scholarly journals Accessibility to Electronic Resources by Students in Higher Learning Institutions in Mwanza City, Tanzania

2020 ◽  
Vol 1 (3) ◽  
pp. 12-19
Author(s):  
Margreth James Mwamasso ◽  
Daniel Oduor Onyango
Keyword(s):  
Primary Schools ◽  
Computer Literacy ◽  
Electronic Devices ◽  
Simple Random Sampling ◽  
Higher Learning ◽  
Research Approach ◽  
Electronic Resources ◽  
Computer Knowledge ◽  
Mwanza City ◽  
Learning Institutions

This study sought to investigate the accessibility to electronic resources by students in higher learning institutions in Mwanza city. The study was guided by the Utilization Theory. The study employed mixed research approach and convergent parallel research design. The study sampled a total of 390 respondents comprising of 377 students, 8 lecturers, 4 librarians and 1 ICT expert. Stratified and simple random sampling techniques were used to select students and lecturers respectively while purposive sampling was used to select librarians and ICT experts. Questionnaire and interview guides were used to collect data. Statistical descriptions and themes were used to analyze quantitative and qualitative data respectively. The study found that the infrastructures for electronic learning resources and facilities like computer laboratories and internet infrastructures were not well established to allow students in higher learning institutions access electronic resources. It was further found that students faced challenges such as shortage of computers, electricity and network challenges in accessing electronic resources. It was also found that majority of the students were unable to use computers in accessing electronic stored resources due to lack of computer knowledge base as well as lack of financial capacity to secure electronic devices. Hence, it was concluded that most students in higher learning institutions are unable to access electronic resources due to lack of adequate infrastructure, shortage of computers, electricity and network challenges, lack of computer literacy and financial constraints. The study recommended that collective initiatives should be put in place to make sure that ICT subject is taught from primary schools to higher learning institutions, proper infrastructure are established and students are financially facilitated to enable them secure electronic devices in order to enhance accessibility to electronic resources in higher learning institutions.

scholarly journals Consumer Background and Decision Making Styles of Malaysian College Students

2017 ◽  
Vol 13 (1) ◽  
pp. 170
Author(s):  
Sharifah Azizah Haron ◽  
Anyanwu Hilary Chinedu
Keyword(s):  
College Students ◽  
Market Segmentation ◽  
Household Income ◽  
New Product ◽  
Simple Random Sampling ◽  
Higher Learning ◽  
Consumer Markets ◽  
Decision Making Styles ◽  
Klang Valley ◽  
Learning Institutions

This study tested a section of consumer styles inventory (CSI) among Malaysian college students. Using stratified and simple random sampling, 2068 samples were collected from five higher learning institutions in Klang Valley, Malaysia. The study extracted seven factors through exploratory factor analysis from the original CSI scale which was found reliable and useful to consumer markets. Gender, age, ethnicity, family size, household income and place where a student was raised were found to have significant influence on the CSI factors. The findings will be a guide for markets facing competitive pressures by guiding them on the appropriate market segmentation. In addition, firms should focus on the influential background variables during new product designs in order to get the target markets’ preferences and balance their competitive pressures simultaneously.

scholarly journals Towards mobile learning deployment in higher learning institutions: a report on the qualitative inquiries conducted in four universities in Tanzania

Afrika Focus ◽  
2018 ◽  
Vol 31 (1) ◽  
Author(s):  
Mohamed A. Ghasia ◽  
Egbert De Smet ◽  
Haruni Machumu ◽  
Albogast Musabila
Keyword(s):  
Mobile Learning ◽  
Course Design ◽  
Design Science ◽  
Learning Experience ◽  
Science Research ◽  
Higher Learning ◽  
Mobile Technologies ◽  
Research Approach ◽  
Network Coverage ◽  
Learning Institutions

