ST. AUGUSTINE UNIVERSITY OF TANZANIA · of Education and vocational training should screen the...

ST. AUGUSTINE UNIVERSITY OF TANZANIA

Faculty of Education

Influence of Multimedia Technology in Teaching and Learning English Language in

Secondary Schools in Arusha Municipality and Meru District, Tanzania

By

Linus Josephat Masabile

SAA/MEM/53243

A Dissertation Submitted to the Faculty of Education in Partial Fulfillment of the Requirements for

Degree of Master of Arts in Education Management at Saint Augustine University of Tanzania

© November 2017

ii

DECLARATION

This Dissertation is my original work and has not been presented for an award of a degree or

diploma in any other university or institution.

Signature…………………………………….…

Date……………………………………………

LINUS JOSEPHAT MASABILE

SAA/MEM/53243

iii

CERTIFICATION

This Dissertation has been submitted for examination with my approval as the University

supervisor.

Supervisor Name: Dr omer, solomon (PhD)

St. Augustine University of Tanzania

Department of Education Foundations

Sign……………………………………………………………

Date …………………………………………………………..

iv

AKNOWLEDGEMENT

This research would not have been possible without the support and contribution of different people

who have made it a complete, valid and reliable study.

In the foremost, I honestly and frankly thank God the heavenly and almighty for his abundant

graces and protection upon me through the Holy Spirit who enabled me to accomplish this research

task.

I extend my sincere thanks to all the individuals who made remarkable contributions in terms of

guidance, encouragement, support, inspiration and prayers that made great impact towards the

completion of this research study.

My sincere heartily gratitude to my supervisor, Dr Solomon Omer for his critical inputs, sacrifice of

time to support, guide and encouragement. I extend my gratitude to Dr Omondi and Dr. Mukulu for

their guidance that made it successful accomplishment of this valuable and difficult task.

My special thanks to my beloved wife Regina P. Chuwa and my daughter Eugenia for their

encouragement support and tolerance during my studies when I was mostly busy and away for my

work.

Finally, I would like to extend my sincere thanks to all lecturers at SAUT ARUSHA for their

individual contribution to my studies which enabled me to have sufficient knowledge of this

dissertation especially Rev. Fr. Fredrick Ole Karori on behalf of SAUT family for his support to me

financially.

v

DEDICATION

I dedicate this work to my beloved wife Regina P. Chuwa and my only daughter Eugenia and entire

family with whom I share love, comfort and joy. Your patience and assistance energized me to

complete this noble task.

vi

COPY RIGHT

This dissertation is a copy right material and should not be reproduced by any means whatsoever; in

whole or in part without the prior permission of the author or St. Augustine University of Tanzania.

© Copyright 2017

Linus Josephat Masabile

All Rights Reserved

vii

LIST OF ABBREVIATIONS / ACRONYMS

CD - Compact Disk

DEO - District Educational Officer

ET - English Teacher (ET1, ET2, ET3, ET4 and ET5)

ICT - Information Communication and Technology

IT - Information Technology

MT - Multimedia Technology

SAUT - St. Augustine University of Tanzania

SPSS - Statistical Package for Social Sciences

TETPO - Tanzania Educational Training Policy

UNESCO - United Nations Educational Scientific and Cultural Organization

URT - United Republic of Tanzania

VCD - Visual Compact Disk

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Abstract

English language speaking has been a challenge due to the traditional methods of teaching that has

permitted the classroom instruction by teachers. The performance in the said subject at the National

Examination is too damaging due to lack of confidence in speaking the language. Arusha and Meru

districts of Arusha have had the privilege of using the multimedia technology but the challenge in

teaching and learning English as a foreign language with this new technology seem to take roots.

This study aimed to investigating the Influence of Multimedia Technology in Teaching and

Learning English as a foreign Language in a study o selected secondary schools in Secondary

Schools in Arusha Municipality and Meru Districts – Tanzania. The study employed a correlation

survey design which was in two faces. The study employed a correlation survey design which was

in two faces qualitative and quantitative methods. The researcher used sampling in selecting the

respondents. In sampling, the representatives sample for teachers and students were to participate in

the study were obtained by the means of simple random sampling where teachers and students were

obtained purposively. The schools were stratified as private and public secondary schools. The

study consisted of 80 teachers and 160 students which made it a total number of 240 respondents.

