challenges facing the application of science and technological devices in government school
CHAPTER
ONE
INTRODUCTION
1.0
Introduction
This chapter presented 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).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 program
aimed 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 Varon Doppelt (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 was going to
assess challenges facing the application of science and technological devices
in government schools, a case study in Nachingwea districts.
1.3 Objective
of the study
1.3.1
General objective
The general objective of this study was to assess challenges
facing the application of science and technological devices in government
schools, a case study in Nachingwea districts.
1.3.2
Specific objective
i) To identify the type of science and technological
devices applied in Nachingwea
ii) To examine challenges facing the application of
science and technological devices in government schools.
iii) To suggest the possible ways to overcome
challenges facing application of science and technological devices in
government 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 application of
science and technological devices in government schools?
iii) What are the possible ways to overcome challenges
facing application of science and technological devices in government 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 focused on the challenges facing the
application of science and technological devices in government secondary school
in Nachingwea district based on 3 wards offering application of technological
and scientific devices for students, and participants were teachers, students
and head teacher .time consider the time table of university program. However
the study not consider other issues out of challenges facing the use of
scientific and technological development, to identify types of science and technological
devices in Nachingwea district and to
suggest possible way to overcome challenges facing the use of science
and technological devices in governments schools in Nachingwea district.
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 challenge facing application of science and technology in government school, this
chapter dealt with literature review, theoretical, conceptual frameworks and
research gap.
2.1 Literature review
2.1.1
Types of technological devices in school
According to Johnson (2007) pointed that the use of
science and technology mainly started in 21 in which there were the use of
Morden technological devices on the whole process of learning and teaching.
Kinteract (2020) mentioned the best and quality
technological devices, further more mentioned that over the centuries, people
have invented different ways of recording and sharing knowledge. From the first
use of pencil and paper to radio broadcasts and followed by televised education
broadcasts today, the educational technology landscape has changed a great
deal.
Audio
and visual technological device
Audio and visual technology can provide a stimulating
learning environment for students of all ages. Webcasts and podcasts are
examples of audio media used to access lessons. This can be particularly
helpful with visually-impaired students. The almost obsolete VHS tapes were
once used for video lessons. Today, instructors can use digital videos on the
internet as teaching aids. Platforms like YouTube provide easy access to an assortment
of educative videos. Innovations like webcams can allow for the participation
of remotely located class members, making the learning process synchronous.
Since sessions can be recorded, learners can playback videos later on and
review areas they didn't quite understand. This means visual technology can also
provide a self-paced learning model. Screen casting is another form of
educational technology that makes use of audio and visual technology. It allows
instructors to share their computer screens and give real-time instructions.
Screen casting can serve as an excellent revision tool. Like other videos, it
can be recorded and viewed later by students during revision (Kinteract, 2020).
Virtual
classrooms device
Virtual classrooms allow students to take part in
class even when absent from school. There’s real time interaction between
teachers and students, thereby mimicking a traditional classroom. Virtual
classrooms combine several technologies and tools. By including webcams or
video conferencing, participants can see each other. Students can put their
hands up to ask and answer questions.
Learners can receive instructions from their teachers and get instant
feedback.
This technology isn’t only dependent on video. Virtual
classrooms can use live chat messaging. This type of educational technology may
be suitable for smaller sized class numbers. With virtual classrooms,
instructors can trigger a high level of engagement and collaboration.
Participants commit to being present for a particular time. This provides a
good alternative for the students overwhelmed with the self-management edtech
learning methods. Parents may also gain from virtual classrooms. If allowed,
they can watch teaching and learning sessions to ensure satisfaction with the
education their children are receiving (Kinteract, 2020).
Whiteboards
Whiteboards are tools for drawing, writing, or making
graphics. It borrows its name from its real-world predecessor, the blackboard.
An instructor is able to visually explain concepts, ideas, and formulas.
Interactive whiteboards use software apps that enable image manipulation. Such
features create more realistic presentations. This can make complex concepts
easier to understand.
The use of whiteboards can increase participation.
Learners are able to directly interact with the learning material on the whiteboard.
According to research, this active participation of students can result in a
positive influence on the students’ achievement. Students also get a variety of
ways to learn, including listening to and watching elements of the subject on
the whiteboard. These different forms of learning address the diverse ways
children process information (Kinteract, 2020).Using interactive whiteboards,
instructors can integrate other types of educational technologies. They can
attach cameras, computers and mixed-reality devices to enhance learning
instructions. Whiteboards, therefore, provide endless possibilities for edtech.
