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The Contribution of Instructors’ Usability of ICT Infrastructure on Students Learning Outcomes: The Case of Selected Higher Learning Institutions in Tanzania
Full text linkHigher learning institutions in Tanzania are undergoing a paradigm shift in the delivery of academic programs, transitioning from traditional face-to-face instruction to digital platforms. In this context, instructors’ ability to effectively utilize ICT infrastructure is a critical determinant of successful education delivery and enhanced student learning outcomes. This study investigates the extent to which instructors’ ICT usability influences students’ academic performance. The study adopted a mixed-methods approach with a cross-sectional design, focusing on two higher learning institutions in Tanzania: The Open University of Tanzania (OUT) and the Institute of Accountancy Arusha (IAA). A total of 237 instructors were randomly selected to participate in the study. Data were collected using self-administered questionnaires, key informant interviews, and focus group discussions. Descriptive statistics and binary regression analysis were employed for data analysis. The findings indicate that instructors’ proficiency in using ICT infrastructure significantly influences students’ learning outcomes. The usability of ICT tools by instructors was said to account for up to 29% of the variation in learning outcomes. Key usability parameters such as operating smart screens/projectors, setting up audio equipment, and using online response clickers for quizzes and surveys showed a statistically significant and positive impact on student learning. The study concludes that instructors’ effective use of ICT infrastructure plays a vital role in enhancing student learning outcomes, particularly when core ICT functionalities are well understood and applied. It is recommended that higher learning institutions in Tanzania strengthen instructors’ competencies in ICT tools and software to optimize their impact on student learning. Additionally, education policies should mandate ICT training for instructors to align with the ongoing digital transformation in the education sector
Challenges of teaching and learning space dynamics in ever-changing climatic conditions in Secondary schools in Tanzania
Full text linkThe teaching and learning of space dynamics, which basically addresses dynamic content such as weather and climate, presents significant challenges to teachers due to its complexity and ever-changing nature. This study examines the practical experiences of teachers in navigating these challenges within the context of Tanzania. The study employed a mixed-methods research approach, and an embedded mixed research design. To collect data, the study used documentary reviews, semi-structured interviews, and open-ended questionnaires. A sample of 20 geography teachers from seven selected schools in the Dodoma Region participated in the study. The findings reveal that teachers face major constraints such as insufficient teaching resources and inadequate professional training. Moreover, the complexity of the space dynamics and teachers’ incompetence impeded the development and assessment of the intended competencies. The study further indicates that teachers and students focus on success in the national examination, at the expenses of practical application of knowledge in real-world contexts. The study concludes that without appropriate interventions, the ability of both students and teachers to effectively contribute to mitigating the adverse impacts of climate change will remain unfulfilled. To enhance the teaching and learning of space dynamics in secondary schools, it is recommended that the government should increase funding for teachers' professional development programs; and provide facilities including digital technologies to support the design and adaptation of teaching materials
Challenges of Tourism Business Partnerships in Wildlife Management Areas around Selous Game Reserve in Tanzania
No full textThis article analyses how tourism development in Tanzanians' Wildlife Management Areas (WMA) is structured based on the political-ecological factors governing African countries. The article seeks to ascertain the variables that have triggered conflicts among stakeholders in tourism business partnerships. A total of 133 household heads and 74 key informants were examined, utilising a semi-structured questionnaire and an interview guide, respectively, to gather data. The findings indicate that tourism business partnerships provide challenges to local community. Their participation in business is undermined in the WMAs due to the deprivation of the benefits from wildlife resources. It is therefore important to integrate specific community-based business strategies in the policies, which can facilitate the development of tourism and provide mutual help in Wildlife Management Areas in Tanzania
Exploring the Kagera’s Socio-economic Transformation and its Impact on Social Cohesion, A case of Kagera, Tanzania
Full text linkThis study explores the socio-economic factors contributing to family disintegration, focusing on the decline in agricultural productivity, the emergence of HIV and AIDS, and the drop in coffee prices as key influences. Through qualitative analysis and interviews with stakeholders in the Kagera region of Tanzania, it examines how these socio-economic challenges have affected family dynamics and cohesion. The findings reveal the significant impact of soil infertility on agricultural productivity, worsening food insecurity and creating economic hardships for farming-dependent families. Additionally, the fall in coffee prices has reduced household incomes, pushing families to prioritize individual survival over collective well-being, which has led to the emergence of street children and beggars in the region. By analysing the interplay between economic forces and family dynamics, this study offers valuable insights for policymakers and stakeholders aiming to address the underlying causes of family disintegration and foster resilience in communities
Determinants of Information Systems (IS) Success within Civil Society Organizations (CSOs)
Full text linkThis study investigates the determinants of Information Systems (IS) success within Civil Society Organizations (CSOs), employing the Information System Success Model (ISSM) as a theoretical framework. Using Covariance-Based Structural Equation Modeling (CB-SEM) on data from 272 Tanzanian CSOs, the study identifies system quality, information quality, service quality, and IS use as critical factors influencing success. Results reveal that system quality directly impacts both IS use and net benefits, while IS use mediates the relationship between quality factors and organizational outcomes. Surprisingly, information and service quality do not directly affect net benefits, highlighting the need for CSOs to prioritize robust system design and user engagement. The findings offer actionable insights for enhancing IS effectiveness in resource-constrained environments
