assess on the impact of science and technology in secondary school, case study Ndomoni secondary in Nachingwea
CHAPTER
ONE
GENERAL
INTRODUCTION
1.0
Introduction
This chapter present the background information of the
study, statement of the problem, objectives of the study, research questions,
significance of the study, scope and limitation of the study and definition of
key terms.
1.1 Background
of the study
Using technology in the learning teaching process has
become inevitable for improving efficiency of education in parallel to the
developments experienced in information, communication and technology segments
in the 21st century in Europe. Integrating technology into
educational activities has never been this important and classrooms offer
teaching and learning options to teachers and students through quick access to
technologies and teaching materials. Teaching processes applied in classrooms
has started to be technology-supported when technology infiltrated into
education environments. Technologically enriched education includes
interesting, interactive technological practices assuring student participation
that might have positive effect on students’ attitude towards the course
(Johnson,2007).
According to Saettler (1990) the use of media for
instructional purposes is generally traced back to the first decade of the 20th
century in Europe with the introduction of educational films (1900s) and Sidney
Pressey’s mechanical teaching machines (1920s) .The first all multiple choice,
large scale assessment was the Army Alpha, used to assess the intelligence and,
more specifically, the aptitudes of World War I military recruits. Further
large-scale use of technologies was employed in training soldiers during and
after WWII using films and other mediated materials, such as overhead
projectors. The concept of hypertext is traced to the description of memex by
Vannevar Bush in 1945.Slide projectors were widely used during the 1950s in
educational institutional settings. Cuisenaire rods were devised in the 1920s
and saw widespread use from the late 1950s.
In the mid-1960s, Stanford University psychology
professors, Patrick Suppes and Richard C. Atkinson, experimented with using
computers to teach arithmetic and spelling via Teletypes to elementary school
students in the Palo Alto Unified School District in California (Suppes, P et
al, 1966).
Stanford’s Education Program for Gifted Youth is
descended from those early experiments. Online education originated from the
University of Illinois in 1960. Although the internet would not be created for
another nine years, students were able to access class information with linked
computer terminals. The first online course was offered in 1986 by the
Electronic University Network for DOS and Commodore 64 computers (Suppes, P et
al, 1966).
Computer Assisted Learning eventually offered the
first online courses with real interaction. In 2002, MIT began providing online
classes free of charge. As of 2009, approximately 5.5 million students were
taking at least one class online. Currently, one out of three college students
takes at least one online course while in college. At DeVry University, out of
all students that are earning a bachelor's degree, 80% earn two-thirds of their
requirements online. Also, in 2014, 2.85 million students out of 5.8 million
students that took courses online, took all of their courses online. From this
information, it can be concluded that the number of students taking classes
online is on the steady increase.
According to Hiltz, S. (1990) in 1971, Ivan Illich
published a hugely influential book, Deschooling Society, in which he
envisioned “learning webs” as a model for people to network the learning they
needed. The 1970s and 1980s saw notable contributions in computer-based
learning by Murray Turoff and Starr Roxanne Hiltz at the New Jersey Institute
of Technology as well as developments at the University of Guelph in Canada.
Mason. R. and Kaye, A. (1989) in the UK, the Council
for Educational Technology supported the use of educational technology, in
particular administering the government’s National Development Programme in
Computer Aided Learning (1973–77) and the Microelectronics Education Programme
(1980–86).
Mason. R. and Kaye, A. (1989) by the mid-1980s,
accessing course content became possible at many college libraries. In
computer-based training (CBT) or computer-based learning (CBL), the learning
interaction was between the student and computer drills or micro-world
simulations.
Digitized communication and networking in education
started in the mid-1980s in Europe. Educational institutions began to take
advantage of the new medium by offering distance learning courses using
computer networking for information. Early learning systems, based on computer
based learning/training often replicated autocratic teaching styles whereby the
role of the e-learning system was assumed to be for transferring knowledge, as
opposed to systems developed later based on computer supported collaborative
learning (CSCL), which encouraged the shared development of knowledge.
Videoconferencing was an important forerunner to the
educational technologies known today. This work was especially popular with
museum education. Even in recent years, videoconferencing has risen in
popularity to reach over 20,000 students across the United States and Canada in
2008–2009. Disadvantages of this form of educational technology are readily apparent:
image and sound quality is often grainy or pixelated; videoconferencing
requires setting up a type of mini-television studio within the museum for
broadcast, space becomes an issue, and specialised equipment is required for
both the provider and the participant (Crow, W. B. & Din, H.2009).
