Browsing by Author "Rimba, Catherine"

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    Teachers’ beliefs and their espoused use of ICT in teaching and learnng science and mathematics in secondary schools in Kibaha district
    (University of Dar es Salaam, 2020) Rimba, Catherine
    The purpose of this study was to examine “teachers’ beliefs about the use of ICT and their espoused use of ICT in teaching and learning of Science (Physics, chemistry, Biology) and Mathematics in secondary schools’. The sample was selected from 15 secondary schools located in Kibaha district. The study employed cross sectional survey research design. The study aims to address the following objectives: to examine teachers ‘ beliefs about the use of ICT in teaching and learning of Science and Mathematics, to examine teachers’ espoused use of ICT in teaching and learning of Science and Mathematics, to establish the relationship between teachers ‘beliefs about the use of ICT and their espoused used of ICT in teaching and learning of Science and Mathematics and to assess the effect of teachers’ beliefs about ICT use in teaching and learning of Science and Mathematics. Findings showed that teachers’ beliefs about ICT use depend on perceived ease of use in teaching and learning of Science and Mathematics. Further, the perceived ease of use enhance espoused use of ICT in teaching and learning such as teachers use ICT as a tool that enhance, enrich and deepen teaching skills during teaching and learning of Science and Mathematics. Also there was a strong relationship between teachers’ beliefs about ICT use and their espoused use of ICT in teaching and learning of Science and Mathematics through influential variables: perceived usefulness, perceived ease of use, subjective norms and technological complexity. Finally , teachers’ beliefs about ICT use were found to reinforces at secondary schools. Overall, the study concluded that teacher’s beliefs about ICT use depends on perceived ease of usewhich has effects on espoused use of ICT in teaching and learning of Science and Mathematics at secondary schools. The government of Tanzania should make ICT training mandatory in teachers’ education colleges in order to enhance positive beliefs about ICT use and those beliefs indicate espoused use of ICT in teaching and learning of Science and MATHEMATICS. The study was carried out in Kibaha district secondary schools. There is a need for this study to be done in other districts in Tanzania so as relate the results that influencing teaches’ beliefs about the use of ICT and their espoused use of ICT in teaching and learning of Science and mathematics at secondary schools.