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Mobile Phone as a Tool for Enhancing Teaching and Learning in Public Secondary Schools in Tanzania A case of selected Public Secondary Schools in Kinondoni Municipality, Dar Es Salaam, Tanzania

Felister Noah Masasi*, Evaristo A Mtitu and Mary Ogondieki

Faculty of Education, Tanzania

*Corresponding author: Felister Noah Masasi, Faculty of Education, Tanzania

Submission: May 04, 2022;Published: May 31, 2022

DOI: 10.31031/NRS.2022.11.000758

Volume11 Issue2
May, 2022

Abstract

Application of electronic devices including mobile phones in teaching and learning practices has been widely adopted in various learning levels in Tanzania. This study attempted to assess the role of mobile phone towards enhancing teaching and learning in public secondary schools in Kinondoni Municipality in Dar es Salaam region, Tanzania. The study used the survey research and exploratory research designs. The study sample comprised of teachers (91), students (100) for quantitative data and for qualitative data; heads of school (10), DEO (1), teachers (10), students (10) and quality assurers (2). Data were collected through questionnaires, and interview. The study findings revealed that mobile phone is useful in teaching and learning in secondary schools, but its usefulness is limited by running cost, lack of or unreliable ICT infrastructure like internet services and electricity. Negative attitude from some teacher was also found to be a hindrance to students’ use of mobile phones in classrooms. For improvement of the provision of quality education, through the use of mobile phone in teaching and learning in secondary schools, stakeholders should play their party in enhancing the effective use of mobile phone in teaching and learning in secondary schools. Students and teachers should access education on the use and importance of using mobile phones. Education authorities in the country should ensure that schools have effective and reliable ICT infrastructure to enhance effective use of mobile phone in teaching and learning.

Keywords: Keywords:Mobile phone; Teaching and learning; Public secondary schools

Introduction

Background of the study

The rapid increase in the use of science and technology has transformed the way we perform our tasks including teaching and learning. Today, ICT seems to dominate the classroom processes especially in the developed economies [1]. In developing economies like Tanzania, ICT use in education has been a daily emphasis [2]. Different projects are undertaken just to assess the viability of technology integration in education especially in teaching and learning. Mobile phone use in teaching and learning is now taken as a central focus to evaluate its practicality in influencing teaching and learning. The device may be supportive in science and art subjects. As Twum [3] observes, mobile phone can be used to access reference applications which can assist students to learn chemical formulae and observe the way chemical reactions take place while in language studies it can be used to can enhance the teaching and learning of vocabulary. Teachers can also use mobile phone to, owing to their tight schedule to connect to training opportunities so as to learn at the time and place of their convenience. In so doing, they may promote their carrier performance and professional growth [4].

As a technological tool, mobile phone is used as an instrument for enhancing development in various sectors, including education [5]. Mobile phone provides an opportunity for teachers and students to access and share a variety of teaching and learning materials ubiquitously [6]. Additionally, mobile phone enhances teachers’ professionalism and career performance in diverse contexts [7]. The integration of mobile phone technology in teaching and learning is mainly intended to support the learning process. This is to be done through enhancement of learner’s mobility, portability and personalized learning.

The use of technology in the classroom provides greater opportunities for deeper foundations of knowledge than it is done through traditional model of teaching and learning. Technology creates and supports more effective learning environments. It allows students to find, recognize and evaluate content. Specifically, the Internet technology provides communication and discussion on a wide variety of topics with a broad range of people [8]. The use of mobile phone integrates technology in the classroom to provide students with the opportunity to share knowledge with students from other schools. This sharing of knowledge as observed by Web-based Education Commission, (2000), ensures clarity and accuracy in learning. Students produce higher quality projects and comprehend the subject matter when actively engage in online learning resources [8].