Mobile
technology, computers and tablets device
Mobile devices are small and portable. This is a big
advantage. Learners can carry them around and access information from anywhere.
With mobile learning, educators can create eBooks on
various subjects. Students can then access this information by the click of a
few buttons. Apart from that, the advancement of digital smartphones has made
it possible to have advanced mobile apps. This software can be used in
m-learning and augment classroom lessons. With all the advantages of
smartphones comes some inconveniences. The use of mobile phones in classrooms
may become distracting for learners. Teachers can come up with ways of dealing
with these issues in advance. For example, schools can restrict their use to
after-school assignments (Kinteract, 2020).
Computers are also available in portable sizes in the
form of laptops. Together with tablets, these devices can be used to access
websites and online journals. Students can carry out their research projects
without the hustle of looking for library books. (Kinteract, 2020).
2.1.2Technology
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
(kulili, 2010).
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 software programs
that adapt to students as they learn (Peltu, 2010)
In such a case even in the education system in
Tanzania today particular Nachingwea the technology affect more on the student
learning, the learning and teaching process by using of Morden technology such
as mobile technology, computers, Audio visual and tablets device make student
to understand more upon the use of this technological devices (Menda, A. 2008.)
2.2
Conceptual Framework of the study
According to Saunders (2004), conceptual framework is
a representation, either graphically or in narrative form. The main variables
and theories presumed relationship to each other .The general objective of this
study was to assess on the challenge
facing application of science and technology in government school
Figure
1.1: conceptual frameworks showing the on the challenge facing application of
science and technology in government school
Video Films Telephone Computer Projector Technology. Power.
treadwears.
Lab/special rooms.
Maintenance.
Fund
Conceptual frame work
(Source: author 2021)
The study sought to assess challenges facing the
application of science and technological devices in government schools in
Nachingwea districts. The conceptual framework involved both the independent
and dependent variables, in this the dependent variable was the technology and
this technology in order to work well depend on the independent variable which
power, tread wears, lab/special
rooms, maintenance, fund. in another side the technology cannot be a technology
without of having the technological devices this included video , films
,telephone , computer , projector and then later through application of this
technological devices later led to the outcome to students such as increase
efficiency, simplifies work, serves time, motivation, entertainment, develops
talents, and retention of memory.
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 challenges facing the application of science and technological devices in
government schools, therefore the researcher have found this gap and was going
to be filled.
CHAPTER
THREE
RESEARCH
METHODOLOGY
3.0
Introduction
This chapter comprised 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 was focused
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 sought to collect data from respondents about their opinions on the
impact of science and technology on secondary school.
3.3
Area of Study
Nachingwea is a district in the Lindi region of
Tanzania. The district is boarded to north by the Ruangwa district, to the east
by Lindi rural district, to the south-east by Mtwara region and south west by
Ruvuma region. The district is divided administrative into the following 32
wards namely Chida, kiegei, kilima rondo, kilima hewa, kipara Mnero,
kipara Mtua, Lionja, Marambo,
Matekwa,Mbondo,Mchonda,Mibondo,Mkoka,Mkotokuyana,Mnera,Ndomoni,Ruponda,Nang’ondo,Nangowe,Namikango,Nambambo,Namatura,Namapwia,Naipingo,Naipangi,Nachingwea,Mtua
Mpiruka, Mnero, Nongo Ngunichile and Nditi. According to the 2002 national
census the Nachingwea District had population of 16208, the district has
secondary school, four primary school, 9 Nursery school and day care centre
.therefore the study dealt with 3 wards including Naipunga, Ndomoni and
Nachingwea with total of three different school per each.
3.4
Population of the study
Kombo and Tromp (2005) define population as a group of
people which sample population is taken for collection information. The
research study will included local community who found in Nachingwea district
especially community found 03 wards which will get finding on challenges facing
the application of scientific and technological devices in government schools.
The targeted will involve 50% people as a targeted population as follows
Ndomoni 20%, Naipunga 15% and Nachingwea 15% which involve teacher, students
and head teacher.
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 was targeted on secondary school in 3
ward wards including Naipunga, Ndomoni and Nachingwea.
