Learning Institutions In Tanzania Research Articles

An Online Collaborative Discussion Platform for Bridging a Technological Reliance Gap in Higher Learning Institutions in Tanzania

An Online Collaborative Discussion Platform for Bridging a Technological Reliance Gap in Higher Learning Institutions in Tanzania

Building Blocks for Eco-efficient Cloud Computing for Higher Learning Institutions in Tanzania

Building Blocks for Eco-efficient Cloud Computing for Higher Learning Institutions in Tanzania

Service Quality Variables for Assessing Students’ Satisfaction in Higher Learning Institutions: Evidence from Empirical Literature Review

The relationship between service quality and students’ satisfaction is an important aspect to be observed by Higher learning institutions in order to promote students’ enrolment. Service quality influences the students’ satisfaction and it is a prerequisite for increased number of graduates and hence educated people in any country. Parasuraman et al. (1988) argued that the assessment of the customers’ overall superiority of service offered is based on service quality. This paper discusses the relationship between service quality and university students’ satisfaction from empirical literature review. The objective of this paper was to assess the influence of service quality on students’ satisfaction basing on studies conducted in various countries in the world. The findings are, to the authors’ best knowledge that few studies have been done to assess the influence of service quality on students’ satisfaction in Tanzania. The study recommends that there is a need to conduct more studies in higher learning institutions in Tanzania.

Paradigm Shift in Teaching Communication Skills Course in a Tanzanian University: An assessment and Lessons for Other Universities

Communication Skills Courses (henceforth CSCs) are offered in many universities and other higher learning institutions in Tanzania. The CSCs were designed to enable students cope with their university studies. Besides CSCs, remedial English courses became an additional component because the language proficiency of undergraduate students was often found to be too low at the time of joining the university In the University under study, English remedial courses started to be offered in tandem with CSCs to all first year undergraduate students. However, over the years, since the introduction of the course, examiners have been concerned that the two tier CSCs arrangement has had little impact in improving English language proficiency and academic literacy among students. Accordingly, the Language Department at the University under reference took many measures redress the situation. These efforts amounted to a paradigm shift in the teaching of CSCs at the University. It is over two full academic years since the adoption of the new approach. The current study therefore aimed at assessing the implementation of the new approach. Specifically, the study wanted to find out how successfully the new approach has been in meeting the objectives of the changing trends in the teaching of English towards more communicative approaches in what is referred to here as paradigm shift. The data for this study were collected at one of the universities in Tanzania in the 2016/2017 academic year following a qualitative evaluation of the participants’ perceptions, involvement, achievement, classroom observation, and documentary review. The study followed a communicative framework by Jacobs and Farrell, to assess the implementation of these elements in the new approach. The findings indicated few successes of the new approach especially in the area of curriculum integration where the concept of spiral and non-linear arrangement of topics proved effective in students learning. However, there were many challenges in the implementation of the new approach in the context of University under study and Tanzania generally, and revolved around large sizes, learner cantered, reading habits and critical thinking skills. The paper recommends that universities should invest in self-learning resource centres as additional avenues for learning outside classroom, encourage reading culture, and build capacity in handling large classes. Others include collaborating with pre-university institutions especially secondary schools in working out common mechanism of addressing the problem through exchange of experience and best practices.

Virtual labs versus hands-on labs for teaching and learning computer networking: A comparison study

The purpose of this study was to determine the effectiveness of simulation approach (virtual labs) versus hands on labs approach for teaching and learning computer networking skills in Higher Learning Institutions in Tanzania. The study was conducted at Sokoine University of Agriculture. The theoretical framework which guided this study is Experiential Learning Theory. Experiments were conducted involving configuring Virtual LAN using simulation and hands on Lab approach for teaching and learning. The experiment involved control group and experimental group. In a control group students were taught using Hands on Lab approach while in experiment group students were taught using Simulation approach. In a control group, students were able to configure VLAN and verify or troubleshoot the connection while in the experimental group students configured VLAN with difficulty and failed to verify the connection. From the analysis of data obtained from instructors, it was found that simulation approach is used to a greater extent compared to hands on labs. The reason for this is because of the shortage of tools and hence, instructors rely mostly on the use of simulation approach. Furthermore, students considered both simulation and hands on lab approaches as useful teaching methods to enhance teaching and learning of computer networking skills. Students preferred hands on lab approach to be used over simulation approach due to different reasons including: hands on lab approach enables students to acquire practical or concrete skills and problem solving skills compared to simulation approach. Therefore from the results of this study, hands on lab approach is more effective for imparting practical and problem solving skills, knowledge and competency to students compared to simulation approach.

Adoption of Web 2.0 Tools as Learning Instrument in Tanzania Higher Education. Where are WE?

__________________________________________________________________________ Abstract: This research paper investigated the awareness, the use and factors hindering the adoption of web 2.0 tools for academic knowledge creation and sharing in higher learning institutions in Tanzania. Structured questionnaires were used to collect data from the targeted respondents (i.e. lecturers and students). Findings from the study revealed that majority of both students and lecturers are very much aware of the different web 2.0 tools, however the academic use of web 2.0 tools is still very limited as opposed to developed nations. This implies that adoption and use of web 2.0 tools still have a long journey before holding its ground in higher learning institutions in Tanzania. Factors hindering the adoption and educational use of web 2.0 tools were established in the study whereby the critical issue identified was the lack of institutional support and strategies to use web 2.0 tools among the stakeholders. It was therefore recommended that institutions formulate policies and strategies that will guide and support the adoption and uses of web 2.0 tools in the higher learning environment because both students and lecturers were very much interested to learn and adopt web 2.0 tools for education use.