Jin [9] conducted a study on the potential use of mobile device in selected public senior high schools in Manila, Philippines. The study applied a descriptive research design with mixed method approach. The results revealed that many students use smartphones not for educational purposes but for pleasure and entertainment. They were found to use their social media accounts. Thus, the use of mobile phone in teaching and learning was helpful neither to students nor for teachers. The students were not focusing on their instructional topics during discussion as they were inclined to play games and use mobile devices for Facebook leisure. Students preferred lectures than the mobile phone device. As part of the rules and regulations, the implementation of the use of mobile devices during class hours was restricted as the result they were rarely used

A study by Kajumbula (2006) in Makerere University found that mobiles phones were used by students for learning and teaching; for example; students can know whether their marks are missing, dates for tutorials, venues and meeting times with research supervisors. Kafyulilo [10] adds that, although mobiles phones are the most accessible technological tools in schools and colleges their use in teaching and learning is among the lowest both in Tanzania. It is unknown why the mobile phone usage is low. In some mobile learning applications currently available, mobile features are being utilized for various educational practices include the use of Short Message Services (SMS), GPS, camera, browsing, downloading, Bluetooth, Wi-Fi, voice calls and gaming [11-13]. Ferry [14] describes that modern mobile phones can be used to help students to access web based contents, remix it, share it,collaborate with others and create media rich deliverable for the classroom teachers as well as global audience. The rapid growth of access to mobile phones around the world and in Africa and Middle East regions in particular have a potential of improving teaching, learning and institutional efficiencies to enable national education system transformation. According to Cui [13], universities in United Kingdom (UK) have made the use of mobile phones to store and retrieve information such as e-books, instructional materials, reviewing students’ marks thus making teaching and learning practices more effective.

The study done by UNESCO [7] has shown that mobile learning projects in South Africa have been used to improve teaching system especially teaching biology subjects. Furthermore, the study conducted by Utulu [15] in Nigeria revealed that mobile phones were used by students for communicating with lecturer in charge of the course collect data (recordings), sending emails to lecturers, access Online Public Access Catalogue and share knowledge. Fakokunde et al. [16] on secondary school student’s awareness and use of mobile phones for academic purpose in Nigeria found that mobile phone was not very much used for teaching and learning. However, the study revealed a positive relationship between the respondent’s level of awareness of the educational use of mobile phones and the use of the device for learning.

In Tanzania, a study conducted by Mtega et al. [17] assessed how mobile phones facilitated the teaching and learning process. It was found that the use of mobile in teaching and learning was limited as it was mainly used to make calls and for texting by teachers and students. Kibona [18] reviewed the academic performance of students in higher learning institution in Tanzania using Ruaha Catholic University (RUCU) Iringa as a case study. It was noted that those who owned smartphones at campus focused on social media chatting each other rather than discussing academics matters. Realizing the great benefits of the device, most countries have integrated it into their mainstream education systems [2]. Tanzania like other African countries has also committed to integrating the device into education [19]. The commitment is reflected in the ICT policy for Basic Education promulgated in 2007 to guide the integration of ICTs in pre-primary, primary, secondary and teacher education.

The policy recognizes the device as an essential tool that can help in the provision of a higher quality education and build a knowledgeable nation by 2025 [20]. Given the determination by Tanzanian government to integrate ICT- various levels of education and given the cited potentials of using the mobile phone as a tool for teaching and learning, one would be interested to see how far has the mobile phone been integrated in teaching and learning. Since the reviewed studies mostly covered the importance of using the mobile phone in teaching and learning in general, what remains unclear is the extent to which mobile phone, as an ICT tool, has been put into use to enhance teaching and learning practices in public secondary schools in Tanzania.

Statement of the problem

It has been widely established that, mobile phones serve enormous purpose in education teaching and learning process. Myriad studies conducted around the usage of mobile phone for teaching and learning, particularly in developed economies have found a significant contribution to students’ academic performance especially promoting students’ autonomy and acquisition of life skills in their daily learning routine [10]. For that reason, ICT policies in education statement and directives from educational authority in Tanzanian seem to encourage learners’ use of advanced technologies in learning as a way of promoting learner autonomy. In education, mobile phone supports the educational activities in a diversity of contexts for a mixture of purposes [21].

