Assessing The Perceptions Of Teachers And Students On The Integration Of Technology-Enhanced Teaching And Learning In Secondary Schools In Dodoma City

Abstract

The increase in demand for technology usage has influenced many sectors, including education. However, teachers’ and students’ perceptions have a great impact on the effectiveness of technology-enhanced teaching and learning. Therefore, the purpose of this study was to assess teachers’ and students’ perceptions of the use of technology-enhanced teaching and learning and find out if there was an association between teachers’ and students’ demographic characteristics and their perceptions of technology use in teaching and learning. A cross-sectional design was used to gather information from the field. Secondary school teachers and students in Dodoma City constituted the study population. 83 teachers and 393 students from 10 secondary schools were selected purposefully. The self-administered questionnaire was used to gather data from both categories (teachers and students). The data was analyzed by using percentages and statistical tests, including Chi-square goodness of fit and one-way ANOVA, to determine the association and relationship between teachers’ and students’ perceptions in relation to the selected demographic characteristics. The study found that teachers and students have positive perceptions of the use of technology in teaching and learning in public secondary schools. Furthermore, it was found that the education level of teachers, the class of students, and the age of teachers influenced the perceptions of the use of technology in teaching and learning. The study recommended that the government should ensure pieces of training for teachers, motivation, and a conducive environment for the use of technology in teaching and learning in secondary schools.