Impact of science and technology in development of secondary schools in Mtwara Mikindani Municipality.

 

STELLA MARIS MTWARA UNIVERSITY COLLEGE                                        (STEMMUCO)

 (Constituent College of Saint .Augustine University of Tanzania)

 

FACULTY OF EDUCATION

 

Impact of science and technology in development of secondary schools in Mtwara Mikindani Municipality.

 

 

 

Submitted to the Department of Education in Partial Fulfilment of the Requirement for the Award of Degree in Bachelor of Art with Education (BAED) to St. Augustine University of Tanzania.

KANOTI IBRAHIM W

BAED 163009

2019

CHAPTER ONE

INTRODUTION

1.0       Introduction

This research was about making an assessment on the impact of science and technology in development of secondary schools in MtwaraMikindaniMunicipality. The case study of this research will conducted in MtwaraMikindani Municipality found in Mtwara region

1.1      Background of the study

History of science and technology were originally written by practicing and retired scientists, starting primarily with William When well, as the way to communicate the virtues of science to the public’s, the early (1930) after a famous paper given by the soviet historian BORIS Hessen, was focused in to looking at the way in which scientific practices were allied with the needs and motivation of their context. After the World War II, extreme resources were put into teaching and researching the discipline, with the hopes that it would help the public better understand both science and technology as they came to play an exceedingly prominent role in the world, in  1960sespecially in the wake of the work done by Thomas Kuhn, the discipline began to serve a very different function, and began to be used as the way to critically examine the scientific enterprise. At the present time it is often closely aligned with the field of science studies.

In Tanzania

The national science and technology policy for Tanzania was formulated in (1985). At that time micro economic policies and strategies were based on the ownership. Since then because of the structural adjustment policies, quit a number of changes have taken place. Privatization of major activities of the economy is now allowed, and hence the various sectors have also oriented their policies and strategies to accommodate these National policy changes.

In the early (1980s) , when the science and technology policy was being formulated the nation was , and has continued to undergo economic reforms . The first time such effort was realized in (1981) when the National economic survival Program (NESP) launched. This program was intended to curbs the externs shocks imposed on the economy, namely the oil crises of (1973) and (1978) , the one year Kagerawar of (1978/79) , fluctuating international price in traditional export commodities , variable weather conditions and the breakup of East Africa Community in (1977). These shocks left the national economically weak and led to the decline of Gross Domestic Product (GDP).

The NESP was followed by the three Structure Adjustment Program (SAP) of (1982/83) NESP and SAP aimed to strengthening the National Economy through export oriented economy by improving economic infrastructure to promote efficient in agriculture and industries sectors, and placing emphasis on export and reduction on importing dependence

In July (1986), the government launched another comprehensive three year economic recovery Program (ERP) that continued into second phase when the economic and social Action program (ESAP) was adopted with additional objectives rehabilitating the economy and improving infrastructure for provision of social services.

1.2       Statement of the problem

The study make assessment on the impacts of science and technology in development of secondary schools in MtwaraMikindani Municipality, those impact that can lead to the development of these secondary schools can be seen into various aspects, today science program large reflect goals which begin to emerge by consensus a quarter century ago, “The impact of science and technology on secondary Education is becoming the major source of contemporary change”Brzenzinsk, (1970).

Therefore the study made an assessment on the different impact that can facilitate to development of secondary schools in MtwaraMikindani Municipality. By looking on those several impact.

 1.3      Significance of the study

It was expected that the study should be helpful to the society of Mtwara and Tanzania in general. This was aimed to understand usefulness of science and technology in to the development of secondary schools in MtwaraMikindani Municipality; this could help to improve the academic performance in these schools. This research was very important starting to the researcher, schools institutions, education stakeholder and Government in general.

To the researcher, it aimed at expanding knowledge, skills and competence in the field especially on the assessment on the Academic performance as the results of the application of science and technology. To the government, the study aimed at making it to be aware with impacts of science and technology toward the development of secondary schools in MtwaraMikindani Municipality,

The study has the following significances to the government

                                                  i.            The study will be used by used to show several impacts of using science and technology in secondary schools that might be either positive or negative

                                                ii.            The study will be used to solve problems or those negative impacts that caused by use of science and technology in secondary schools.

                                              iii.            the study can be used by the government measure whether there is necessary or need of apply science and technology in secondary schools.

