Abstract
<p class="Style2">Tanzania is faced with a severe shortage of qualified in-service school science and mathematics teachers. While science and mathematics account for 46% of the curriculum, only 28% of teachers are qualified to teach these subjects. In order to overcome this challenge, the Ministry of Education and Vocational Training (MoEVT) implemented a project to use multimedia-enhanced content to upgrade subject content knowledge of science and mathematics teachers in secondary schools. A total of 70 topics and 147 subtopics were developed and enhanced with various multimedia elements. The content was used to train 2,000 in-service science and mathematics teachers from secondary schools in 19 selected centers countrywide. However, the presence and availability of this content does not automatically guarantee that teachers will use them. For this content to improve teachers’ subject content knowledge, they must be accepted and used by teachers in secondary schools. This study examines factors affecting teachers’ acceptance and prolonged use of developed multimedia-enhanced content using the extended Unified Theory of Acceptance and Use of Technology (UTAUT2) as a research framework. A sample of 1,137 teachers out of 2,000 was collected and tested against the research model using regression analysis. With exception of <em>performance expectancy</em>, all other factors had a statistically significant effect on teachers’ acceptance and use of the developed content. The government and other stakeholders can use these findings to develop strategies that will promote acceptance and use of the developed content in secondary schools in Tanzania.</p>
Highlights
Factors Influencing Teachers’ Use of Multimedia Enhanced Content in Secondary Schools in Tanzania Mtebe, Mbwilo, and KissakaIn recent years, there has been an increasing interest in the development and use of multimediaenhanced content to enhance the quality of teaching and learning
The results show that performance expectancy did not have significant effect on teachers’ behavioral intention to accept and use of multimedia-enhanced content
This study examined factors influencing the continual use of developed multimedia-enhanced content in secondary schools in Tanzania
Summary
Factors Influencing Teachers’ Use of Multimedia Enhanced Content in Secondary Schools in Tanzania Mtebe, Mbwilo, and KissakaIn recent years, there has been an increasing interest in the development and use of multimediaenhanced content to enhance the quality of teaching and learning. Factors Influencing Teachers’ Use of Multimedia Enhanced Content in Secondary Schools in Tanzania Mtebe, Mbwilo, and Kissaka. Studies have indicated that the appropriate use of multimedia-enhanced content in educational context provides several benefits. They can help to improve students’ understanding of instructional materials (Lee, Hsiao, & Ho, 2014). They can simulate real processes such as motion, diffusion, or bonding atoms and allow learners to execute virtual experiments that would be dangerous and costly to be conducted in a school laboratory (Hennessy, Deaney, & Ruthven, 2006)
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