Browsing by Author "Mtebe, Joel"

Now showing 1 - 11 of 11
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    Assessing Electronic Medical Record System Implementation at Kilimanjaro Christian Medical Center, Tanzania
    (2018) Mtebe, Joel; Nakaka, Ronald
    Hospitals in sub-Saharan Africa countries have been investing heavily in electronic medical records (EMR) systems aiming at improving patient safety, healthcare quality, and transforming the healthcare industry. Similarly, the Kilimanjaro Christian Medical Centre (KCMC) has been implementing various EMR systems in the past few years. However, the implementations of these systems have not been successful like in many hospitals in sub-Saharan Africa
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    A Critical Review of e-Learning Research Trends in Tanzania
    (Journal of Learning for Development - JLD4, 2018) Mtebe, Joel; Raphael, Christina
    This study investigated research trends on eLearning implementation in Tanzania from 2007 to 2017. A total of 74 articles from electronic databases, conference proceedings, and selected electronic journals were reviewed. Using content analysis, the study found that there is an increasing interest in eLearning research with the majority of studies conducted by researchers from three universities. Students was found to be the most studied population group while quantitative research design being the most preferred research design. It was also revealed that mobile and game based learning were the least investigated eLearning technologies despite the proliferation of mobile telephony in Tanzania. Internet access and lack of support were the most ranked challenges hindering eLearning implementation in Tanzania. This study will also help policy makers to promote further research in areas where the research gaps have been identified and find interventions to overcome barriers that hinder eLearning implementation in Tanzania.
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    A Critical Review of eLearning Research Trends in Tanzania
    (2018) Mtebe, Joel; Raphael, Christina
    This study investigated research trends on eLearning implementation in Tanzania from 2007 to 2017. A total of 74 articles from electronic databases, conference proceedings, and selected electronic journals were reviewed. Using content analysis, the study found that there is an increasing interest in eLearning research with the majority of studies conducted by researchers from three universities. Students was found to be the most studied population group while quantitative research design being the most preferred research design. It was also revealed that mobile and game based learning were the least investigated eLearning technologies despite the proliferation of mobile telephony in Tanzania. Internet access and lack of support were the most ranked challenges hindering eLearning implementation in Tanzania. This study will also help policy makers to promote further research in areas where the research gaps have been identified and find interventions to overcome barriers that hinder eLearning implementation in Tanzania.
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    Development of Digital Diary for Enhanced Parental School Involvement in Tanzania
    (2018-08) Jeremiah, Sekione; Mtebe, Joel
    The study examined the use of digital diary as a tool for enhancing parental school involvement in Tanzania. The development of the digital diary followed eXtreme Programming agile method where 87 parents and 6 teachers from St. Florence school were involved. Parents and teachers were given six months to use the tool before testing for its effectiveness using data from 7 teachers and 156 parents through semi-structured interviews and questionnaires respectively. The study found that the majority of respondents (84.4% of parents and 96.7% of teachers) indicated that the digital diary was useful tool as enabled them to track children’s progress via their smartphones. Moreover, computer generated reports showed that messages to/from parents were delivered with approximately 90% success rate. This research argues for schools to adopt and use digital diaries for easy, engaging, and effective for better parental school involvement
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    Eliciting in-service teachers’ technological pedagogical content knowledge for 21st century skills in Tanzania.
    (Journal of Learning for Development, 2018) Mtebe, Joel; Raphael, Christina
    The Tanzania Vision 2025 articulates the country's aspiration of becoming an industrialized and middle-income country by 2025. The education sector, which is the main driving force towards realizing this goal, is expected to bring about the right mix of high-quality skills for the rapid development of quality and adequate human resources. The kind of revolution needed is nevertheless impossible if teachers are not equipped with the necessary skills to bring in the desirable changes. This study adapted Technological Pedagogical Content Knowledge (TPACK) for 21st-Century skills to investigate teachers’ competence levels of 21st-Century skills using self-reported survey and classroom observations from a sample of 132 teachers in 20 schools in Pwani and Morogoro regions. The study found out that many teachers have moderate self-reported confidence in all TPACK elements with technology. Conversely, teachers self-reported confidence levels in content knowledge, pedagogical knowledge, and pedagogical content knowledge was found to be high. The findings from this study provides valuable insights on how teachers use ICT to prepare students for 21-Century skills capable of supporting the country’s efforts towards developing an industrial economy
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    Eliciting In-service Teachers’ Technological Pedagogical Content Knowledge for 21st-Century Skills in Tanzania
    (2018) Mtebe, Joel; Raphael, Christina
    The Tanzania Vision 2025 articulates the country's aspiration of becoming an industrialized and middle-income country by 2025. The education sector, which is the main driving force towards realizing this goal, is expected to bring about the right mix of high-quality skills for the rapid development of quality and adequate human resources. The kind of revolution needed is nevertheless impossible if teachers are not equipped with the necessary skills to bring in the desirable changes. This study adapted Technological Pedagogical Content Knowledge (TPACK) for 21st-Century skills to investigate teachers’ competence levels of 21st-Century skills using self-reported survey and classroom observations from a sample of 132 teachers in 20 schools in Pwani and Morogoro regions. The study found out that many teachers have moderate self-reported confidence in all TPACK elements with technology. Conversely, teachers self-reported confidence levels in content knowledge, pedagogical knowledge, and pedagogical content knowledge was found to be high. The findings from this study provides valuable insights on how teachers use ICT to prepare students for 21-Century skills capable of supporting the country’s efforts towards developing an industrial economy.