Mason. R. and Kaye, A. (1989) the Open University in
Britain and the University of British Columbia (where Web CT, now incorporated
into Blackboard Inc., was first developed) began a revolution of using the
Internet to deliver learning, Bates, A. (2005) making heavy use of web-based
training, online distance learning and online discussion between students.
Johnson, H (2007), Practitioners such as Harasim
(1995) put heavy emphasis on the use of learning networks. With the advent of
World Wide Web in the 1990s, teachers embarked on the method using emerging
technologies to employ multi-object oriented sites, which are text based online
virtual reality systems, to create course websites along with simple sets of
instructions for its students.
By 1994, the first online high school had been
founded. In 1997, Graziadei described criteria for evaluating products and
developing technology-based courses that include being portable, replicable,
scalable, affordable, and having a high probability of long-term cost effectiveness.
Improved Internet functionality enabled new schemes of communication with
multimedia or webcams. The National Centre for Education Statistics estimate
the number of K-12 students enrolled in online distance learning programs
increased by 65 percent from 2002 to 2005, with greater flexibility, ease of
communication between teacher and student, and quick lecture and assignment
feedback (Johnson, 2007).
In Tanzania the use of science and technology in education
dated back to the 20th but the great change occur in 21st. century.
The Pillay’s program is working to change the situation by bringing technology
into schools, the Tanzania 21st Century Basic Education Program gives schools
and teachers the tools to function more efficiently, better engage communities
in supporting students and reading initiatives and track data on student
performance through a newly established information management system that
could inform national efforts to boost the country’s unimpressive literacy
scores. It is funded by the U.S. Agency for International Development (Menda,
A. 2008.)
In Tanzania the learning to teach with technology working
across 900 primary schools in the Mtwara region and Zanzibar, the Tanzania 21st
Century Basic Education Program has encountered some inevitable challenges
while incorporating information and communication technology into classrooms
for the first time, but it has also generated some creative innovations to
boost student achievement.
The program began in 2011 as a technology programaimed
specifically at bringing these teachers and students into the 21st century. It
was later retrofitted to focus on early grade science, math and reading, and
the technology piece has stayed. After all, it was already proving to be an
invaluable tool for improving literacy (Senzige, J. and K. Sarukesi, 2003).
For some, the link between computers in the classroom
and early grade reading is not obvious. But Dr. Edward Kavishe, the director of
Kicheko Ltd, an information and communications technology company. Kicheko
partnered with the program to install and troubleshoot the program’s technology
components in all 900 primary schools in Mtwara and Zanzibar. The two regions
faced different challenges. In Zanzibar, the larger problem was overcrowded
classrooms: according to Kavishe, the average class has 70 students, and it’s
typical to find rooms with 100, even 120 pupils. In Mtwara, underdevelopment
and poor infrastructure meant electricity was an issue (Senzige, J. and K.
Sarukesi, 2003).
1.2 Statement
of the Problem
Tanzania is one among of country which doing best on
the use of technology and science on education, Science and technological
knowledge is a necessary component in the education of student towards the
future of the third millennium. Science and technology are connected to each other
and are mutually inspiring. Studying based on technological activities creates
a rich learning environment by focusing on the design process (Roth, 2001). During
the last 20 years, science and technology used in education has been
implemented across the world. There were some study done on the case of science
and technology but not yet not done on the on the impact of science and
technology in secondary school in the chosen research area like as VaronDoppelt (2003) investigate on impact
of science-technology learning environment characteristics on learning
outcomes, Jennifer L. Harris (2016) assess on one to one technology and its
effect on student academic achievement and motivation, Linda Toms Barker (2002)
Assessing the Impact of Technology in Teaching and Learning,Although many
researchers such as the above mentioned did their study focused on science and
technology education but they not yet discuss more on the existing topic.
Therefore the present study is going to assess on the impact of science and
technology in secondary school, case study Ndomoni secondary Nachingwea
1.3 Objective
of the study
1.3.1
General objective
The general objective of this study is to assess on the
impact of science and technology in secondary school, case study Ndomoni
secondary in Nachingwea
1.3.2
Specific objective
i) To identify the type of science and technological
devices applied in Nachingwea
ii) To examine challenges facing the use of science
and technology in secondary schools.
iii) To suggest the possible ways to overcome
challenges facing the use of science and technology in secondary schools.
1.4 Research
Question
i) What are the type of science and technological
devices applied in Nachingwea?
ii) What are the challenges facing the use of science
and technology in secondary schools?
iii) What are the possible ways to overcome challenges
facing the use of science and technology in secondary schools?