3.5
Sampling procedures and sample size
A sample is a smaller number or the population that is
used to make conclusions regarding the whole population. Its purpose is to estimate
unknown characteristics of the population. Sampling therefore is the systematic
process of selecting a number of individuals for a study to represent the
larger group from which they were selected (Marshal & Rossman, 1999,
Mugenda and Mugenda, 1999). The process of sampling takes in to account various
issues and will depend on the organization type, purpose, complexity, time
constraints and previous research in the area.
This study employed simple random technique to select
number of students, this type of sampling technique refers to the process
by which a researcher selects a sample basing on the experience or knowledge of
the group that is to be sampled
Also the study employed purposive sampling technique
to select the 3 ward included Naipunga, Ndomoni and Nachingwea.
According to Mugenda and Mugenda (2013), when the
study population is less than 10, 000, a sample size of between 10 and 30% is a
good representation of the target population and hence10 % is adequate for
analysis. Therefore based on population of Ndomoni 20%, Naipunga 15% and
Nachingwea 15% which involve teacher, students and head teacher led to sample
of respondents 50%
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 was
employed both the sources of data which included the primary and secondary
source where data collected direct from the area of study through
questionnaires, interviews and observation e regarded as the primary
data/source and involved 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 were 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 employed questionnaire, the method used in
collecting data from teachers and students, thus the list of written question
given to teacher and then they required to fill them.
This method used because the method is cheap, do not
require as much effort from the verbal or telephone survey. Therefore the study
employed 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 employed both structured
interview which there were already prepared question and also in the small
extent the study employ the unstructured interview to ask the current issue.
Therefore the interview 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 used interview as a method of data
collection because the technique was batter when collecting data from a single
person, also in used 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 were acquired
from the library, internet, official documents, including reports, related to
the study itself.
The research used this method because the method is
inexpensive in sense that the data is already collected and published and also the
method was save time instead of going to do research.
3.7
Data Analysis
Data collected were processed and analysed to
facilitate answering the research questions. This was done by using descriptive
statistics. The Graphs, pie charts and tables employed to present the data.
Data were arranged through quantitative method involving coding and analysing
using charts, frequencies.
3.8
Ethical consideration
Permission for data collection obtained first from the
university, the research require to get the permission latter, then the
university latter was announced to the municipal director who involved in
allowed 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 was be able to quit
it.
CHAPTER FOUR
DATA
ANALYSIS, PRESENTATION AND DISCUSSION
4.0 Introduction
Chapter five involved analysis, presentation, and
discussion of findings. In this chapter of the research report, the researcher
presented the data from the field and the data analysis procedures employed.
4.1
Response rate
Out of 100 (100%) questionnaires given out to the
respondents in the study area to fill. 80 (80%) were returned for analysis.
However, 20(20%) questionnaires were incomplete and therefore could not be
analysed. The remaining 80% questionnaires account for 80% response rate. According
to Mugenda and Mugenda (1999) a response rate of 70% and above is sufficient
and hence it allowed for data analysis.
4.2
General information of respondent
Information about background characteristics of respondent
from secondary school in Nachingwea. Was presented in this section other presented
includes gender, age, and education level. In the first instance, the study was
conducted among 100 (100%) respondents from secondary school in Nachingwea. Of
the 100 questionnaires that went out to the respondents, only 80 were
considered for use in the study as the other 20 were discarded.
4.2.1
Gender of respondents
The study found was necessary to analyse the gender of
respondents as there was need to demonstrate the characteristics of the
respondents.
Table
4.1: Gender of respondents
|
Gender of respondents |
Frequency |
Percentage (%) |
|
Male |
41 |
51 |
|
Female |
39 |
49 |
|
Total |
80 |
100 |
Source; Field data, 2021
The table 4.1 above show the gender of respondent in
which the description show that 41(51%) were male while 39(49%) were female.
Therefore both gender were included in the study.
Figure
4.1 gender of respondent
Source; Field data, 2021
4.2.2
Age of respondent
Table
4.2 Age of respondent
|
Age of respondent |
Frequency |
Percentage (%) |
|
20
years |
11 |
14 |
|
21-40
years |
50 |
62 |
|
41-50+
years |
19 |
24 |
|
Total |
80 |
100 |
Source; Field data, 2021
The table 4.2 show the age category of respondent in
which the data shown that about 11 equal
to 14% were lie the age 20years,while 50 equal to 62% were under age between
21-40 years, moreover 19(24%) were age between 41-50 years.
