Utilization of ICT facilities in teaching and learning of agricultural sciences at Sokoine University of Agriculture, Tanzania
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Date
2024
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Sokoine University of Agriculture
Abstract
This study examined utilization of ICT facilities in teaching and
learning of agricultural sciences at Sokoine University of Agriculture,
Tanzania. The primary objective of this study was to assess the
extent to which ICT facilities are utilized by members of academic
staff in teaching and learning of agricultural sciences at Sokoine
University of Agriculture. Specifically, the study inquired about the
types of ICT facilities available at SUA for teaching and learning of
agricultural sciences. The study also determined the extent of
utilization of ICT facilities in teaching and learning of agricultural
sciences at the University. Moreover, the study described the factors
that influence the use of ICT facilities in teaching and learning of
agricultural sciences and lastly, the study inquired about the
challenges that deter instructors from effective use of ICT facilities
during teaching and learning of agricultural sciences. To achieve
these objectives, a descriptive survey design incorporating a mixed
approach of both quantitative and qualitative methods was
employed. Data were collected using questionnaires, interview
schedule and focus group discussion. The population of the study
comprised of 65 instructors from the College of Agriculture (CoA),
four Heads of Department and the Head of ICT services at the
University. Both instructors and key informants were selected
purposively and a list of instructors with a minimum of ten or more
years in teaching from the CoA was used as a sampling frame.
Subsequently, the collected data were entered into a computer,
underwent cleaning, and were then subjected to analysis. The
Statistical Package for Social Science (SPSS) version 20 computer
software was used to analyze quantitative data and qualitative data
were analyzed through content analysis. Binary logistic regression
was used determine factors influencing instructors’ use of ICT
facilities in teaching and learning of agricultural sciences at the
University. Other variables were analysed by using descriptive
statistics. Firstly, the study findings revealed that, most of the ICT
facilities were available at the university but were inadequate to accommodate the number of instructors present at the respective
departments in the CoA. The findings also revealed that, the extent
of utilization was moderate with some of the ICT facilities being over
utilized while others were underutilized. Additionally, the study
findings revealed that institutional factors (e.g.,
availability and
accessibility of ICT facilities, and technical support) and personal
factors (e.g., instructor positive attitude, sex, age and teaching
experience) play a significant role in influencing ICT utilization at the
university. Finally, the study findings disclosed that inadequacy of
ICT facilities and infrastructure, slow internet connectivity, unreliable
power supply, lack of in-service training, problems of handling large
classes, inadequacy of ICT manpower/ technical support, and lack
administrative support as challenges that deter instructors from
utilizing ICTs in teaching and learning process. The current study
confirms with the Technology Acceptance Model (TAM) developed
by Davis in 1978, as a framework to explain and predict how people
adopt and use technology, particularly ICT. The study concluded
that, although ICTs are very crucial in promoting teaching and
learning of agricultural sciences at the University, the extent of
utilization is still moderate due to various challenges such as
shortage of ICT facilities and infrastructure at departmental level,
unreliable power supply at the University, lack of in-service training,
problems of handling large classes and inadequacy of skilled ICT
manpower. Therefore, the university in keeping with its current
strategic plan and ICT policy should develop a sound long term
strategy that seeks to address these challenges while seeing to it
that, it’s properly financed and executed. In the short term the
university should carry out holistic capacity needs assessment with
the intent of addressing capacity gaps at individual, organizational
and systemic levels while bringing to light the numbers and type of
ICT
facilities
required;
offer
professional
development
programs/trainings that focus on enhancing instructors' technological
proficiency; and guarantee that alternative sources of power such as
generators and solar panels are installed across different
departments to ensure reliable power supply at the university.
Description
Dissertation
Keywords
ICT facilities utilization, Agricultural sciences, Tanzania, Academic staff