1.5 Significance
of study
The findings of this study will help the educational
stakeholders about the significance of science and technology in upholding the
academic performance among secondary schools students, also the study will help
the researcher to attain degree of bachelor, Finally, the study will work as
one of important documents and reference containing useful information on impact
of science and technology on education. Thus, the study will be useful as a
source of literature for other studies related to the impact of science and technology
on secondary school.
1.6 Scope
and delimitation of the study
This study will be confined in Nachingwea, the study
will cover only one public secondary school called Ndomoni secondary school,the study will cover a small portion of public
secondary school in Tanzania; hence these findings may not be used to make
generalizations on the impact of science and technology on secondary school.
1.7 Definition
of the key term
Science-is the systematic enterprise that builds and organize
knowledge in the form of testable explanation.
Technology-Application of scientific knowledge for practical
purpose, especially in industry.
Academic-Someone considered to be scholarly School
CHAPTER
TWO
LITERATURE
REVIEW
2.0 Introduction
This chapter reviews literature on the impact of science and technology,
this chapter dealt with literature review, theoretical, conceptual frameworks
and research gap.
2.1 Theoretical Literature
review
This study will guided by the functional theory developed by Emile
Durkheim in 1915
Functionalist Theory
According to Bernad (2000), Functionalist theory as a
perspective in sociology that sees society as a complex system whose parts work
together to promote solidarity and stability. The idea of functionalist
developed by Emile Durkheim in 1915, he argued that: the organic unity of
society, leads functionalist to speculate about needs which must be met for
social system to exist, as well as the way in which social institutions satisfy
those needs, such as every society will have a religion, because religious
institution have certain functions which contribute to the survival of the
social system as a whole. Social system work to maintain equilibrium and to
return to it after external shocks disturb the balance among the social
institution. Social equilibrium is achieved, most importantly through
socialization of members of the society into the basic values and norms of that
society.
According to Kaplan and Manners (1972), in connection
of the study, therefore for in order to promote the well use of science and
technology in secondary school which I turn lead to good performance here
should have the things or parts works together including government needed to
locate enough science and technological resources in schools as well as
stakeholders should works together with them to support it done well in
schools.
2.2 Literature review
There is a comprehensive amount of studies on the
theme of technology-led educational development. These studies focus on the effect on both social and educational aspects of use of
technology in school and at home.
Bulman and Fairlie (2016) address existing literature
on technology and education in the paper 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, example learning.
2.2.1
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 a
social 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 to
children’s social development. Faber et al. (2015) study the effects of government upgrades in ICT, by increasing the
internet connection speeds, on children’s school performance in England. They
argue that the upgrades are randomly made across the country and that they can
thus exploit exogenous variation to estimate the causal effect. They link the test scores of primary and
secondary students to the availability of ICT at their home address and find
that it has zero effect
on students’ educational attainment or learning productivity.
2.2.1
Technology Effects on Education
The key job that innovation needs to play in education
is proportional access to a portion of the core tools that can make an
important effect in the lives of both instructors and students. Some important
themes can be identified to create worldwide techniques to help advancements
that match the particular needs of a developing society. Some of the
significant topics is to guarantee that students have access to the correct
learning material, particularly in their own dialects since it guarantees a better
comprehension of subjects. An AI-based tutoring system, Education Dominance,
was put into an entry-level IT school in Pensacola by the U.S. Navy.
This system relates to a human tutor in which the
student's progress is monitored while providing individual assessments.
According to the Navy, the students that worked with the digital tutoring
system consistently performed better on the tests than did the students who did
not use the digital tutor. The adaptive technology appears to affect students
positively because it can assist individuals that have different learning
skills than others and therefore better equipped to learn on their own.
Technology programs that are already being used in education fields: Tablets,
such as Google chrome book, where students can access a range of Google’s
educational software. Dream Box,Zearn, and ST Math, are math softwareprograms
that adapt to students as theylearn.
2.3 Research gaps
According to www.linkedin.com (2019), Research gap as
problem which has not been answered appropriately or at all in a given field
study. From the reviewed literatures, studies and theoretical literature, show
that most of the studies conducted on science and technology but few talk on
the impact of science and technology on secondary school, therefore the
researcher have find this gap and is going to be filled.
CHAPTER
THREE
RESEARCH
METHODOLOGY
3.0
Introduction
This chapter comprises of various sections namely
research approach, research design, Area of study, sampling procedure and
sample size, data collection methods, data analysis methods and presentation.
3.1
Research approach
Research approach is plan and procedure that consist
of the steps of broad assumptions to detailed method of data collection,
analysis and interpretation (Kroll &Neri, 2009). Therefore this study will
focus on Mixed Methods Approach where by both qualitative and quantitative
methods were combined in a single study .The qualitative and quantitative
principles and procedures in designing, data collection, data analysing,
sampling techniques and data presentation techniques was integrate in this
research respectively to the priority.