Figure
4.2 Age of respondent
Source; Field data, 2021
4.2.3
Education level
Table
4.3: Education level
|
Education level |
Frequency |
Percentage (%) |
|
Certificate or lower |
19 |
24 |
|
Diploma |
24 |
30 |
|
Bachelor Degree |
18 |
22 |
|
Master Degree |
10 |
13 |
|
PhD |
9 |
11 |
|
Total |
80 |
100 |
Source; Field data, 2021
Figure
4.3: Education level
Source; Field data, 2021
4.3
The type of science and technological devices applied
The study sought to identify the type of science and
technological devices applied in Nachingwea, and therefore through interview
and questionnaire the study revealed the following below as shown on the table
4.4 below,
Table
4.4: The type of science and technological devices applied
in Nachingwea
|
The type of science and technological devices
applied |
Frequency |
Percentage (%) |
|
Video |
15 |
19 |
|
Telephone/iPad/Tablet |
19 |
24 |
|
Computer and laptop |
17 |
21 |
|
Projector |
18 |
22 |
|
Smart Boards - Interactive
Classroom Boards |
09 |
11 |
|
3D Printing |
02 |
03 |
|
Total |
80 |
100 |
Source; Field data, 2021
4.3.1
Video
When the respondents were asked about the
technological device applied about 19% of the total respondent said video was
one among of technological device applied in Nachingwea secondary school, in
this the teacher respondents said the used to video to classroom room
instruction was very benefit to the students this because the use of videos and
audio-visual materials in the classroom enhances the creativity and attention
of students and leads to direct results in learning. When it comes to getting
students involved and participating in class activities, videos will
undoubtedly be a perfect tool.
Also through interview with the head of school said:
“Video
help the students to learn, thanks to the visual nature of videos, to
understand non-verbal elements, which are fundamental in communication. With
videos, the children will learn from the body language and gestures of the
speakers and develop skills such as empathy”
Therefore based on this finding show that the use of
video had benefit to the students learning in Ndomoni secondary school.
4.3.2
Telephone/iPad/Tablet
Also when respondents teacher were asked about the
type of science and technological devices applied, about 24% of teacher respond
that there was the use of Telephone/iPad/Tablet in teaching, therefore the
teacher in secondary used tablet as the technological device in the classroom,
the respondent continued said the use of telephone Telephone/iPad/Tablet offer
a truly mobile learning experience, allowing students to take their device from
class to class or into the great outdoors. Lighter than a laptop, and with
fewer cumbersome components, they are particularly well-suited to the junior
years when intuitive use is key.
Moreover through interview with head of school state
that:
“IPads
and tablets facilitate learning in a host of different ways courtesy of
interactive apps that allow instant input and feedback. This enables educators
to support traditional learning with apps that further instil numeracy and
literacy skills through gamified education”
Therefore based on the findings show that Telephone/iPad/Tablet
well applied in this secondary school and played important role toward the students’
progress.
4.3.3
Computer and laptop
Computers and laptop were the one among of the types of
technological device applied in this school as be pointed out by 21% of the
total respondents, the use of computers and laptop in this school made the
process of teaching and learning to be easily, in this the respondents
continued said using computers and laptop in classrooms help the students to
learn to type quickly and accurately, they can record notes much faster than
writing by hand, more over the laptops help students stay organized and
remember the school work, the students can easily review their work all in one
place, they can edit, change and copy their work, they can also send their work
via email.
4.3.4
Projector
The study found about 22% of the total respondents
from the sample area said one among of the technological device was projector,
in this teacher respondents said they usually used projector in their instruction,
the use of projector in the classroom students can take better notes with the
ability to discern what information the teacher displays is most useful to
them. Additionally, students can ask the teacher to repeat a slide if they
missed information, or even ask that the teacher to email the presentation for
further review.
Also through interview with the head of school pointed
out another benefit of using projector state that:
“Projectors
release teachers from being bound to chalk and dry-erase boards to present
information to their students. With the use of projectors, teachers can now use
films, slides, and images to teach students about the world and places they
have never seen and can’t imagine. Students can listen to lectures given by
worldwide experts. Teachers would also find that the Internet is more useful
since projectors can display web content to an entire class, rather than each
student accessing information on small individual computers”
Therefore based on this result it clear show that the
projector was well applied in Nachingwea secondary, and also this technology
played huge role on teaching and learning of this students from government
secondary schools.