Despite the widely known multidimensional usefulness of mobile phone in the course of enhancing teaching and learning practices in various educational levels [2,10,19], the skimpy understanding exists on the role of mobile phone in the course of enhancing learning and teaching practices in public secondary schools in Tanzania. The fact that the mobile phone applications such as mobile tele-conferencing and text messages can support interaction and collaboration in the teaching and learning environment [22], mobile phone is thus envisaged to be one of useful ICT tools in education delivery as it enhances provision of quality education. It is against this backdrop that this study sought to assess the role of mobile phone in learning and teaching in public secondary schools in Tanzania. This study assessed the role of mobile phone in learning and teaching in public secondary schools in Kinondoni Municipality, Dar es Salaam, Tanzania.

Research objectives

This study’s main objective was to assess the role of mobile phone in learning and teaching in public secondary schools in Kinondoni Municipality, Dar es Salaam, Tanzania. Specifically, this study attempted three specific research objectives namely:
I. To examine the level of awareness of uses of mobile phone in learning and teaching in public secondary schools in the study area.
II. To assess the uses of mobile phone in learning in public secondary schools in the study area.
III. To assess the uses of mobile phone in teaching in public secondary schools in the study area.

Research Methodology

In the course of undertaking this study, survey and exploratory research designs were adopted. The choice of these two designs was basically to help the researcher capture the information needed to meet the designated objectives of the study [23]. The survey and exploratory research designs were used to reveal the role of mobile phone in the course of enhancing learning and teaching in the selected public secondary schools in Kinondoni Municipality, Dar es Salaam, Tanzania. This study used mixed methods of data collection. According to Creswell [24,25] the common methods for data collection in this kind of studies include questionnaires, interview, examination of existing documents and participant observations. This study collected data through interview and questionnaire. Yin [26] recommends for the use of multiple methods for data collection to achieve dependability and credibility of the study findings. Data related to this study were also collected through the process of reviewing the documents related to the subject matter under study. A wide range of literatures were gathered from various libraries both physical and online, hence being the major sources of relevant information for this study. The grand total of 224 respondents were consulted in the data collection process including teachers (91), students (100), heads of schools (10), DEO (1), teachers (10), students (10) and quality assurers (2). The quantitative data were solicited through questionnaire from 191 respondents who were mainly students and teachers while qualitative data we

Results and Discussion

This study was sought to unravel the less known roles of mobile phone in learning and teaching in public secondary schools in Tanzania. Specifically, this study attempted three specific research objectives; firstly, to examine the level of awareness of uses of mobile phone in learning and teaching in public secondary schools in the study area, secondly to assess the use of mobile phone in learning in public secondary schools in the study area and lastly to examine the use of mobile phone in teaching in public secondary schools in the study area. The envisaged study findings among other things, sought to be useful in informing public secondary schools’ educational practitioners, policy makers and stakeholders on the significance of applying mobile phone in learning and teaching in public secondary schools in Tanzania. The findings and discussions are based on the profile of participants and research objective are presented in the following subsections below.

Profile of respondents

The study employed a sample size of 191 respondents for quantitative data; teachers (91) and students (100); for qualitative data the participants were (33); heads of schools (10), DEO (1), teachers (10), students (10) and quality assurers (2). The grand total for all participants were 224 as presented in Table 1. Following the fact that the study was sought to reveal the role of mobile phone in the course of enhancing learning and teaching, a sample size of 191 respondents was consulted including 91 teachers and 100 students from the selected secondary schools in the study area as indicated in Table 1. Teachers and students were chosen randomly in the selected schools to respond to the administered questionnaire. With additional interviews from 10 heads of schools, 1 DEO, 10 students, 10 teachers, 1 District Education Officer and 2 school inspectors, the study consulted a total of two hundred twenty-four (224) respondents (Table 2).

Table 1: Sample size distribution.


Source: Field Data (2021).

Table 2: Level of awareness of uses of mobile phone in learning and teaching (n=191).


Source: Field Data (2021).

