Browsing by Author "Mtega, Wulystan P."

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Factors influencing access to agricultural knowledge: The case of smallholder rice farmers in the Kilombero district of Tanzania
(AOSIS, 2016) Mtega, Wulystan P.; Ngoepe, Mpho; Dube, Luyanda
Background: Access to agricultural knowledge is important in transforming livelihoods of those relying on agriculture for a living and in enhancing food security. This access to agricultural knowledge is influenced by infrastructure needed for information dissemination. However, information infrastructure is not uniformly distributed within and between countries. It is because of this that some of the farming communities are information rich while others are information poor. In Tanzania, the agricultural sector is characterised by poor research-extension-farmers linkage and inaccessibility of agricultural knowledge at farm level Objective: The study investigated the factors influencing access to agricultural knowledge among smallholder rice farmers in the Kilombero district of Tanzania. Specifically, the study identified categories of agricultural knowledge needed by farmers, determined how farmers access agricultural knowledge, and assessed the factors limiting the accessibility of agricultural knowledge among rice farmers in the Kilombero district. Method: Quantitative data were collected via semi-structured questionnaires administered face-to-face with rice farmers, community leaders, and agricultural agents in four villages at the Kilombero district of the Morogoro region in Tanzania. Results: The key finding indicates that farmers accessed and used agricultural knowledge in undertaking agricultural activities. It was further revealed that the level of acquisition of agricultural knowledge increased with an increase in age. Farmers needed agricultural knowledge on land preparation, seed selection, and rice planting, while few acquired knowledge on agricultural markets. Among the agricultural knowledge sources used, demonstration plots and agricultural extension agents were found to be used by the majority of the farmers. It was also found that a limited number of demonstration plots, late delivery of information services, a limited number of agricultural extension agents, and poor information and communication technologies infrastructure hindered access to agricultural knowledge among rice farmers in the district. Conclusion: A strong public–private partnership is needed to enhance access to agricultural knowledge in rural areas. In this regard, the government should set up policies and strategies that motivate private sector investment and involvement in provision of agricultural knowledge in rural areas. The private sector should extend their agricultural-related activities to most rural areas so that more people can have access to agricultural knowledge.
The prospects of Web 2.0 technologies in teaching and learning in higher learning institutes: The case study of the Sokoine University of Agriculture in Tanzania
(Knowledge Management & E - Learning, 2013-12) Mtega, Wulystan P.; Benard, Ronald; Dettu, Matulanya
The study investigated the perceptions of students and lecturers on Web 2.0 as learning and teaching tools. It identified the commonly used web 2.0 tools; determined how the tools facilitate teaching and learning; assessed the appropriateness of features of the commonly used web 2.0 tools in teaching and learning and; determined the challenges associated with the usage of the tools in teaching and learning in higher education environments. The study was conducted at the Sokoine University of Agriculture (SUA) in Tanzania; it employed combined research designs where both qualitative and quantitative designs were used. Stratified sampling techniques were employed to select respondents from the different strata namely students (undergraduate and postgraduate) and teaching staff. Structured questionnaires were distributed to 120 students and 50 teaching staff who were randomly selected from each stratum. Findings show that blogs, Facebook, Wikis, Google drive and YouTube were used for teaching and learning at SUA. However, the level of usage of Web 2.0 tools for non academic activities was higher than for academic purposes. It is concluded that that not all tools and applications were suitable for teaching and learning. It is recommended that students and staff should be trained on how to use Web 2.0 tools in teaching and learning. Institutes should promote the usage of such tools because some of them have suitable applications for teaching and learning. Developers of Web 2.o tools should incorporate more applications that may help teaching staff to supervise and assist students in the learning process.
The state of rural information and communication services in Tanzania: A meta-analysis
(International Journal of Information and Communication Technology Research, 2013-02) Mtega, Wulystan P.; Benard, Ronald
The study investigated the factors influencing accessibility of rural information services in Tanzania. Specifically the study identified the types of information services provided in rural areas; identified the sources of information used by rural people and determined the barriers to accessibility of information services in rural areas in Tanzania. The study employed a meta-analysis methodology where studies on information services in rural areas in Tanzania were analysed. Findings of the analysis were then compared and contrasted to see the similarities and differences. It was found that there were several information sources used in rural areas ranging from simple face to face communication to modern interactive ICTs including the mobile phones. Despite the availability of a number of information sources, several factors limited the accessibility of information services in rural areas. Findings show that high illiteracy levels, poor/unreliable information infrastructure, low income, lack of electricity and high cost of ICTs have limited the accessibility of information services in rural areas. Others factors including the use of difficulty languages when repackaging information, lack of time to access information and geographical isolation to have also limited some from accessing information services in rural areas. The study recommends that in-order to improve the access to information services in rural areas, it is important to deal with both individual and institutional factors which limit access to information. It is also important to conduct audience research oftenly that appropriate information can be delivered to the right people.
Using mobile phones for teaching and learning purposes in higher learning institutions: the case of Sokoine University of Agriculture in Tanzania
(Sokoine University of Agriculture, 2012) Mtega, Wulystan P.; Bernard, Ronald; Msungu, Andrew C.; Sanare, Rachel
The study investigated how mobile phones have been used for teaching and learning purposes in higher learning institutions in Tanzania. Specifically the study assessed how mobile phones facilitated the teaching and learning process, identified the mobile phone applications used for teaching and learning, determined the types of learning activities facilitated through mobile phones and assessed the common limitations of m-learning in at Sokoine University of Agriculture (SUA). The study employed a survey where teaching staff and students from faculties and institutes hosting academic programmes were involved. A total of 30 teaching staff and 40 students were randomly selected and included in the study. In-depth interviews, observations and questionnaire were used for data collection. It was found that majority of the respondents used their mobile phones for teaching and learning process. It was found that most respondents reported to use traditional mobile learning applications including text messages and calls. Few respondents had smart phones with a number of m-learning applications most of them being teaching staff. These were able to create upload, download and share academic resources through their smart phones while others recorded and stored files in their phones. It was also found that among teaching staff many were not aware of the capacity of their mobile phones such that they underutilized them. Costs associated with downloading multimedia content was another constraint which limited some respondents especially students from using phones for learning purposes. More than that, users were forced to use SMART/VISA cards for buying online mobile applications of which most respondents were not aware of.