The Impact to Information Technology on the Learning Process in Tanzania

Abstract

ABSTRACT Information and communication technology (ICT) has recently become crucial in the education sector. The use of technological tools such as mobile phones, computers, and the Internet has enhanced communication and coordination of activities in the education sector. The main objective of the study was to examine the impact of information and communication technology on the learning process in Tanzania: a case study of Ikungi District Secondary Schools in Singida Region. The study was guided by the following specific objectives: to determine the effect of ICT infrastructures, to examine the effect of students' attitudes towards ICT, and to determine possible challenges hindering the use of ICT on the learning process in Ikungi District Secondary Schools. In the Singida region The study used the mixed research approach, which combines both quantitative and qualitative approaches in the collection and analysis of data. The study adopted a descriptive research design. The findings show that ICT infrastructure, students' attitudes towards ICT, and challenges hindering the use of ICT have a significant effect on the learning process in Ikungi District Secondary Schools. The study therefore concluded that ICT infrastructure, students' attitudes towards ICT, and challenges hindering the use of ICT have a significant influence on the learning process in Ikungi District Secondary Schools. The underlining motion here is that once there is a significant improvement in the ICT infrastructure, students' attitudes towards ICT, and the possibility of minimising possible challenges hindering the use of ICT, there is bound to be a great improvement in the learning process in Ikungi District secondary schools in Singida Region. It was recommended that Ikungi District secondary schools therefore emphasise the use of hardware and mobile phones by teachers and students in secondary schools to facilitate the learning process. It should also emphasise the effective use of internet service in the school compound. It was also recommended that teachers in Ikungi District secondary schools change their attitudes toward the use of JCT. The government in the Singida region should also minimise the cost of 1CT equipment, materials, and accessories. Also, there should be a reliable electric power supply, which will influence the learning process at Ikungi District Secondary Schools. A study should be carried out to find out other types of factors affecting the learning process in Tanzania. Since the study was concentrated in Ikungi District Secondary Schools, future researchers should consider widening the scope of the population in different locations that were not covered in this study.