The sampling methods used in this study were simple random and purposive sampling. The total sample size included groups of respondents who were selected according to their position. The groups included; one hundred students (100) out of all secondary school students from Kinondoni District and ninety one (91) teachers out of all secondary school teachers in Kinondoni District. For the qualitative data though interview, involved ten (10) heads of schools, two (2) school inspector and one (1) DEO. As for the students’ group, 100 students were selected from ten (10) schools which were purposely selected as they were under the project of using mobile phones in the teaching and learning process. From each school, ten (10) students were randomly selected making a total of one hundred (100) students. The sample of forty (40) teachers was randomly drawn from public secondary school teachers in Kinondoni District. Each head of school from ten selected public secondary school in Kinondoni was selected to form the sample. The sample also included two (02) school inspectors and one (01) DEO. Heads of schools, DEO and two (2) school inspectors were purposefully sampled as they are expected to have a wide knowledge and experience of the problem under investigation. The reason behind opting for purpose sampling researchers is as noted by Lodico et al. [27], that selected participants were able to provide relevant information to the study.

Level of awareness of uses of mobile phone in learning and teaching in public secondary schools in the study area

The study sought to reveal the level of awareness of uses of mobile phone in enhancing learning and teaching in public secondary schools in the study area. The study used interview, observations and questionnaires to collect data. Based on the study findings, it was found that the majority of the respondents reported to use traditional mobile learning applications. The study identified several factors which limited the usefulness of mobile phones in teaching and learning. Some teachers and students were unaware of the capacity of their mobile phones. Some of those who owned smartphones were using them just for calling and texting messages as they did not know other applications supported by their smart phones. Some teachers were using their mobile phones for storing files although their mobile phones had limited storage space. The study findings envisaged majority of respondents were not sharing stored files. All these challenges limited them from using their mobile phones for sharing classroom notes and other functions including chatting, whipsawing and searching for study materials.

The study findings are more or less similar to a study by Kibona [18] asserting the academic performance of students in higher learning institution in Tanzania. The study findings interestingly posit that those who owned smartphones at campus focused on notification for social media messages. This made them spend a lot of time chatting each other rather than discussing about academics matters. It was further observed that students used most of their time using their smartphones to take pictures, upload or share their location and status at a given time. Among the consulted teachers and students, the study sought to reveal the level of awareness of uses of mobile phone in enhancing learning and teaching in public secondary schools in Kinondoni District, Dar Es Salaam, Tanzania (Table 3).

Table 3:The uses of mobile phone in learning in public secondary schools (n=191).


Source: Field Data (2021).

The results presented in Table 3 above indicate that majority of respondents agreed that they are aware of various mobile phone uses including how to create account in their mobile phone with mean value of 4.20 and a standard deviation of .70. Also, respondents agreed that they knew how to sign into mobile phone with a mean value of 4.21 and a standard deviation of .81. Moreover, respondents agreed that they knew how to upload photos in mobile phone with the mean value of 4.22 and a standard deviation of 1.03. Additionally, respondents indicated that they knew how to write their profile in their mobile phones with a mean value of 4.11 and a standard deviation of 1.10. It was also revealed by the respondents that they knew how to edit their profile in their mobile phones with mean value of 4.34 and a standard deviation of .87. It was revealed also by respondents that they were using their mobile phones to communicate with their friends with a mean value of 3.75 and a standard deviation of .93. As Table 3 also shows, the responses by respondents who agreed that they were using WhatsApp, twitter and other social media regularly with mean value of 4.06 and a standard deviation of .89. Regarding searching for study materials, it was revealed by the respondent that they were able to search subject materials through mobile phone with a mean value of 4.06 and a standard deviation of .69 [28-30].

To assess the uses of mobile phone in learning in public secondary schools in the study area

This study sought to reveal the uses of mobile phone in learning in public secondary schools in the study area. Basing on the study findings, the study respondents revealed stakeholders’ perception on the use of mobile phone as a tool for enhancing learning in public secondary school in Kinondoni district, Dar es Salaam. Since the literature on the use of mobile phone in education indicated, among other things, that various stake holders had negative perceptions towards the use of that gadget in education, the assumption by this study was that, knowing how stakeholders in teaching and learning regard mobile phone could determine failure or success in its application to enhance quality provision of education. To achieve this objective descriptive analysis was conducted whereby (191) teachers and students responded through questionnaire. The items and responses of the respondents are presented in Table 3.

