Abstract:
The integration of technology into classrooms, commonly referred to as technology integration,
is a dynamic process aimed at achieving effective teaching and learning outcomes. Tanzania,
recognizing the importance of ICT in education, initiated efforts to integrate technology into its
secondary schools starting in 2005. However, there is a slow integration of ICT in Tanzanian
government secondary schools. This challenge has been caused by Limited technology
infrastructure, including unreliable electricity and internet connectivity, impedes the effective use
of ICT tools. The main objective of this study was to assess students’ perception of computer
studies in government secondary schools in Arusha District Council Arusha, Tanzania. The
study is significant to educators and policymakers in tailoring computer education programs to
meet the specific needs and preferences of students. The research was conducted in four
government secondary schools located within the Arusha District Council: Mwandet Secondary
School, Mringa Secondary School, Mlangarini Secondary School, and Oldadai Secondary
School. The research design for this study was primarily a descriptive survey with a mixed
approach. The study's sampling strategies encompass both stratified random sampling and
purposeful sampling. The findings reveals that noticeable interest among male students than
female students in computer studies, primarily age of respondents ranged 10-20, with limited
computer access at home. While a generally positive attitude towards computer studies is
observed, a significant gap exists between ICT use for learning and entertainment. However,
challenges include low ICT use intensity for learning, insufficient teacher-student interactions,
and a lack of parental support. Students' insightful suggestions advocate for hands-on learning,
specialized teachers, and collaborative initiatives to improve computer education engagement
and effectiveness.
