Developing and Piloting Interactive Physics Experiments for Secondary Schools in Tanzania

Msoka, V.; Kissaka, Mussa; Kalinga, Ellen; Mtebe, Joel S.

doi:10.56059/jl4d.v2i2.121

Cited by 4 publications

(4 citation statements)

References 17 publications

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“…Msoka, Mtebe, Kissaka, and Kalinga (2015) developed an interactive physics experiment and piloted it in two schools with 157 students to investigate whether interactive experiments can be used as an alternative to physical experiments. The findings from this study indicated that interactive physics experiments can be used as a substitute and/or a support in cases where there is inadequate laboratory equipment.…”

Section: Challengesmentioning

confidence: 99%

A Critical Review of eLearning Research Trends in Tanzania

Mtebe

Raphael²

2018

JL4D

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This study investigated research trends on eLearning implementation in Tanzania from 2007 to 2017. A total of 74 articles from electronic databases, conference proceedings, and selected electronic journals were reviewed. Using content analysis, the study found that there is an increasing interest in eLearning research with the majority of studies conducted by researchers from three universities. Students was found to be the most studied population group while quantitative research design being the most preferred research design. It was also revealed that mobile and game based learning were the least investigated eLearning technologies despite the proliferation of mobile telephony in Tanzania. Internet access and lack of support were the most ranked challenges hindering eLearning implementation in Tanzania. This study will also help policy makers to promote further research in areas where the research gaps have been identified and find interventions to overcome barriers that hinder eLearning implementation in Tanzania.

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Section: Challengesmentioning

confidence: 99%

A Critical Review of eLearning Research Trends in Tanzania

Mtebe

Raphael²

2018

JL4D

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“…This situation was encouraged by both teachers and students because it reduced some challenges like interruption for practicality among the science subject teachers in teaching and learning activities and it ensured quality education. The study conducted by Vidate (2015) explores the significance of physical and human resources in relation to student performance in science, considering the crucial nature of these subjects. The research emphasizes the importance of resource availability, including the improvement of infrastructure and provision of equipment that aligns with established standards.…”

Section: 2mentioning

confidence: 99%

“…Furthermore, the study emphasizes the need to expand educational facilities, particularly laboratories and equipment for priority subjects. [10] Additionally, teachers are encouraged to be innovators, utilizing locally available materials to create teaching and learning resources instead of solely relying on purchased facilities. Thus, for the government to sustain good performance, it is essential to distribute teaching and learning resources equitably, ensuring that they reach all secondary schools.…”

Section: 2mentioning

confidence: 99%

Assessment of Zanzibar Improvement Student Prospect (ZISP) Project on Provision of Quality Education in Zanzibar

2023

IJFMR

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The study findings revealed that ZISP constructed infrastructure and facilities, emphasizing teachers’ professional development through in-service training and curriculum modified by reviewed science subject topics to ensure quality education is achieved. However there are setbacks like overload for science subject teachers, construction was not completed and there are lack of sustainability of project planning which all affect the provision of quality education in Zanzibar. Possible intervention measures that can be used were improvement of some areas commonly infrastructure and facility and collaboration between school, community,

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“…Many of the existing studies have focused on students' attitude towards using these systems through surveys (Mselle & Kondo, 2013;Msoka, Mtebe, Kissaka, & Kalinga, 2015). The findings from the majority of these studies tend to indicate students have positive attitudes but when it comes to actual usage their attitudes are more reserved.…”

Section: Introductionmentioning

confidence: 99%

Mining Students’ Data to Analyse Usage Patterns in eLearning System of Secondary Schools in Tanzania

Mtebe

Kondoro

2019

JL4D

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The adoption and use of various eLearning systems to enhance the quality of education in secondary schools in Tanzania is becoming common. However, there is little evidence to suggest that students are actually use them. Existing studies tend to focused on investigating students’ attitude towards using these systems through surveys. Nonetheless, data from surveys is normally subject to the possibility of distortion, low reliability, and rarely indicate the causal effects. This study adopted WEKA and Keel as data mining tools to analyze students’ usage patterns and trends using 6,8827 individual records from log file of Halostudy system implemented in secondary schools in Tanzania. The study found that the system usage is moderate and, in the decline. There is also variability in the usage of multimedia elements with biology having the highest number while mathematics had the lowest. Students from Dar es Salaam, Mwanza, and Arusha in that order had the highest system usage with the lowest being from the peripheral regions. The possible challenges limiting system usage are discussed. These findings show that data mining tools can be used to indicate usage patterns of systems implemented in sub-Saharan Africa and help educators to find ways of maximizing systems usage.

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Developing and Piloting Interactive Physics Experiments for Secondary Schools in Tanzania

Cited by 4 publications

References 17 publications

A Critical Review of eLearning Research Trends in Tanzania

A Critical Review of eLearning Research Trends in Tanzania

Assessment of Zanzibar Improvement Student Prospect (ZISP) Project on Provision of Quality Education in Zanzibar

Mining Students’ Data to Analyse Usage Patterns in eLearning System of Secondary Schools in Tanzania

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