Learning Management Systems in Higher Learning Institutions in Tanzania: Analysis of Students’ Attitudes and Challenges towards the use of UDOM LMS in Teaching and Learning at the University of Dodoma

A number of higher learning institutions in Tanzania have implemented Learning Management systems (LMSs) to manage online teaching and learning. However, effective use by both learners and instructors has been hindered by many challenges. This paper analyzes the students’ attitude towards the use of such systems with a focus on the University of Dodoma (UDOM). An online questionnaire was administered to sixty students from three different colleges who took different courses delivered in blended mode, with an online component through the University of Dodoma Learning Management System (UDOM LMS). The study found out that among the factors that hindered the use of the system, lack of skills to use the system and network issues were the key one. Students used their own laptops and mobile devices (mobile phones and tablets) to access the system. Students preferred being connected to the Internet using wireless modems than going through the college Local Area Network (LAN). To improve the use of the system, students suggested on improving the University network and training users on how the system works. There were also other suggestions such as uploading course materials and assessment activities on time, improving power outages and connectivity, and introducing Distance Learning programmes.

Determinants of Students’ Academic Performance in Higher Learning Institutions in Tanzania

Determinants of Students’ Academic Performance in Higher Learning Institutions in Tanzania Orestes Kapinga, Jaqueline Amani Abstract A cross-sectional survey was opted to investigate the determinants of academic performance among undergraduate students at Mkwawa University College of Education in Tanzania. A random sample of 304 first year students in the academic year 2014/2015 was selected for the survey. The study used secondary sets of data including students’ academic performance in terms of Grade Point Average, entry points, grades of communication skills, and background information which included participants’ age, sex and degree programmes. The data were analysed quantitatively using SPSS version 20. The results show a positive and significant relationship between entry points and final academic performance: r = .201, n=304, p < .05. This means that higher levels of entry points are associated with higher scores of students’ academic performance. Also, there was a positive correlation between performance in communication skills and students’ academic performance: r = .451, n=244, p < .05. However, gender did not have any significant impact to either final academic performance or communication skills scores. Furthermore, the analysis from one-way between groups analysis of variance showed that the choice of degree programme has significant impact on students’ final academic performance. With regard to scores in communication skills, no significant difference was found in respect of students’ degree programme. This study concludes that academic performance in higher learning institutions is partly determined by how well students achieve at pre-university level, personal determination and social-economic factors. Recommendations for both theory and practice are given for considerations. Full Text: PDF DOI: 10.15640/jehd.v5n4a8

Mainstreaming ICT Mobile in Teaching Large Classes in Higher Learning Institutions in Tanzania: The Case of Ardhi University

Mobile learning is part of a new learning landscape created by the availability of technologies supporting flexible, accessible, personalized education. With the increasing demand of over enrolment of students in higher learning institutions (HLI) around the world teaching of large classes has become an issue that requires close attention. This study was conducted to generate evidence for proposing solutions on how to mainstream mobile ICT technology and facilities in teaching and learning in expanding large classes in the higher learning institutions in Tanzania. A structured self-administered questionnaire was used to collect data. Random sampling was used for the selection of respondents. Study population consisted of 120 first to fifth year students. Generally, the findings of the study showed that most students (90.7%) are capable of using ICT facilities, 90% of the students agreed that the ICT facilities in the university need to be updated to suffice the demand posed by large classes as well as catch up with the increasing pace of Information and Communication Technology. The majority 96.9% use internet for studying purposes. Moreover, a small number of respondents 14% pointed out that the ICT facilities used are excellent. Furthermore, the results highlighted the challenges faced by students when taught in large classes.Based on the findings the HLI management can improve upon usage of mobile ICT technology in teaching large classes by increasing the ICT budget, setting clear rules to ensure students are taught using ICT facilities and include laptop/computer as a mandatory faculty requirement to students.

Determinants of Students’ Academic Performance in Higher Learning Institutions in Tanzania

Determinants of Students’ Academic Performance in Higher Learning Institutions in Tanzania

Effect of Entrepreneurship Education on the Entrepreneurial Behaviour: The Case of Graduates in the Higher Learning Institutions in Tanzania

Entrepreneurship education is so important in shaping and imparting entrepreneurial attitudes among graduates of the higher learning institutions. With this fact several higher learning institutions have decided to either establish entrepreneurship educational programmes or mainstreaming entrepreneurship modules into their curricular. Despite all these efforts few graduates engage on entrepreneurship activities. Therefore the study focused on assessing the effect of entrepreneurship on entrepreneurial behavior. Data were collected by using questionnaire from 233 Institute of Social Work graduates while descriptive statistics i.e., percentages and Mann Whitney U test were used in data analysis. The results indicate the positive effect of entrepreneurship education on entrepreneurial behavior. Additionally, the study recommends that every student must study entrepreneurship and it should be linked to students' academic specializations.

Justifications for Undertaking Marketing Orientation Studies in Higher Learning Institutions in Tanzania

This paper was written with the major aim of presenting a number of issues which justify the undertaking of marketing orientation studies in Tanzania Higher Learning Institutions (HLIs). It was also the intention of the authors to give a brief picture of marketing practice in Tanzania environment and on the higher learning institutions. The information used in this paper was mainly collected through review of literatures on articles which focused on marketing orientation and higher learning institutions. The review of literature revealed that different aspects including challenges facing HLIs, sectoral variation, geographical concentrated literatures, qualitative based studies, review of literature based studies, single informants responses, small samples problems and limited responses limitations are major issues justifying undertaking a marketing orientation study in Tanzania HLIs.