1.4       Objectives

1.4.1    General objective

The main objective of this study was to investigate the impact of science and technology in the development of secondary schools in MtwaraMikindani Municipality.

1.4.2    Specific objectives

                                i.            To examine the challenges that hindered science and technology toward the development of secondary schools in MtwaraMikindani Municipality.

                              ii.            To examine effects of lack of science and technology in the development of secondary schools in MtwaraMikindan Municipality.

                            iii.            To identify the solutions for the challenges of science and technology toward the development of secondary schools in MtwaraMikindani Municipality.

1.4.3    Research Questions

                                i.            What are the causes that hindered science and technology in development of secondary schools in MtwaraMikindan Municipality?

                              ii.            What measures have already been taken toward challenges that face science and technology in to the development of secondary schools in Mtwara Municipality/

                            iii.            What should be done to improve the level of application of science and technology toward the development of secondary schools in MtwaraMikindan Municipality?

1.5 Scope of the study

The research will be conducted at MtwaraMikindani municipality in two wards specifically in mikindani secondary and Rahaleo secondary.

1.6    Limitations of the study

i)  The study will face the problem of money or financial difficulties, this is due to the fact that the researcher will required to eat, to sleep in various camp and to transport as well hence amount of money will required to fulfil those need

ii) The study will face the problem of time management, the field need much time to accomplish the study; and geographical problem such as walking distance to toward those targeted centers.

1.7 Delimitation of the study

The study will conducted in Mtwaramikindani Municipality because in this area the impact of using science and technology for the purpose of developing level of performance for several secondary schools within the region is very low, The researcher hopes to collect data and make use of it effectively for the benefit of the communities, government and other educational stakeholders.

 

 

 

 

1.8       Definition of the terms.

Science: Refer to the intellectual and practical activities encompassing the systematic study of the structure and behavior of the physical and Natural world though observation and experiment

Technology: Refer to the application of science

Secondary schools: Refer to the intermediate between elementary schools and collage and usually offering general, technical, vocational, or college preparatory courses.

 

 

 

 

 

 

 

 

 

 

 

 

 

CHAPTER TWO

LITERATURE REVIEW AND THEORETICAL FRAME WORK

2.0 Introduction

This chapter was reviewed a number of different works of research that relate to the current study on the impacts of science and technology in development of secondary schools in MtwaraMikindani Municipality. The researcher need to know how other researcher said about the same topic.

2.1 Related Literature Review

Literature Review

There is a comprehensive amount of studies on the theme of technology-led educational development.

These studies focus on the effects on both social and educational aspects of use of science and

Technology in school and at home. In the following chapter, we will present relevant literature for our study. To our knowledge, there are no empirical studies interpreting the causal relationship of technology in education, on academic performance in Norway.Bulman and Fairlie (2016) address existing literature on science and technology in education in this paper.

 2.1.1   Technology and Education: Computers

Software and the Internet. In summary, investments in technology have ambiguous educational impact, and most often limited educational gains. Investments in technology in education are commonly divided into three categories; general investments in ICT in school, individual student laptops, and educational software, i.e. learning. We will mainly focus on the second form of investment, which is currently the biggest trend within educational policy. However, we will first present some studies on general ICTinvestments in education.

2.1.2 Effect of General ICT in Education

A randomized controlled trial was executed in California where over thousand computers were

Distributed randomly for free to children attending 6th-10th grade to use at home (Fairlie and

Kalil, 2016).They find that the children who are given computers are more likely to have asocial networking site, but also spend more time interacting with friends in person. There are no causal effects found concerning educational outcomes and only a small positive benefit tochildren’s social development.Faber et al. (2015) study the effects of government upgrades in ICT, by increasing the internetconnection speeds, on children’s school performance in England. They argue that the upgradesare randomly made across the country and that they can thus exploit exogenous variation toestimate the causal effect. They link the test scores of primary and secondary students to theavailability of ICT at their home address and find that it has zero effect on students’ educationalattainment or learning productivity.

Malamud and Pop-Eleches (2011) examine a Romanian voucher program where 35,000 vouchers worth 200 Euros were distributed to subsidize the purchase of home computers for low income.Students enrolled in Romania’s public schools. The study uses a regression discontinuity designto estimate the causal effect on academic achievement, cognitive skills, computer skills, andvarious non-cognitive outcomes. They find that the treated group achieves significantly lowergrades in Math, English, and Romanian, but significantly higher score in a test of computerskills and in self-reported measures of computer fluency.