The results presented in Table 3 indicates that most of the respondents agreed that teachers and students are comfortable in using mobile phones and that it increases the rate of teaching and learning practices with the mean value of 4.12 and standard deviation of 0.94. Participants indicated that they learn a lot through using mobile phone. Thus, the rate of using the mobile phone increased with the mean of 3.38 and the standard deviation of 1.068. The participants also indicated that it is easier to learn by using mobile phone than reading printed materials since by using mobile phone one could access various materials easier. The mean for this response was 3.06 and the standard deviation was 1.278. Most of the participants agreed that using mobile phone technology in teaching and learning process allows flexibility, with a mean of 3.01 and the standard deviation of 1.340.

All respondents indicated that teaching and learning will be best facilitated by interaction through the use of with mobile phone and that it will motivate and call for students’ participation in the process of teaching and learning, with a mean of 3.41and the standard deviation of 1.318. Respondents indicated that using mobile phone will make enhance remembering the subject matter taught because learners like to use mobile phone even in other communication [31-33]. This response’s mean was 3.50 and the standard deviation was 1.256. It was explained that using mobile phone increases interest for learning, all respondents agreed to this. This because in using mobile phone as a tool for teaching and learning students can see pictures and how things are something which can motivate them to raise interest in learning. The mean for this response was 3.30 and the standard deviation was 1.418. Using mobile phone encourages participating students to participate in the process of teaching and learning, in this all respondents agreed to that for the reason that mobile phone is a tool which students use even when they are at home, when they use it even in class environment. This response attracted the mean of 3.44 and the standard deviation of 1.255. Most of respondents indicated that mobile phone is a necessary tool for teaching and learning, for the reason that for this 21st century mobile phone is a useful tool for fostering development in each sector; this attracted a mean of 2.82 and the standard deviation of 1.393.

Using smart phone in the classroom as a tool for teaching and learning would cause classroom distraction; most of the respondents rejected this statement for the reason that, when they use smartphone they disable all applications which are not related with learning [34]. They concentrate with the applications related to the subject matter being taught. This response’s mean was f 2.54 and the standard deviation was1.582. Integration of mobile phone will lead learners to easier access information; respondents supported this for the reason that by using mobile phone they were able to access various materials they needed easily. The mean on this response was 3.77 and standard deviation was 1.029. Integration of mobile phone in teaching and learning will enhance learners to problem solving, respondents agreed to this and the reason given was that mobile phone allows them to see even videos something which enables them to learn practically hence improve skills of problem solving. Other findings were revealed from the interview saying: We have smart phones which we use in communication, but we wonder why teachers do not allow us to use phones in classroom for learning purposes. Using our own smart phones would enable us interact with teachers in the learning process. It would simplify teaching and would make learning and teaching easier than not using it [35].

They also indicated that it is better to use mobile phone in teaching and learning because students have mobile phone which they use for communication, playing games and other activities now; therefore it can be easier to switch the use of mobile phone to teaching and learning. As we move in science and technology we need also revolution in education sector. This can be achieved, among other things, through the use of methodologies which call in for the use of science and technology, thus the use of mobile phone to meet that end, would be a good step. This would enable students develop inquiry mind and self-dependence rather than depending on a teacher for knowledge (spoon feeding). However, student respondents indicated that though they possessed mobile phone, they were not using them in teaching and learning since their teachers did not create the environment for that.

The use of mobile phones in teaching in public secondary schools in the study area

This study sought to assess the uses of mobile phone in teaching in public secondary schools in the study area. The sought uses of mobile phones in teaching in public secondary schools in Kinondoni district. In this regard, Table 4 present the summary of the respondents both teachers and students’ opinions through questionnaire regarding the use of mobile phones in teaching in secondary schools. Basing on the study findings, the study respondents revealed stakeholders’ perception on the use of mobile phone as a tool for enhancing teaching in public secondary school in Kinondoni district, Dar es Salaam. To achieve this objective descriptive analysis was conducted whereby (n=191) teachers and students responded through questionnaire. The items and responses of the respondents are presented in Table 4.