4.3.5
Smart Boards - Interactive Classroom Boards
Smart boards - interactive classroom boards was
another type of technological device applied in government secondary in
Nachingwea , the study found about 11%
of the total respondents who pointed this type of technology used in the
school,
4.3.6
3D Printing
The study found about 03% of the teacher respondents
said 3D printing was the among of the technological device used in secondary
schools in Nachingwea , in this teacher respondents continued said 3D printing,
which is also known as prototyping, allows students to learn with a more
tangible and physical experience. A student can easily shape his idea of an
object thanks to 3D printers. With 3D printing, students can gave shape to
their imagination. In any institution, 3D printers would only help students to
unleash their creative ideas and have more hands-on experiences.
Figure 4.4: The type of science and technological
devices applied
Source; Field data, 2021
4.4
Challenges facing the application of science and technological devices in
government schools
The study also sought to challenges facing the
application of science and technological devices in government schools in
Nachingwea, and therefore through interview and questionnaire the study
revealed the following below
4.4.1
Insufficient equipment
When the researcher asked the respondents about the
insufficient equipment was one among of the challenge facing the application of
science and technological devices in government secondary school, the study
found that about 50 % of the total respondents strongly agree, 49% agreed
that insufficient equipment was one
among of the challenge facing the application of science and technological
devices in government secondary school ,moreover 01%
of the total respondents disagree that insufficient equipment was one
among of the challenge facing the application of science and technological
devices in government secondary school, as see on the table 4.5 below
Table
4.5: Insufficient equipment
|
Response |
Frequency |
Percentage |
|
Strongly agree |
40
|
50 |
|
Agree |
39 |
49 |
|
Disagree |
01 |
01 |
|
Strongly disagree |
00 |
00 |
|
Total |
80 |
100 |
Source; Field data, 2021
Therefore based on the data presented on the table
above it is clear indicated that insufficient equipment was one among of the challenge
facing the application of science and technological devices in government
secondary school, because was support by majority of respondents about 99% of
them. This means that even though the school used this technology included
video, computer, and tablet, but this devices were not sufficient compared to
the number of students.
4.4.2
Lack of skills and knowledge
Also when the respondents were asked on whether lack of skills and
knowledge was among of challenge facing the application of science and
technological devices in government secondary school, therefore the study found
that about 61% of the respondents were strongly agree, 25 % agree while 06 % of
respondents disagree and 08% of the total respondents were strongly disagree
that lack of skills and knowledge was among of challenge facing the application
of science and technological devices in government secondary school, as
indicated on the table 4.6 below.
Table
4.6: lack of skills and knowledge
|
Response |
Frequency |
Percentage |
|
Strongly agree |
49 |
61 |
|
Agree |
20 |
25 |
|
Disagree |
05 |
06 |
|
Strongly disagree |
06 |
08 |
|
Total |
80 |
100 |
Source; Field data, 2021
The table above clearly show the lack of skills and
knowledge was among of challenge facing the application of science and
technological devices in government secondary school, this means that many
teacher from this school lack of adequate, ongoing professional and skills to
integrate with this new technologies into their classrooms yet who were unprepared
or unable to understand new technologies. Many of teachers from this school
unable to use projectors and laptop simply because they had no skill and
knowledge of using such kind of technological devices.
4.4.3
Resistance to changes
Furthermore, the study sought to test whether the
resistance to change was among of was among of challenge facing the application of science and
technological devices in government secondary school, whereby the study found
that about 37% of respondents were strongly, 25% were agreed while 25% disagree
and the lastly 13% of the total respondents were strongly disagree that
resistance to change was among of was among of challenge facing the application of science and
technological devices in government secondary school, as shown on table 4.7
below.
Table
4.7: Resistance to changes
|
Response |
Frequency |
Percentage |
|
Strongly agree |
30 |
37 |
|
Agree |
20 |
25 |
|
Disagree |
20 |
25 |
|
Strongly disagree |
10 |
13 |
|
Total |
80 |
100 |
Source; Field data, 2021
Therefore the table show the resistance to changes as
the challenge facing the application of science and technological devices in
government secondary school because it supported by majority of respondents
composed about 62% of the total respondents, based on this finding clear
indicated resistance as the challenge facing the application of science and
technological devices in government secondary school, this means that the resistance
to technology comes in many forms, but one of the key resistance challenges
identified in the report is “comfort with the status quo.” According to the
researchers, teachers and school leaders often saw technological
experimentation as outside the scope of their job descriptions so they though
was nothing to use technology in classroom.