 

 

2.1.3 Effect of Laptop Programs in School

The first large-scale one-to-one laptop program initiated for educational purposes was implemented in the state of Maine in (2002), (Silvernail and Gritter, 2007). All students and Teachers.In 7th and 8th grade in the state were given laptops. Silvernail and Gritter (2007) perform aStudy that compares tests in writing performance written by hand in 2000 with the same formOf test done after the introduction of laptops on the computer in 2005. The writing performanceis increased by one-third of a standard deviation, but other types of tests do not seem to beaffected. However, the simple comparisons made in the research might not be thorough enoughto claim causality.Suhret al. (2010) study the effect of the introduction of a one-to-one laptop program for 4th and5th graders in a Californian school district. They utilize a quasi-experimental research design.After two years the students who received a laptop perform better than non-laptop students inEnglish language arts and tests measuring writing strategies and literary response and analysis.The Texas laptop program was initiated in 21 schools in the state and the effects are studiedby Shapley et al. (2009). The treatment group was matched with a suitable control groupconsisting of schools that did not receive laptops on several parameters such as school size,district, and proportion of minorities. The study uses difference-in-difference and finds somepositive impact on the reading skills in some of the grades. There are no effects discovered inwriting performance.Furthermore, a study by Cristiaet al. (2017) examines the One Laptop per Child ProgramConducted in Peru. This program aims to provide laptops to children to use at school and atHome to improve learning in one of the poorest regions of the world. The paper focuses on theRandomized controlled trial in Peru and exploits the randomized nature of the government policyProgram. Data were collected 15 months after the introduction and the study tests whetherThere is an increase in human capital accumulation. The program led to substantial increase inThe usage of computers both at school and home. In conclusion, there is no significant effecton tests in neither math nor language courses. There is, however, a small effect on students’Cognitive skills.

2.3 Theoretical frame work

General System Theory: Toward a Conceptual frame work of science and Technology Education for All

For several decades’ scientists, philosophers and mathematicians have been workingFramework for Science to construct an exactly theory capable of unifying the many branches of the scientific enterprise. The product of this effort system theory is seen to provide a powerful framework for understanding both the natural and the human-constructed world. System theory is fundamentally an approach to intellectually engaging change and complexity. Such ability, we believe, is essential to functioning effectively in today's world. We advance system theory as an important framework capable of supporting current efforts at science education reform.In this paper for "science and technology education for all." Five reasons are articulated: the multidisciplinary nature of systems theory, the ability to engage complexity, the capacity toDescribe system dynamics and change, the ability to represent the relationship between theMicro-level and macro-level of analysis, and the ability to bring together the natural andHuman worlds. The historical origins of system ideas are described and the major conceptsof system theory are mapped; including the mathematical, technological, and philosophicalConstructs. The various efforts to implement system thinking in educational contexts areReviewed, and three kinds of learning environments are defined: expert presentation, simulation,And real-world. A broad research agenda for exploring and drawing-out the educationalImplications of system thinking and learning is outlined. The study of both real-worlds and simulated learning environments is advocated.1993 Plenum Publishing Corporation.

2.3.1     The New ways of learning with technology

Major advances in the fields of cognitive psychology and neuroscience havesignificantlyimpacted the educational landscape. The convergence of theseDisciplines with technology is increasing at a fast pace, and it is affecting academiaand their professional practice in many ways. The emergence of the Internet as aMainstream communication medium has resulted in the development of newEducational opportunities, such as instruction delivered via asynchronous learningNetworks, synchronous online seminars, blogs, wikis, podcasts, etc. “Internet-basedTools can facilitate communication, interaction, and collaborative learning in ways thatwere not possible before” (The Node, 2001). Paradigms such as just-in-time learning, Constructivism, student-centered learning and collaborative approaches have emergedand are being supported by technological advancements such as simulations, andVirtual reality. As a result, the higher education landscape is changing from the ChapterEmphasis on the delivery of instruction and the concurrent emphasis on the facilitationof student learning, to the use of technology to expand access and participation inEducation, and to the recognition of the importance of collaborative learning through Communities of learners.

