSITY, I
am
carrying out a study on “The Effectiveness of Teaching Computer
Studies in Secondary
Schools in Tanzania; A case of Arusha Municipality”. Please kindly respond to the
following questions, which are very important for the success of this
study and the
information you give will be treated with high confidentiality.
Thank you very much for your understanding.
1.A(n) ______ page at a web site can help you find answers to common
questions
(a) ASP (B) OSP C) (FAQ) (D)WBT
2. The instruction that allows you to run application software are
contained in the
(a) operating system(b)utility (c)antivirus program (d)software package
3. The _______, a small symbol on the screen, moves as you move the
mouse
(a) icon (b) pointer (c) desktop (d) button
4. A(n) _____ is a graphical element that you activate to cause a
specific action to take
place (a) desktop (b) icon (c) pointer (d) button
5.Text that appears at the bottom of each page is called a ________
(a) header (b) footer (c) macro (d) template
6. A(n) _____is a technology that combines text, graphics and other
visual images to
make software easier to use
(a)GUI (b) command line interface (c) operating system (d)icon
7. A special window that program displays to provide information,
present available
options, or request a response is called a _____
(a) smart tag (b)dialog box (c) title bar (d)shortcut menu
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