4.4.5
Cost of new technology
When the study sought to test whether the cost of the
new technology was the one among of the was among of was among of challenge facing
the application of science and technological devices in government secondary
school, the study found that about 36% of respondents were strongly agree the
point, 44% of them were agree, while 09%
of the total respondent disagree and 11% of the total respondent strongly
disagree that whether the cost of the new technology was the one among of the
was among of was among of challenge facing the application of science and technological
devices in government secondary school, as shown on the table 4.8 below
Table
4.8: Cost of the new technology
|
Response |
Frequency |
Percentage |
|
Strongly agree |
29 |
36 |
|
Agree |
35 |
44 |
|
Disagree |
07 |
09 |
|
Strongly disagree |
09 |
11 |
|
Total |
80 |
100 |
Source; Field data, 2021
Based on the find it clearly show that the cost of the
new technology was the one among of the was among of was among of challenge facing
the application of science and technological devices in government secondary school,
as supported by majority of respondents about 80% shown on the table above,
therefore based on this the cost of bought new technological device challenged
this school on the use of science and
technology ,the cost and of price bought computer, project were high and thus
why find this school possess few computer, tablets and laptop because of it is
cost, the school failed to afford many.
4.5
The possible ways to overcome challenge facing the application of science and
technological devices in government secondary school.
Moreover, the study also sought to suggest the
possible ways to overcome challenge facing the application of science and
technological devices in government secondary school, and therefore through
interview and questionnaire the study revealed the following below as shown below,
4.5.1
Ensure availability of equipment
The study sought to suggest the possible way to
overcome challenge facing the application of science and technological devices
in government secondary school, and when the respondents asked about whether to
ensure availability of equipment was among of the possible ways to overcome challenge
facing the application of science and technological devices in government
secondary school, the study found that about 61% of the total respondents from
the research area strongly agree the point, while 39% of the total respondents
agree that to ensure availability of equipment was among of the possible way to
overcome challenges facing the use of science and technology in secondary
school.as shown on the table 4.9 below.
Table
4.9: Ensure availability of equipment
|
Response |
Frequency |
Percentage |
|
Strongly agree |
49 |
61 |
|
Agree |
31 |
39 |
|
Disagree |
00 |
00 |
|
Strongly disagree |
00 |
00 |
|
Total |
80 |
100 |
Source; Field data, 2021
The table above show the possible way to overcome challenge
facing the application of science and technological devices in government
secondary school, which was to ensure availability of equipment as it supported
by all respondents about 100%, in that a case it clear indicated that in order
to overcome this challenge of equipment, here the government should ensure that
this school was well supplied with this science and technology equipment like
computers, laptop, projects and tablet.
4.5.2 Teacher training on the use of technology
When the respondents were asked whether teacher
training on the use of technology was the possible way to overcome challenge
facing the application of science and technological devices in government
secondary school, the study found about 39% of respondents were strongly agree,
49% agree while 12% were disagree that teacher training on the use of
technology was the possible way to overcome challenge facing the application of
science and technological devices in government secondary school, as shown on
table 4.10 below
Table
4.10: Teacher training on the use of technology
|
Response |
Frequency |
Percentage |
|
Strongly agree |
31 |
39 |
|
Agree |
39 |
49 |
|
Disagree |
10 |
12 |
|
Strongly disagree |
00 |
00 |
|
Total |
80 |
100 |
Source; Field data, 2021
Based on the findings above shown on the table 4.10,
well indicated that through teacher training on the used this Morden technology
would solve the challenge of teacher in use of this technology, because the
study identified that some teacher in Nachingwea were not able to use laptops
and even to set projectors, so the solution of this was to train teachers on
the used this Morden technology.
