Use of ICTs to Students‟ Performance in Secondary Schools Classroom in Tanzania.

Abstract

Students are core objects in any school systems activities. This paper depicted to find out students learning performances vested into teacher’s procedures and approaches for lesson preparation, introduction, delivering and reinforcement using ICT mediated as teaching and learning tools with assumptions classrooms are subsystem intended to reach best outcomes. Social Cultural theory (SCT) depicted into system activity theory (SAT) (Vygotsky, 1978; Engeström, 1987) guided the study. Pragmatism paradigm insisting in viewing, analyzing and expressing findings of phenomenon in multi-views expressively into mixed descriptive exploratory design. Mixed techniques were used to collect quantitative and qualitative data; peer quasi experiment observation was conducted whereby selected teachers exposed the same group of students in classroom activities using traditional and technology mediated teaching and learning approaches. ibaha district, Pwani region, Tanzania was the study area. Data collection tools administered was four ranked Likert scale questionnaire and semi-structured interview. The sample involved 6 classroom teachers nonprobability purposively elected from 3 government secondary schools; also, simple randomly selection was administered to obtain 50 cases of peer-observers and 10 interviewed teachers. The inter-item reliability in questionnaire hold Cronbach’s alpha of 0.713. Collected data was analyzed using SPSS and thematic content. The findings endure to show importance of technology in changing students’ learning activities.