2.3.2 The theory from the perspective of technology as a cognitive tool in Education

This study emphasizes the notion about learning as mindful, constructive activityinvolving deliberate cognitive efforts, and the application of technologies as cognitivelearning tools rather than as instructional media. This represents a significantdeparture from traditional conceptions of technologies that were used for rote learningthrough activities such as mundane drill, and practice. Thus, the primary distinctionbetween traditional learning applications of technologies and their use as cognitiveTools is that traditional view assumes media as conveyors of information and learnersto be passive recipients rather than active constructors of knowledge.

The literature on the use of computer as a cognitive tool has evolved in the last twoDecades.  Mind tools’ is another term that represents more or less the same thing as Cognitive tools’; these two terms are used interchangeably in this study. Cognitivetools are technologies that help learners to engage in and facilitate cognitiveProcessing leading to knowledge construction. The tool of technology is not one of aphysical nature but rather a cognitive nature being used as an engager, facilitator ofThinking and knowledge creation (Jonassen, Peck and Wilson, 2000). They enhancethe cognitive powers of human beings during thinking, problem solving and learning(Jonassen and Reeves, 1996). According to Jonassen (2002), “the role of a mind tool isto extend the learner’s cognitive functioning during the learning process, and to\ Chapter Theoretical framework and literature review Engage and facilitate critical thinking and higher-order learning.

2.3.4 Constructivism and the new technology

There is also a growing body of evidence (Bell and Garofalo, 2005; Johnson,2000; Salinas, 2008; Nix, DeBella, Gierhart, Gill, Harader, Richerson, andTomlinson, 2004; Owston, 2000) that traditional classroom instruction can beEnhanced through the use of web-based multimedia and communication tools. Thefact that technology can play an integral part in the constructivist learningEnvironment is being increasingly recognized by all stake holders in it. SeveralResearchers (Meyer, 1998; Bitter and Pierson, 2002; Dalgarno, 2001; Forster andTaylor, 2000; Nanjappa and Grant, 2003) agree that technology plays a crucial role inFacilitating constructivist approaches. The focus of both constructivism andTechnology is on the creation of engaging and collaborative learning environments.Lunenberg, (1998, p. 75) argues that constructivism and the integration of computerTechnology in the curriculum offer real promise for improving the achievement of allLearners in the core subject areas. According to them, there is mutualityChapter 2: Theoretical framework and literature reviewRelationship between computer technology and constructivism, each one benefitingFrom the other through developing constructivist course modules using technology asCognitive tools or mind tools and thus, providing enhanced opportunities for moreAuthentic content, learning activities and assessments, and student interaction withContent, classmates and teachers enriching possibilities for knowledge construction

2.4 Research Gap

Is defining as a topic or area for which missing or insufficient information limit the ability to reach a conclusion for a question.

Literature show that, the study conducted by different researchers as it in above where based on the impact of science and technology in development of secondary schools in MtwaraMikindaniMunicipality. But they did not explain more on the consequence of science and technology to the communities of Tanzania especially MtwaraMikindan Municipality and hence they focused much in Western countries like Peru and Norway by showing some impacts of using Laptop and other technology that they apply in Education.

 

 

 

 

CHAPTER THREE

RESEARCH METHODOLODY

3.0 Introduction

This chapter discussed the research design and methodology including population , area of study , sample and sampling techniques , instrument for data collection , validity and reliability of data instruments and data analysis plan.

3.1 Research Approach

This use both qualitative and quantitative approach for exploring the stakeholder’s contribution to show or to indicate the impact of science and technology in the development of secondary schools in MtwaraMikindani Municipality. Since quantitative approach present data in statistical order, and qualitative approach present data words, this enabled the presentation of data to be effective and enabled the researcher to conduct the study effectively.

3 2 Research Design

Research design can be defined as conceptual structure within which research conducted, Kothari (2004:31). It includes collections, measurements and analysis of data. This study intended to follow explanatory design so as to attain qualitative and quantitative data. Quantitative data are data presented in term of statistical number while quantitative dates are the data that are presented in words. This design helped the researcher to obtain the data which are accurate easily analyzed, described and presented.  The descriptive was used to collect information from the respondent on their attitudes and opinion towards the impacts of science and technology in development of secondary schools in Mtwara Mikindani Municipality.

 

 

3.3 Area of study

The study conducted in MtwaraMikindani Municipality-Mtwararegion. Mikindan is an administrative capital of Mtwararegion. Mtwara region is bordered to the North by Lindiregion, to the East by the Indian Ocean, and to the South West by Mtwara rural district. Mtwara region was purposely used by the researcher as the case study because it is among the region in Tanzania that face several impacts of science and technology in development of secondary schools.