Strategic Training Needs Assessment in Tanzania's Public Sector: Insights from the Addie Model at NHIF
Full text linkEffective training in the public sector requires a structured and strategic approach to identifying and addressing employee competency gaps. This study explored the application of the ADDIE model, comprising Analysis, Design, Development, Implementation, and Evaluation in guiding Training Needs Assessment (TNA) practices at the National Health Insurance Fund (NHIF) in Tanzania. Employing a mixed-methods approach, the study collected quantitative data from 152 NHIF employees and qualitative insights from 12 key informants through semi-structured interviews. Quantitative findings revealed a significant positive correlation between the Analysis phase of ADDIE and employee performance, with regression analysis confirming it as the strongest predictor of effective training outcomes. However, qualitative data highlighted key challenges, including informal and inconsistent needs analysis, generic training content, and weak post-training evaluation mechanisms. The study concludes that while NHIF’s training initiatives reflect elements of the ADDIE model, gaps in systematic analysis, content customisation, and outcome evaluation hinder their strategic impact. The findings offer practical implications for strengthening TNA frameworks in Tanzania’s public institutions and contribute to the broader discourse on human resource development in the Global South
Impediments Encountered by Female Learners in Access to Diploma Education Through Open and Distance Learning in Tanzania
Full text linkThis study investigates the gender-specific barriers that female learners face in accessing and successfully participating in distance education programmes, focusing on the Tanzanian context. Drawing on liberal feminist theory, which advocates for equal rights, opportunities, and institutional support for women, the paper examines how open and distance learning (ODL) environments address or perpetuate existing gender inequalities. Drawing on qualitative data from female students enrolled in Open and Distance Learning (ODL) programmes, this study identifies various challenges that hinder access to diploma education. These include entrenched gender roles and domestic responsibilities, reproductive obligations, patriarchal constraints, financial dependency, low self-confidence, and limited digital literacy. The findings indicate that, while ODL is designed to offer flexibility and inclusivity, it often falls short in meeting the specific needs of female learners due to persistent structural and sociocultural barriers. The analysis challenges the assumption that flexibility alone guarantees equity and instead calls for gender-responsive reforms in the design, delivery, and institutional policies governing distance education. The study concludes by recommending targeted strategies to promote gender equity in ODL, such as policy reforms, financial support mechanisms, awareness campaigns, and capacity-building initiatives. These findings contribute to ongoing debates on gender and education, highlighting the need for a feminist-informed approach to educational access and reform in developing countries
Teaching Numeracy Skills in Early Childhood Education in Mkuranga District, Tanzania: Teachers’ Practices and Challenges
No full textThe significance of the early years in shaping children's cognitive, emotional, language, and social development is widely recognised. This study investigated the numeracy teaching practices and challenges in pre-primary schools. This qualitative study was conducted in Mkuranga District, using a phenomenology design; nine (9) public schools were purposely selected for the study. The participants involved were pre-primary education class teachers who were also purposely selected. This was carried out after defining the study purpose and developing the inclusion criteria. The sample was homogeneous, as the recruited participants had similar characteristics and experiences. Participants were visited in their schools. Thematic data analysis was employed, where patterns (themes) were identified, analysed and interpreted. It was found that teachers focused on teaching children how to count numbers, addition, and subtraction. The findings revealed that teachers were not conversant with teaching numeracy skills to pre-primary children. Several challenges in relation to numeracy skills teaching, such as a lack of qualified teachers, overcrowded classrooms, changing curricula, and children’s absenteeism, were also found. The study, therefore, concludes that numeracy remains a key domain of learning, which is essential for success at school, providing a bridge to further study and work, and preparing children for future economic and social prosperity. Thus, teaching numeracy in pre-primary schools should be well structured to meet the intended goal
Impact of Corporate Governance on the Financial Efficiency of Listed Commercial Banks in Ghana
Full text linkInfluence of Participatory Project Practices on Ruwasa Project’s Performance: The Case of Ushetu District, Tanzania
Full text linkThe study investigated the influence of participatory project practices (PPP) on performance of rural water projects carried out by Rural Water Supply and Sanitation Agency (RUWASA) in Ushetu district, Tanzania. It specifically looked at the influence of participatory project planning and implementation, monitoring, and communication on project performance. Using a casual research design and a Likert rated questionnaire, the study collected quantitative primary data from 171 respondents, including 143 water users and 28 RUWASA staff. Both descriptive and inferential statistics such as Pearson correlation and multiple linear regression were used to analyse the data. The results showed a positive relationship between project performance and participatory project planning, implementation, monitoring, and communication. The multiple linear regression analysis revealed that participatory project planning and implementation had a significant positive impact on project performance. Similarly, a participatory project monitoring and communication were also found to have a positive effect on project performance. The study concluded that involving the community in project planning, implementation, monitoring, and communication can enhance the performance of RUWASA projects in terms of cost-effectiveness and sustainable clean water supply. It was recommended that community members participate in all aspects of project planning, implementation, and monitoring, and that participatory communication be prioritized to facilitate knowledge-sharing and informed decision-making