3.2
Research design
Orodho, (2003) describes research design as the
scheme, outline or plan that is used to generate answers to research problems.
This study employed descriptive survey design. Borg and Gall (1989), explains
that descriptive study determines and reports the way things are and commonly involves
assessing attitude, opinions towards individuals, organizations and procedures.
Descriptive survey design is relevant to this study because the study seek to
collect data from respondents about their opinions on the impact of science and
technology on secondary school.
3.3
Area of Study
Area of study also regional studies are
interdisciplinary fields of research and scholarship pertaining to particular
geographical national /federal, or cultural regions. There for the area of
study for this research will be in Ndomoni secondary school which found in
Nachingwea district. Nachingwea is a town in southern Tanzania it was the
terminus of a railway built for the infamous and ill-fated Tanganyika groundnut
scheme. It also the site of the tomb of tomb of Judy the dog the first dog to
be given prisoner of war status and recipient of the dickinmedical. The
memorial was put in place by her companion through the war frank Williams who
lived in Nachingwea for some time.
3.4
Population of the study
According to Mugenda (2008), Population of the study
is the entire group of individuals, objects, things or elements that share
common characteristics and may or may not be found in the same geographical
location. The populations of this study will be target on secondary school,
teachers, headmasters, from Ndomoni secondary school in Nachingwea.
3.5
Sampling procedures and sample size
According to Mugenda (1999), defines is procedure for
selecting sample members from the population, the main factors will be
considered in determining the sample size which is the need to keep it
manageable , on the populations the sample size comprises of 100 respondent. The procedures
employ to obtain simple size purposive and simple random sampling. Simple
random will be used to obtain students and purposive sampling used to obtain
teachers and headmaster.
3.6
Data collection method
Data collection methods as the process of gathering
and measuring data, information or any variables of interest in a standardized
and established manner that enables the collector to answer or test hypothesis
and evaluate outcomes of the particular collection. Therefore this study will
employ both the sources of data which includes the primary and secondary source
where data collected direct from the area of study through questionnaires, interviews
and observation will be regarding as the primary data/source and involve the
use in various literatures such as previous research reports, books, magazines,
newspapers, journals as secondary source.
3.6.1
Primary data
In this study the primary data will be those data
collected through questionnaire and interview.
3.6.1.1Questionnaire
According to Gault (1907) defined, is the research
instrument consisting of a series of questions for the purpose of gathering
information from respondent. The study will employ questionnaire, the method used
in collecting data from teachers and students, thus the list of written
question will be given to teacher and then they required to fill them.
This method usedbecause the method is cheap, do not
require as much effort from the verbal or telephone survey. Therefore the study
will employ both open and closed ended questionnaires to collect the data in
which the open ended means the respond need to fill his or her own words, and
the closed ended questionnaire accompanied with list of all possible
alternatives from which respondents required to select suitable answers.
3.6.1.2
Interview
According to Merriam Webster Dictionary (2016),
defined interview is a conversation where questions are asked and answers are
given.in common parlance, the world interview refers to one-on-one conversation
between an interviewer and interviewee. Therefore the study will employed both
structured interview which there are already prepared question and also in the
small extent the study employ the unstructured interview to ask the current
issue.
Therefore the interview will be used in collecting
data from head of school, in such away the research ask question to head of
school about the particular issue concern the topic studied.
The study use interview as a method of data collection
because the technique is batter when collecting data from a single person, also
in use of interview the additional supplementary information can also be
obtained rather than other method.
3.6.2
Documentary Review
According to Balihar (2007), defines as the analysis
of document that contains information about the phenomenon that one wish to
study. This method involved the use of secondary data, which may either be
published or unpublished data. In this study the documentary data will be
acquired from the library, internet, official documents, including reports,
related to the study itself.
The research use this method because the method is
inexpensive in sense that the data is already collected and published and also
the method is save time instead of going to do research.
3.7
Data Analysis
Data collected will be processed and analyse to
facilitate answering the research questions. This will be done by using
descriptive statistics. The Graphs, pie charts and tables employed to present
the data. Data will be arranged through quantitative method involving coding
andanalysing using charts, frequencies.
3.8
Ethical consideration
Permission for data collection will obtained first
from the university, the research require to get the permission latter, then
the university latter will be announced to the municipal director who involve
in allowing the research to collect data in the research area, also total confidentiality
were acquired to the respondent apart from that the process of provide information
from respondents were voluntary therefore the respondent will be able to quit
it.
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