3.4 Sampling procedure

Sampling refers to the act of obtaining a small proportion selected for presentation of other in the study. The study applied different sampling procedure that includes sampling techniques as well as sample size.

3.5Sampling techniques

Sampling techniques are methods that are used to obtain the study sample. In this study two types of sample techniques was applied. Sampling techniques which was applied in this study are purposive sampling, stratified sampling and systematic sampling.

Purposive sampling this is a method of selecting sample where a researcher purposively target the group of people who believe to be reliable to the study , Kombo and Tromp , (2006) This include research people according to their Age and Sex depending on the Nature of study.

Stratified sampling, according to Kothari, (2005:15) defined as the type of which is applied so as to obtain a representative sample. This is done if the population from which sample to be drawing does not constituent homogenous group therefore in this study this type of sampling used since the targeted population are not homogeneous in nature that means every individual will have his/her knowledge concerning the problem.

Simple random sampling , it is also known as chance sampling , where each and every items in the population as an equal chance to be selected Kothari(2004:15) this can be applied any place and time depending on the arrangement of the researcher and respondent.

3.5.1 Sample size

The study use 50 respondents, where by 40 respondents are students of secondary schools and 10 are the teachers of different secondary schools in MtwaraMikindani Municipality. The sample size was drown from the population of Mikindansecondary, ocean secondary and Rahaleo secondary The study used the students from form two, form three and form four classes , because are students who have ability to identify impacts of science and technology in development secondary schools in MtwaraMikindani Municipality to reason on those impacts.

Data collected from this sample were easy to analyze. The researcher use 10 teachers, where 6 were female and 4 were male. The researcher also used 40 students where by 20 were from Mikindan secondary and 10 students were from Rahaleo and other 10 were from Ocean secondary. And within this sample of students as the respondents there are 25 girls and 15 boys.

3.6 Methods of Data collection

The research use three instruments to collect data; these are questionnaire, interview and observation.

3.6.1 Questionnaires

In order to obtain that important information, two types of questionnaire were used during data collections that were closed and opened questionnaire.

The closed question are the questions that demand shortly answers or they need one reply ,  respondents tick yes or no, while open one are those questions that demand more information about the problem.

3.6.2 Observation

It can be defined as the systematic viewing of specific phenomena in it proper setting for the specific purpose of gathering data for particular study, Dr Krishna Swami, (2009). The researcher observes on the way the application of science and technology and their impacts in secondary schools.

3.6.3 Interview                                                                                                                                  

Interview can be defined as the systematic conversation an investigator and informant, intended to obtain information relevant to a specific study. Krishna Swam (2009). It help the researcher to collect a large amount of within a short time, the interview was used to teachers and students

3.7 Data analysis

It can be define as the process of bringing order structure and meaning to the mass of the collected information, Dr Krishna Swami, (2009). In this study the researcher analyzed data in statistical analysis where by the collected data were violated by the researcher so as to get meaning full information. The study will involve both qualitative and quantitative analysis in Evaluation and data summarization.

3.7 Ethical considerations

It involves the accumulation of values and principles that address questions of what is good or bad in human affairs. Ethics searches for reasons for acting or refraining from acting; for approval or not approving conduct; for believing or denying something about virtuous or vicious conduct or good or evil rules Ethical consideration in research it enable the researcher to value the  need and respect the respondents as well either a person or any other objects.

3.7.1 Permission and Consent

 The permission of conducting research will be from ethical review committee at STEMMUCO and DEO of MtwaraMikindani municipality .The researcher will visit the different secondary schools with the approval of permission statement and documents that should be fulfilled by secondary schools students with the help of their teachers.

3.7.2 Confidentiality and anonymity

In this aspect it requires the researcher to apply maximum secret in general system of conducting research for stance in interviewing the responded or any other method of data collecting technique where the researcher should not require to insert or to mention any detail concerning the respondent what the researcher require is to protect the respondent by avoiding mention details like name of the respondent, resident place and any other import information that will expose the respondent.

3.7.3 Privacy and sensitivity

Privacy for research participants is a concept in research ethics which states that a person in human subject research has a right to privacy when participating in research where by many study participates have experienced problems when their privacy was not upheld after participating in research.

 

 

 

 

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