4.5.3 Budget on buying of new technology
The study found about 31% of the total respondents
strongly agree that make of budget on buying of new technology was the among of
the possible way to overcome challenge facing the application of science and
technological devices in government secondary school, mostly about 50% of the
respondents agreed, while the last about 19% were disagree that of budget on
buying of new technology was the among of the possible way to overcome challenge
facing the application of science and technological devices in government
secondary school, as shown on the table below
Table
4.11: Budget on buying of new technology
|
Response |
Frequency |
Percentage |
|
Strongly agree |
25 |
31 |
|
Agree |
40 |
50 |
|
Disagree |
15 |
19 |
|
Strongly disagree |
00 |
00 |
|
Total |
80 |
100 |
Source; Field data, 2021
The table above show budget on buying of new
technology was the among of the possible way to overcome challenge facing the
application of science and technological devices in government secondary school
as supported by majority of respondents, based on this study clear found that
the government and school administrator should made huge budget upon bought of
these technological devices.
4.5.4
Positive attitude
When the researcher asked respondents whether positive
attitude to the teacher on technology was among of the possible way to overcome
challenge facing the application of science and technological devices in
government secondary school, where by 19% of the total respondents were
strongly agree,55 of them were agree to the point, while about13% of respondents
were disagree moreover the same 13% of the total respondents were Strongly
disagree that positive attitude to the teacher on technology was among of the
possible way to overcome challenges facing the use of science and technology in
secondary school
Table
4.12: Positive attitude
|
Response |
Frequency |
Percentage |
|
Strongly agree |
15 |
19 |
|
Agree |
45 |
55 |
|
Disagree |
10 |
13 |
|
Strongly disagree |
10 |
13 |
|
Total |
80 |
100 |
Source; Field data, 2021
Based on the findings show that most of the challenge
facing the application of science and technological devices in government
secondary school was the resistance to change means most of the teacher in the
school were no ready to use this technology ,usually teachers and leaders often saw technological
experimentation as outside the scope of their job description, therefore upon
this challenge the study revealed that the teachers and leader should had
positive attitude toward the use of technological devices since it is benefitable
to the teaching and learning process.
CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
5.0 introduction
This
chapter presents summary of the findings, conclusion and recommendations.
Furthermore, the study was done to assess on the on the
challenge facing application of science and technology in government school.
5.1 Summary of the findings
This study
amide at to assess is to assess
on challenges facing the application of science and technological devices in
government secondary school in Nachingwea, with the
specific objectives included to
identify the type of science and technological devices applied in Nachingwea, to
examine challenges facing the use of science and technology in secondary
schools, to suggest the possible ways to overcome challenges facing the use of
science and technology in secondary schools.
Base on
this three-research objective, therefore the study revealed the following below
Type of science and technological devices applied in Nachingwea,
based on this first objective the study revealed the types of technological
applied in the school included Video, Telephone/iPad/Tablet, Computer and
laptop, Projector, Smart Boards - Interactive Classroom Boards, and 3D Printing
Challenges facing the application of science and
technological devices in government secondary school, based on this second
objective the study revealed the c challenges facing the application of science and
technological devices in government secondary school included insufficient
equipment, lack of skills and knowledge, resistance to changes, and the cost of
new technology.
Moreover, the possible ways to overcome challenges
facing the application of science and technological devices in government
secondary school, based on this lastly objective the study revealed the
possible ways such as availability of equipment ,teacher training on the use of
technology ,budget on buying of new technology and lastly positive attitude.
5.2
Conclusion
Based on the noted findings it can be concluded that
there were many challenges facing the application of science and technological
devices in government secondary school such as insufficient equipment, lack of
skills and knowledge, resistance to changes, and the cost of new technology.
Upon the challenges the study came up with the possible ways to overcome challenges
facing the application of science and technological devices in government
secondary school, such as availability of equipment, teacher training on the
use of technology, budget on buying of new technology and lastly positive
attitude.
5.3
Recommendation
i.
The
government should ensure adequate supply of modern and technological devices in
all school, due to reduce the challenges of adequate resources.
ii.
The
government should increase the employment of the new teachers who are capable
in the use modern and technological devices.
iii.
The
school administration should emphasises and encourage on the teacher training
on the use of modern and technological devices.
iv.
Moreover
the teachers and all education stakeholder should aware the benefit of modern
and technological devices and terminate negative attitude toward the use of
this technology.
5.3 Recommendation for further study
This study
recommends for the studies in the following research areas
i.
Assess on how the use of science and
technology improve the academic performance of the secondary students.
ii.
Investigate the challenges facing the application of science and
technological devices in another area so as to get the generalized idea.
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