Over the past two decades, mobile learning (m-learning) has been a purposeful area of research among educational technologists, educators and instructional designers whereby doubts and controversies over its relevancy and applicability have been keenly addressed. This paper explores stakeholders’ perceptions of m-learning deployment in Higher Learning Institutions (HLIs). Spe- cifically, we examine the potential of m-learning for HLIs in Tanzania and the challenges that hinder successful m-learning deployment. We adopt a comparative qualitative case study design in which four HLIs in Tanzania were purposefully selected. The study uses a combination of de- sign science research approach and qualitative methods including grounded theory, document re- views, and observation. The respondents included university lecturers, students and ICT experts, who were selected for the interviews through theoretical sampling. The transcripts were loaded, coded and analyzed in NVIVO software. The results indicate that mobiles (smartphone, tablets, laptops, feature-phones etc.) are widely used in the HLIs. Stakeholders perceive that m-learning deployment is important and useful because it improves the quality of the learning experience. The results further indicate that there are financial, pedagogical, technological, infrastructural, individuals – and policy – related challenges that hinder successful deployment of m-learning in HLIs in Tanzania, such as limited network coverage, some students ́ inability to afford mobiles, lack of qualified staff for preparation of mobile content and administration, gaps in the exist- ing policies, and faulty course design. However, our results show that participants are optimistic about the potential of m-learning in the HLIs of Tanzania. They expect that m-learning will im- prove access to learning resources, teacher-student and student-student interaction without being restricted by time or place. Thus, m-learning is considered to have the potential to address issues of crowded classrooms, expertise, access to learning materials, flexibility of the learners as well as remote connectivity. We recommend that HLIs should prioritize m-learning and commit resources to the success of the related projects. We also recommend that the governments and stakeholders provide policy interventions, subsidize mobile technologies, expand network coverage, build capacity within and outside HLIs, and improve digital literacy by integrating ICT education at all levels of education. Key words: mobile learning, m-learning, mobile learning deployment, design science research, connectivism, critical theory of technology

scholarly journals Towards mobile learning deployment in higher learning institutions: a report on the qualitative inquiries conducted in four universities in Tanzania

Afrika Focus ◽  
2018 ◽  
Vol 31 (1) ◽  
pp. 115-132
Author(s):  
Mohamed A. Ghasia ◽  
Egbert De Smet ◽  
Haruni Machumu ◽  
Albogast Musabila
Keyword(s):  
Mobile Learning ◽  
Course Design ◽  
Design Science ◽  
Learning Experience ◽  
Science Research ◽  
Higher Learning ◽  
Mobile Technologies ◽  
Research Approach ◽  
Network Coverage ◽  
Learning Institutions

Over the past two decades, mobile learning (m-learning) has been a purposeful area of research among educational technologists, educators and instructional designers whereby doubts and controversies over its relevancy and applicability have been keenly addressed. This paper explores stakeholders’ perceptions of m-learning deployment in Higher Learning Institutions (HLIs). Specifically, we examine the potential of m-learning for HLIs in Tanzania and the challenges that hinder successful m-learning deployment. We adopt a comparative qualitative case study design in which four HLIs in Tanzania were purposefully selected. The study uses a combination of design science research approach and qualitative methods including grounded theory, document reviews, and observation. The respondents included university lecturers, students and ICT experts, who were selected for the interviews through theoretical sampling. The transcripts were loaded, coded and analyzed in NVIVO software. The results indicate that mobiles (smartphone, tablets, laptops, feature-phones etc.) are widely used in the HLIs. Stakeholders perceive that m-learning deployment is important and useful because it improves the quality of the learning experience. The results further indicate that there are financial, pedagogical, technological, infrastructural, individuals – and policy – related challenges that hinder successful deployment of m-learning in HLIs in Tanzania, such as limited network coverage, some students´ inability to afford mobiles, lack of qualified staff for preparation of mobile content and administration, gaps in the existing policies, and faulty course design. However, our results show that participants are optimistic about the potential of m-learning in the HLIs of Tanzania. They expect that m-learning will improve access to learning resources, teacher-student and student-student interaction without being restricted by time or place. Thus, m-learning is considered to have the potential to address issues of crowded classrooms, expertise, access to learning materials, flexibility of the learners as well as remote connectivity. We recommend that HLIs should prioritize m-learning and commit resources to the success of the related projects. We also recommend that the governments and stakeholders provide policy interventions, subsidize mobile technologies, expand network coverage, build capacity within and outside HLIs, and improve digital literacy by integrating ICT education at all levels of education.

scholarly journals Comparative Evaluation of the Performance of Students of Rural and Urban Primary Schools in the Prefecture of Arta, Greece, in the 1st Grade of Secondary School (Gymnasium) During 2012/2013

2020 ◽  
pp. 170-182
Author(s):  
Dimitrios Gkoros
Keyword(s):  
Secondary School ◽  
Urban Schools ◽  
Primary Schools ◽  
Quantitative Research ◽  
Simple Random Sampling ◽  
Rural School ◽  
Research Approach ◽  
Greek Language ◽  
School Year ◽  
Rural And Urban

