Extensiveness of E-Learning Platform in Secondary Schools towards Improving Science and Mathematics Performance in Moshi District, Tanzania (Published)
This study evaluated the Extensiveness of E-Learning Platform in Church Secondary Schools to Improve Science and Mathematics Performance. The study was summative evaluation which was guided by (CIPP) model. This evaluation adopted an embedded model of the convergent design whereby qualitative and quantitative data sets were collected at the same time and then integration of the information in the interpretation was done in report writing. Both probability and non-probability sampling techniques were used to select 127 respondents from the target population. Both qualitative and quantitative instruments were used to collect data and that were descriptively and inferentially analyzed. Validity of the quantitative instruments was determined and the reliability coefficient was calculated using Cronbach’s Alpha (r=0.762 for teachers’ questionnaire and r=0.737 for students’ questionnaire). Quantitative data were analyzed using frequencies, and percentage and presented in tables by the aid of SPSS. Qualitative data was coded, analyzed, and presented in themes and direct quotations. The key findings indicated that E-learning platform was effectively operating. It has made improvement in students’ performance not only in science and mathematics subjects but even in social science subjects. The study concludes that the E-leaning project by CSSC proves positive achievement in teaching of science and mathematics subjects in the project schools. The study recommends that ICT and E-learning should be used for teaching and learning in all learning institutions.
Citation: Augustino Kayombo, Victorini Salema, and Adam Chidyau (2022) Extensiveness of E-Learning Platform in Secondary Schools towards Improving Science and Mathematics Performance in Moshi District, Tanzania, British Journal of Education, Vol.10, Issue 13, pp.1-19
Keywords: Christian social service commission, E-learning, ICT, Science and Mathematics