Descriptive statistics in SPSS and excel were used in summarizing quantitative data into

frequencies and percentages through tables and columns. Qualitative data was recorded and

presented in narrative form. The study findings revealed that, the students learn better when they

see English speakers speaking verbally and facially. It is crystal clear that some (96%) of teachers

would organize their English lesson together with practical aspects such as video clips in teaching

their students in the class. It is found that, (90.8%) of the responding have been benefiting from the

use of internet provided at their schools through internet connected to their computers available.

However, (94.4%) of the respondents who are students have been enjoying surfing of the materials

from the internet. They are able to search for the materials o reference of what they are taught in the

class. However, the study findings revealed that despite the advantages that both teachers and

students get in using multimedia technology facilities still some public secondary schools have

inadequate ICT facilities and lack technical support. The study also recommends that; The ministry

of Education and vocational training should screen the candidates while recruitment is done for

teachers in order to recruit the most qualified and competent candidates for secondary schools

teaching, the ministry of education and vocational training should improve the admission policy.

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TABLE OF CONTENTS

DECLARATION .................................................................................................................................. i

CERTIFICATION ..............................................................................................................................iii

AKNOWLEDGEMENT ..................................................................................................................... iv

DEDICATION ..................................................................................................................................... v

COPY RIGHT ..................................................................................................................................... vi

LIST OF ABBREVIATIONS / ACRONYMS .................................................................................. vii

Abstract .............................................................................................................................................viii

LIST OF TABLES ............................................................................................................................ xiv

CHAPTER ONE INTRODUCTION

INTRODUCTION ............................................................................................................................... 1

1.1 Background of the Study. ........................................................................................................................ 1

1.2 Statement of the Problem ...................................................................................................................... 5

1.3 The Purpose of the Study ......................................................................................................................... 6

1.3.1 Research Objectives .............................................................................................................................. 6

1.4 Research Questions. ................................................................................................................................. 7

1.5 Significance of the Study ......................................................................................................................... 7

1.6 The Scope of the Study ............................................................................................................................ 8

1.8 Definition of Key Terms. ....................................................................................................................... 10

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CHAPTER TWO LITERATURE REVIEW

2.0 Introduction ............................................................................................................................................. 11

2.1 Theoretical Literature Review ..................................................................................................... 11

2.1.1 The Influence of Multimedia Technology in Teaching English Language in Schools .............. 13

2.1.2 Challenges Facing the Integration of ICT in Learning English Language ............................... 17

2.5.3 The Intervention Measures to the Challenges of the Use of Multimedia in Schools ............... 21

2.4 Research gap .............................................................................................................................. 28

CHAPTER THREE RESEARCH METHODOLOGY

3.0 Introduction .................................................................................................................................. 30

This chapter presents the study design, area of study, target population, sample selection

techniques, Data collection procedure and research instruments . ......................................................... 30

3.1 Research Design .................................................................................................................................... 30

3.2. Area of Study. ........................................................................................................................................ 30

3.3 Target Population .................................................................................................................................... 31

3.4 Sample size and Sampling Procedure .................................................................................................. 31

3.5 Research Instruments ............................................................................................................................. 32

3.5.1 Interview ............................................................................................................................................... 33

3.5.2. Questionnaire ...................................................................................................................................... 33

3.6 Validity and Reliability of Instruments................................................................................................ 34

3.6.1Instrument validity................................................................................................................................ 34

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3.6.2 Reliability ............................................................................................................................................. 34

3.7 Data Collection Procedure .................................................................................................................... 35

3.8 Data Analysis Procedures ...................................................................................................................... 36

3.9 Ethical Considerations ........................................................................................................................... 37

CHAPTER FOUR DATA PRESENTATION

4.0 Introduction .................................................................................................................................. 38

4.1 Questionnaires Return Rate ....................................................................................................... 38

4.2 Demographic Information ............................................................................................................ 39

4.3 Findings on the Effectiveness of Multimedia Technology in Teaching and Learning English

Language ........................................................................................................................................................ 42

4.5 Challenges Teachers Face While Using the Multimedia Technology in Teaching and Learning

English as a Foreign Language .................................................................................................................... 44