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    Feasibility of cloud computing implementation for eLearning in secondary schools in Tanzania
    (2018-05) Mwakisole, Kennedy; Kissaka, Mussa; Mtebe, Joel
    This article assessed the feasibility of implementing eLearning systems in a cloud-based infrastructure for secondary schools in Tanzania. The study adopted questionnaire and document reviews as data collection tools. A total of 820 students successfully returned the questionnaire from seven secondary schools in Tanzania. The study found that 11% of government secondary schools had computer labs with 20.1% of them connected to the Internet. Moreover, more than half of surveyed students (56.6%) had access to mobile phones at home with 53.5% using the phones to access the Internet. However, the study found that the cost of the Internet had remained unaffordable to many students. This study shows that eLearning implementation in the cloud for secondary schools in Tanzania is feasible. This research will serve as a base for future studies that plan to implement eLearning systems to enhance teaching and learning in secondary schools in Tanzania.
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    Investigating Secure Implementation of Government Web based Systems in Tanzania
    (2018-08) Kondoro, Aron; Mtebe, Joel
    The government of Tanzania has been adopting various webbased systems to improve public services to its citizens. With these systems being online, security and privacy have started to play a key role. Many systems use HTTP over Transport Layer Security (HTTPS) to secure their web front ends. However, many HTTPS implementations still suffer from several security and privacy problems. This study investigated the security of HTTPS implementations government webbased systems in Tanzania. Using a sample of 74 government web-based systems, an automated tool testssl was used to check for well-known HTTPS/SSL vulnerabilities, configuration mistakes, support for outdated and vulnerable protocols, and adherence to HTTPS best practices. Results show that 43% of web systems have serious HTTPS security issues due to vulnerabilities, and configuration mistakes. These issues can lead to system com- promise, disclosure of sensitive information, and loss of privacy to citizens. The study highlights these security issues that may have been overlooked and offers suggestions that may prevent them in the future
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    Key factors in learners’ satisfaction with the e-learning system at the University of Dar es Salaam, Tanzania
    (2018) Mtebe, Joel; Raphael, Christina
    This study aimed to identify key factors that have an influence on learners’ satisfaction with the e-learning system at the University of Dar es Salaam, Tanzania, using a modified, updated DeLone and McLean (D&M) (2003) model. The research model was tested against regression analysis using a sample of 153 enrolled students. The study found that system quality, instructor quality, and service quality had a significant positive effect on learners’ satisfaction, with service quality being the strongest predictor. However, course quality was found to have no significant effect on learners’ satisfaction with the e-learning system. The findings from this study will help institutions that are planning or implementing e-learning systems to enhance learners’ satisfaction and, consequently, increase systems success. The implications of these findings are discussed.
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    Redesigning local games to stimulate pupils’ interest in learning numeracy in Tanzania
    (2018-12-31) Godfrey, Zitto; Mtebe, Joel
    The lack of interest and negative attitude in learning mathematics have been described as one of the causes for the continue poor performance of the subject in primary schools and beyond in Tanzania. Despite several government’s efforts to improve pass rate of mathematics, the use of digital games has not been well adopted. This study redesigned local games played by Tanzanian children all over the country into digital games for the aim of stimulating interest of pupils in learning numeracy skills. Three games: Ruka Kamba, Manati, and Kombolela were developed using eXtreme Programming practices and elements of game design for learning proposed by Plass et al. (2015). The developed games were piloted at Mlimani primary school with 111 pupils using direct observation and questionnaire, and 12 teachers using focus group interviews. The study found that the majority of children indicated that developed games are enjoyable, fun, and easy to play. Nonetheless, some few usability problems were identified during observation and are discussed. Similarly, teachers indicated that the developed games were pedagogical effective having content and skills necessary for improving numeracy skills both for self-learning and in the classroom. This study has demonstrated that local games can be redesigned into digital form and be used for stimulating interest of pupils in learning numeracy skills in developing countries
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