Αim: To investigate whether and to what extent students attending small rural primary schools are "disadvantaged" compared to students attending urban schools as well as what are the differences in their performance and consistency in their attendance in the 1st  grade of secondary school (gymnasium). Methodology: we chose for our research the quantitative research approach, to study a large number of cases and analyze statistically the research data. More specifically, the choice of the sample which included all the students who studied in the secondary schools of the Prefecture of Arta and specifically in the 1st grade, after collecting their report cards , was considered more reliable. The sample of the research, therefore, consists of 364 students who used to study during the school year 2012-2013 in the prefecture of Arta in the 1st grade of secondary school (gymnasium) and was made by simple random sampling. Results: As evidenced by the research findings, students who attended urban primary schools, achieve better performance in the first class of secondary school. In particular their average grade of achievement is higher especially in Mathematics and Modern Greek Language & Literature where they achieve also higher grades. However, as far as Science classes are concerned, no difference in grades is observed. Finally, regarding the continuous attendance of students, those who attended small primary schools had more absences during the school year. Conclusion: The results of the research show a number of differences in the performance of students who have previously attended urban and rural primary schools, with those of urban schools being superior. However, the factors that constitute an obstacle to the proper and smooth operation of a rural school are numerous and also, the advantages of a rural school are difficult to be measured quantitatively.

scholarly journals Determinants of Teachers’ Attitudes Towards E-Learning in Tanzanian Higher Learning Institutions

2016 ◽  
Vol 17 (5) ◽  
Author(s):  
Dalton Hebert Kisanga
Keyword(s):  
Simple Random Sampling ◽  
Higher Learning ◽  
Learning Needs ◽  
Chi Square ◽  
Positive Attitudes ◽  
The Social ◽  
Collection Data ◽  
E Learning ◽  
Teachers Attitudes ◽  
Learning Institutions

<p class="3">This survey research study presents the findings on determinants of teachers’ attitudes towards e-learning in Tanzanian higher learning institutions. The study involved 258 teachers from 4 higher learning institutions obtained through stratified, simple random sampling.  Questionnaires and documentary review were used in data collection. Data were analysed using statistical package for the social sciences (SPSS). Chi-square was performed to examine the association of variables.</p><p class="3">It was found that teachers have positive attitudes towards e-learning where computer exposure played a statistically significant contribution to their attitudes.  It is recommended that training in e-learning needs to be provided to teachers to widen their understanding of e-learning. There is also a need to strengthen factors associated with teachers’ positive attitudes towards e-learning. Results from this study are of particular importance to both teachers and the education stakeholders in Tanzania.</p>

scholarly journals Determinants of Self-Employment Intentions among Students in Tanzania Higher Learning Institutions

2019 ◽  
Vol 8 (3) ◽  
pp. 7-14
Author(s):  
Kelvin M. Mwita
Keyword(s):  
Significant Relationship ◽  
Linear Regression Analysis ◽  
Sampling Technique ◽  
Entrepreneurship Education ◽  
Simple Random Sampling ◽  
Multiple Linear Regression Analysis ◽  
Higher Learning ◽  
Self Employment ◽  
Alternative Sources ◽  
Learning Institutions

This study aimed at examining determinants of self-employment intentions among students in Tanzania higher learning institutions. The study was guided by the theory of planned behavior which postulates that an intention is influenced by the attitude toward behavior, the subjective norms of the behavior, and the individual’s control of the behavior. The study used Mzumbe University as a case study from which 400 respondents were drawn by using a simple random sampling technique. A standard questionnaire was used to collect data and a study attained a response rate of 82%. Data analysis involved multiple linear regression analysis. The study found that gender (β=-.028, p=.751) and academic performance (β=.016, p=.671) had no significant relationship with self-employment intentions of students while entrepreneurship education (β=.303, p=.000) and having parents who are self-employed (β=.211, p=.031) had significant relationship with self-employment intentions. The study recommends higher learning institutions to have curriculums that help students to acquire entrepreneurship education sufficiently. Moreover, students are advised to have personal initiatives in looking for entrepreneurship knowledge and skills. Parents are also recommended to establish businesses as their main or alternative sources of income in order to influence entrepreneurial tendencies in the current and coming generations as a solution towards unemployment problem.

scholarly journals Management of intellectual capital held by Tanzania’s higher learning institutions: Strategies and challenges

2020 ◽  
Vol 22 (1) ◽  
Author(s):  
John J. Iwata ◽  
Ruth Hoskins
Keyword(s):  
Financial Performance ◽  
Intellectual Capital ◽  
Sampling Technique ◽  
Well Being ◽  
Higher Learning ◽  
Research Approach ◽  
Structural Capital ◽  
Wide Range ◽  
Learning Institutions ◽  
Economic Well Being