Table 4:The use of mobile phones in teaching in public secondary schools (n=191).


Source: Field Data (2021).

The study findings on the use of mobile phones in teaching in public secondary schools, majority responded using their phones to take photos of objects, places or events relevant to my classroom assignments. Many uses were revealed including majority of respondents admit using mobile phone to take notes in the classroom and browsing the internet for necessary information in doing my school work. As indicated in the study findings presented in the Table 4, the majority of respondents agreed that they use mobile phone to take photos of objects, places or events relevant to classroom assignment with mean value of 3.63 and a standard deviation of 1.07. They also revealed that they were using mobile phones to take notes in classroom, with the mean of 3.93 and the standard deviation of .85. It was also revealed that mobile phones were used by students to browse internet for necessary information for school assignment with mean of 3.99 and a standard deviation of 77.

On the other hand, most of the respondents agreed that they discussed their school assignment with their classmates via mobile phone when they failed to meet face to face with the mean of 4.05 and a standard deviation of .74. Moreover, most of respondent agreed that they were listening to online lessons by using mobile phone with the mean of 4.19 and the standard deviation of .86. Study findings further indicates, it was mostly agreed that mobile phones are used to take photos of objects, places or events relevant to classroom assignment with mean value of 3.63 and a standard deviation of 1.07. They also revealed that they were using mobile phones to take notes in classroom, with the mean of 3.93 and the standard deviation of .85. It was also revealed that mobile phones were used by students to browse internet for necessary information for school assignment with mean of 3.99 and a standard deviation of 77. The respondents agreed that they discussed their school assignment with their classmates via mobile phone when they failed to meet face to face with the mean of 4.05 and a standard deviation of .74. Moreover, most of respondent agreed that they were listening to online lessons by using mobile phone with the mean of 4.19 and the standard deviation of .86.

It was also established by most of the respondents that mobile phones were used to serve students’ important information regarding their school works with the mean of 3.98 and the standard deviation of .86. The results in (Table 4) also reveal that most of the respondents agreed that they knew how to set alarm in their phones for waking up to study with the mean of 4.26 and the standard deviation of .68. Most of the respondents agreed that they knew how to use the mobile phone calculator to calculate when doing class assignments with the mean of 3.86 and the standard deviation of 1.23. It was also further established by most of the respondents that mobile phones were used to serve students’ important information regarding their school works with the mean of 3.98 and the standard deviation of .86. The results in (Table 4) also reveal that most of the respondents agreed that they knew how to set alarm in their phones for waking up to study with the mean of 4.26 and the standard deviation of .68. Most of the respondents agreed that they knew how to use the mobile phone calculator to calculate when doing class assignments with the mean of 3.86 and the standard deviation of 1.23.

Respondents also agreed that they used mobile phone online dictionary for concepts and words they were not aware of with the mean of 3.91 and the standard deviation of 1.19. Moreover, most of respondents agreed that they were able to read online materials through mobile phone with the mean of 3.56 and the standard deviation of .54. All respondents agreed that they knew how to play educational game by using smart phones with the mean of 4.30 and the standard deviation of .57. Most of the respondents agreed that they knew how to set the reminder in their mobile phones with the mean of 4.20 and the standard deviation of .855.

It was also agreed, as indicated in (Table 4), by most of respondents that they used mobile phone to interact with their classmates on social media to discuss issues related to school work with the mean of 3.77 and the standard deviation of .512. Most of the respondents also agreed that they were accessing online libraries through their mobile phone for relevant information on their schoolwork with the mean of 4.19 and the standard deviation of .469. Most of respondent agree that they used mobile phone as a tool for teaching and learning in classroom with the mean of 4.19 and the standard deviation of .549. The majority of the respondents revealed through interview that mobile phone as a tool for teaching and learning was lowly used. They revealed that teachers only used their mobile phones when reinforcing on the taught content by showing pictures and videos. It was also revealed that students use mobile phones to search for materials they needed. It was also revealed that teachers did not allow them to use mobile phones in classroom for fear that students using mobile phones in classroom would cause distraction as they may misuse their mobile phones through accessing sites that are not useful in education. One of the interviewed students had this to say; “One of student say that teachers do not allow us to use our smart phones in classroom but when were outside or at home we use our phones in searching materials and for other communicative purposes, why don’t they allow us to use our phones in classroom freely?’’

