Abstract:
Information and communication technology (ICT) has long been regarded as a significant
instrument for improving the quality and efficacy of education. Despite attempts to examine
the effect of ICT in different Tanzanian schools, there remained a significant information
vacuum about how the integration of ICT into teaching and learning directly influences
students' academic performance in secondary schools in the Njombe Region. As a result, the
overall goal of this research was to evaluate the function of ICT in increasing academic
performance in secondary schools in Tanzania: the instance of Njombe District Council
(NDC). This research specifically sought to: Assess the impact of ICT tools on students'
academic performance in NDC secondary schools, identify the key challenges faced by
teachers and students in using ICTs for teaching and learning in secondary schools, and
propose strategies for the successful implementation of ICT-based teaching and learning
initiatives in NDC secondary schools. The Technology Acceptance Model (TAM) led this
research, which describes how consumers adopt and employ technology based on perceived
utility and simplicity of use [1]. The study used a cross-sectional survey technique as well as
interviews to collect data from respondents. The quantitative design was used in this study.
This study's target group included all secondary school instructors and students from NDC's
fifteen schools. The research relied only on primary data, and the survey tool selected was a
rigorously constructed questionnaire. In this study, descriptive data analysis was utilised to
summarise and display the results. The results found that, although the majority of
respondents questioned that ICT is widely or effectively used in NDC schools, they all agreed
that ICT aids teaching and learning. Based on these data, the research found that extra ICT
facilities and activities are not properly supplied in NDC schools. The report also presented
suggestions and policy implications for the ministry of education and other stakeholders to
ensure that ICT is appropriately introduced into secondary school curriculum not just in NDC
but across Tanzania. The availability of the internet in educational contexts should also be
considered. This will help academic success and make teaching and learning more efficient.