4.5 Findings on the Intervention Measures to the Identified Challenges Facing the Influence of

Multimedia Technology ..................................................................................................................... 46

4.6 Findings from Qualitative Data ................................................................................................... 47

CHAPTER FIVE DISCUSSION OF THE FINDINGS, SUMMARY, CONCLUSIONS AND

RECOMMENDATIONS

5.0 Introduction .................................................................................................................................. 48

5.1 Discussions of the Findings ......................................................................................................... 48

5.1.1 Findings on the challenges facing the influence of multimedia technology in teaching and

learning English language in Arusha municipality and Meru Districts ............................................. 50

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5.1.2 Findings on the Intervention measures to the identified challenges facing the influence of

multimedia technology....................................................................................................................... 53

5.2 Findings from Qualitative Data ................................................................................................. 54

5.2.1 Adequacy of ICT Facilities (AI) ............................................................................................. 54

5.2.4 Effects of Multimedia Technology in Teaching and Learning (EMTL) .................................. 56

5.2.3 Use of Videos is Captivating (UVC) ........................................................................................ 57

5.2.4 Use of Computer Internet (UCI) ............................................................................................... 58

5.3. Summary of the Findings ............................................................................................................ 58

5.3.1 The Influence of the Multimedia Technology in Teaching and Learning English as a Foreign

Language ............................................................................................................................................ 59

5.3.2 Challenges teachers and students face while using multimedia technology in ........................ 60

Teaching and Learning English as a Foreign Language .................................................................... 60

5.3.3 The Intervention Measures to the Identified Challenges of the Use of Multimedia ................. 60

Technology in Teaching and Learning English as a Foreign Language ............................................ 60

5.4 Conclusions of the Study ............................................................................................................. 61

5.5 Recommendations for the Study .................................................................................................. 62

5.6 Suggestions for Further Studies ................................................................................................... 63

REFERENCES: ................................................................................................................................. 64

APPENDICES ................................................................................................................................... 71

APPENDIX I: ................................................................................................................................................ 71

xiii

A QUESTIONNAIRE FOR STUDENTS ................................................................................................. 71

APPENDIX II: ................................................................................................................................... 74

A QUESTIONNAIRE FOR TEACHERS ......................................................................................... 74

APPENDIX III: .................................................................................................................................. 79

TEACHERS’ STRUCTURED INTERVIEW ................................................................................... 79

APPENDIX IV: ................................................................................................................................. 80

STUDENTS’ STRUCTURED INTERVIEW ................................................................................... 80

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LIST OF TABLES

Table 4.1 The Summary of Distribution of teachers by their gender……………………………….39

Table 4.2 The Summary of Distribution of the Teachers by their age ……………………………..39

Table 4.3 The summary of the teachers by their academic qualification…………………………..40

Table 4.4 The Summary of Distribution of teachers by their teaching experience ………………..40

Table 4.5 The Summary of Distribution of teachers by their gender………………………………41

Table 4.6 The Summary of Distribution of students by their age ………………………………….42

Table 4.7 The Summary of Distribution of students by their position at school …………………..43

Table 4.9 Thematic Analysis Coding ……………………………………………………………..47

1

CHAPTER ONE

INTRODUCTION

This chapter presents background of the study, statement of the problem, significance of the study,

general objective, research questions, scope of the study, theoretical frame work and definition of

concepts.

1.1 Background of the Study.

English language standards have been deteriorating over the years and basic oral skills have been

appalling due to lack of usage and reflective practice in schools particularly in multilingual

countries. It is reported that in Malaysia, there is growing concern about the level of English

proficiency at the workplace and schools which if left unchecked could lead to the country losing its

competitiveness especially in the industry and technical fields. (Samuel and Bakar, 2006).

According to Carmen (2003), the integrating of ICT tools in teaching can lead to increased students'

learning competencies and increased opportunities for communication.

Moreover, Kumar (2016), argued that, in India the role and use of technology as a tool for teaching

of English language is increasing as educators have understood its ability to create both independent

and collaborative learning environment in which students can learn English with much ease.

Traditional methods of imparting higher education seem to have become less motivating. Here,

technology could be considered to play an important role in creating innovation and motivation for

the learners. The current study was set to investigate the influence of Multimedia technology in the

teaching and learning as a foreign English in Arusha Municipality and Meru district.

