Utilization of ICT facilities in teaching and learning of agricultural sciences at Sokoine University of Agriculture, Tanzania
| dc.contributor.author | Makundi Zungu Remmy | |
| dc.date.accessioned | 2026-01-17T16:35:26Z | |
| dc.date.available | 2026-01-17T16:35:26Z | |
| dc.date.issued | 2024 | |
| dc.description | Dissertation | |
| dc.description.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. | |
| dc.identifier.uri | https://www.suaire.sua.ac.tz/handle/20.500.14820/7219 | |
| dc.language.iso | en | |
| dc.publisher | Sokoine University of Agriculture | |
| dc.subject | ICT facilities utilization | |
| dc.subject | Agricultural sciences | |
| dc.subject | Tanzania | |
| dc.subject | Academic staff | |
| dc.title | Utilization of ICT facilities in teaching and learning of agricultural sciences at Sokoine University of Agriculture, Tanzania | |
| dc.type | Thesis |