Background: The economic well-being of any organisation in the world today significantly depends on the intellectual capital possessed by these institutions. However, with its richness in intellectual capital, some higher learning institutions in Tanzania are facing financial hardships.Objectives: To establish methods used by Tanzania’s higher learning institutions in managing the intellectual capital in their possession, with the focus of establishing a link between such practices and the financial performance of such institutions.Methods: This study was conducted using a multiple case study design, employing a purely qualitative research approach. Purposive sampling technique was used to involve respondents in this study. Collected data were analysed using thematic content analysis.Results: The visited institutions had a wide range of intellectual capital such as human, relational and structural capital. The intellectual capital found was managed using various methods, including careful recruitment of staff and knowledge-sharing strategies. Although the practices of managing some aspects of such capital were at a very basic level at the registry points, the practice was found to be very important for the economic well-being of the institution.Conclusion: Tanzania’s higher learning institutions possess a wide range of intellectual capital, and its management methods vary depending on the aspect of such capital. More importantly, the intellectual capital had a significant link with the financial performance of the institutions. However, the process of managing intellectual capital faced some challenges, including improper succession planning and the lack of a sharing culture.

scholarly journals Factors Influencing Trainee Career Choice in TVET Institutions in North Rift Kenya

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
Makworo Edwin Obwoge ◽  
Singoei James Kibor
Keyword(s):  
Career Choice ◽  
Random Sampling ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Higher Learning ◽  
Main Research ◽  
Current Trends ◽  
Research Findings ◽  
Market Driven ◽  
Learning Institutions

<div><p><em>Career choice has always been a very challenging venture for most students in their transition from secondary school to higher learning institutions in most countries. Many factors come to play including self-motivation, influence by peers, parents and even performance in high school examinations. In Kenya, enrolment in market driven courses like engineering and hospitality has remained below capacity despite efforts by the Kenya government to boost it. The main objective of this study was to determine the factors that influenced trainees in their career choice in TVET institutions in North Rift of Kenya with the aim of assisting TVET institutions gain strategies to address skewness witnessed in enrolment in market driven courses. Survey research design was adopted for the study. The population for the study constituted of students and TVET providers in the TVET institutions in North Rift Kenya. Stratified random sampling technique was used to group students into the respective courses undertaken in the TVET institutions and simple random sampling technique was applied to select 316 respondents proportionately from the different strata. Questionnaires were the main research instruments used in the collection of data. Data collected was analyzed using descriptive statistics in SPSS and results presented in tabular and graphical forms. The research findings showed that student’s career choice was influenced by seven main factors. Among the recommendations was that secondary schools should come up with a career sensitization programme each year to help learners be better informed on available careers and current trends in the job market.</em></p></div>

scholarly journals Teacher Computer Literacy in Selected Public Primary Schools in Ainamoi Sub-County in Kericho County, Kenya

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Beatrice Chebet Ngeno ◽  
Hellen C Sang ◽  
Carolyn Chemosit
Keyword(s):  
Teacher Training ◽  
Primary Schools ◽  
Computer Literacy ◽  
Survey Design ◽  
New Technology ◽  
Simple Random Sampling ◽  
Primary Teachers ◽  
Structured Interviews ◽  
Teacher Training Colleges ◽  
The Government

The practice of integrating education with computers has been used worldwide because of the emerging education global trends. Computer literacy in teachers plays an important role in the integration of technology in education, which favours the Kenyan education system. This study set out to determine the teacher computer literacy level in public primary schools Ainamoi Sub-County, Kericho.  A descriptive survey design was used involving 21 headteachers, 42 lower primary teachers, one ICT Expert, and CASO officer. Data were collected using structured interviews, questionnaires, and checklist observation. Purposive, simple random sampling and stratified sampling were used to sample the respondents. Data was presented in tables and percentages. The findings revealed that computer teacher training that was done in May 2015 did not cater for all the teachers in the field. This is because headteachers and only two lower primary teachers were trained from each school. It was also founded that teachers who graduated from teacher training colleges from 2009 were computer literate out of all the teachers employed by the Teachers Service Commission (TSC) after 2006. There is a need for the government to arrange the seminars and in-service programs to cater to those teachers who are already in the field but are computer noncompliant. Teachers should be ready to embrace the new technology and integrate it into teaching and learning. Teachers should have more exposure to computers and ICT facilities to enhance their computer competency. A digital computer content guide should be developed by the Kenya Institute of Curriculum Development to enhance consistent computer knowledge. Besides, teacher training colleges should provide KNEC examinable computer courses.

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