One of the interviewed teachers who was also an ICT coordinator highlighted some of the setbacks in using mobile phone at schools siting the issue of running cost that;
There is a limited use of mobile phone because the cost for internet is not always affordable. Without that it is not possible to access the internet for learning materials. Most of the teachers use their own money to buy internet bundle because donors who are also mobile service providers (Tigo, Halotel and Vodacom) they start their own project and sign agreement with the government to help schools with computer screens, generators, and internet services but may operate for just a year and terminate the contract living the school incapable of running the project.

Another teacher from the study area complained on the same line saying that;

We like to use mobile phones to teach but we don’t have money to run that service. We are unable to download teaching materials due to limited bundle. The government would have focused on this very important need by establishing reliable ICT infrastructure such as internet services and internet related tools for use. This would enable students to access learning material even when they are in classrooms.

The call for government support is due to the fact that private stakeholders’ support is not always reliable and does not always meet the need. The fact that this study assessed the use of mobile phones in teaching and learning in secondary schools in Kinondoni district. Findings indicate that the majority of respondent indicated generally that the use of mobile phones in teaching and learning is very important as it makes learning and teaching effective. These results show that the average mean was above 3.5 which implies that majority of respondents agreed that the use of mobile phones lead to effective learning and teaching as it leads to better performance by students when learning. These findings are in line with Brown’s [22] observation that using mobile phones in teaching and learning practices in education leads to effective teaching and learning. Therefore, stakeholders in education; parents, schools and the government should focus on the use of mobile phones for teaching and learning by establishing and maintaining ICT infrastructure.

It was also noted that the use of mobile phones in teaching and learning was very much limited by failure by teachers and students to incur internet running cost particularly buying internet bundle and lack of or unreliable ICT infrastructure at schools. Some teachers were found to discourage students to use mobile phones in classrooms. This is contrary to the government move to promote school use ICT technologies in schools so as to bring about quality teaching and learning. As West (2013) observes, there is no way one can improve teaching and learning practices without using mobile phones by both teachers and students. Therefore, stakeholders should promote the use of mobile phones in teaching and learning which consequently improve the quality of education in Tanzania; as noted by Mtega et al. [17] also that, e-learning and teaching through mobile phones improve surdents academic performance.

Conclusion and Recommendations

Conclusion

Basing on the study findings, the study concludes that, mobile phones were used to support students with important information regarding their school works, to set alarm in their phones for waking up to study, also used mobile phones for calculations when doing class assignments. It was also established that mobile phone was used to access online dictionary for concepts and words they were not aware of and also to read online materials through mobile phone. However, it was further concluded that, the storage capacity of teachers and students’ phones was so limited that they could not download large files. Internet access and general ICT infrastructure were not that much supportive hence unreliable internet services. Mobile phone users including teachers could not afford running cost as they could not always afford air time.

Recommendations

Based on the study findings, the following recommendations are made;
i. For effective teaching and learning, the use of mobile phone should be encouraged in secondary schools. Parents and guardians should take this seriously by taking mobile phone as an important learning tool. They should buy their children appropriate mobile phones and air time for internet.
ii. Teachers should buy mobile phone not just as a tool for a mere communication but also an important tool which can enhance not only teaching but advancing their carrier and professionalism by accessing various important pedagogical, content and professional sites.
iii. The school authority in collaboration with government, non-government entities together with the community in which the school is found should work together to install, run and maintain ICT infrastructure such as electricity, internet etc. so that teachers and students may access internet services reliably and sustainably.

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