The ICTs have further changed the pace of teaching strategies to suit the goals of its materials and

the needs of the students. On the other hand, ICTs have given the students many opportunities to

2

practice English in and out of the classroom. With the help of the modern technologies students

have time and freedom to understand, reflect and analyze what have been exposed to them.

Moreover, the ICTs put forward an influential base for efficient education. We now need the

modern technologies for a better blended method of delivery to create apt teaching techniques to

enhance the process of learning English language. It is purported that ICTs are very motivating,

because of their helpful nature to excite the learners to acquire the insight of the language which is

carefully designed to meet the prescribed goals. (Jayanthi, 2016)

In addition, Yagelski (2005), argues that in United Kingdom, the application of multimedia in the

learning and teaching of English creates opportunity for the teacher to bring almost real life

situation because it captivates their feelings and the desire to learn even more. Multimedia can also

be used in different ways by teachers of English Language in large classes. There are literature

books especially Shakespearian plays that have been converted into soft copies in the form of video

discs which teachers of English Literature use to supplement their lessons. The problem militating

against the use of these technologies is not only procuring them but many teachers have limited

knowledge of how to use them. The current study was mainly concerned with how the multimedia

technology could be used to enhance the teaching and learning English in Arusha and Meru

Districts.

In any teaching-learning situation, learners can respond at ease for communicative mode of

teaching. According to Madhavi (2010), communicative method for learning languages combines

extensively, high-quality content with flexible and interactive multimedia technology. This

comprehensive language learning method can act as a total solution for self-teaching, as well as

teaching support to formal courses in Nigeria. Through a wide range of activities, a variety of skills

3

could be developed in a learner. A learner needs to communicate in oral and written

comprehension.

Tanzania, like many African countries, boasts a wealth of indigenous languages. However, with the

raised awareness of the potential that ICT has demonstrated in improving the quality and access to

education, the government, through the Ministry of Education and Vocational Training has recently

developed an Information and Communication Technology (ICT) Policy for Basic Education that

will among other things, structure the adoption of ICT within the education sector to improve

learning of English language as a medium of instruction (Hare, 2007).

However, in Tanzania, apart from having ICT policy on schools academic development,

considering our secondary schools that we have, most private schools in the urban centers,

especially in Dar es Salaam, and other cities are already using ICTs, albeit without a formal setting

or a policy framework. The impetus has come from parental pressure and the desire for students in

these schools to achieve high national grades. Nevertheless, even in these schools ICTs are mostly

confined to administration. There is some limited use for teaching basic ICT skills, and in most

cases ICTs have not been integrated as a medium of instruction (Senzige, 2003).

The past few years witnessed a host of activities aimed at injecting ICT in Tanzania’s education

sector. From the International Institute for Communication and Development (IICD)-supported

roundtable in Bagamoyo where 11 ICT for education projects were formulated to the Swedish

International Development Agency (SIDA)-supported stakeholders forum of January 2005, which

saw the birth of the Tanzania schools initiative and many other activities in between. All these have,

as a result, tremendously increased the awareness of the benefits of ICT within the Education

sector, not to mention the support from several development partners. With the raised awareness the

4

potential that ICT has demonstrated in improving the quality and access to education, the

government, through the Ministry of Education and Vocational Training has recently developed an

Information and Communication Technology (ICT) Policy for Basic Education (July 2007) that

among other things, structured the adoption of ICT within the education sector (Nills, 2003).

Tanzania finalized its Information and Communication Technology (ICT) Policy for Basic

Education which incorporates the integration of ICTs in pre-primary, primary, secondary and

teacher education, as well as non-formal and adult education. This policy has been developed in

consultation with stakeholders, including a workshop in October 2006. The policy considers issues

of infrastructure; curriculum and content; training and capacity development; planning procurement

and administration; management, support and sustainability and monitoring and evaluation

(Senzige, 2005).

The Ministry of Education with support from the Swedish International Development Cooperation

Agency (SIDA) initiated a program for introducing ICT in teachers’ colleges in 2005. The program

is aimed at improving the quality of teacher education by using ICTs to improve both pre-service

and in-service teacher education. The teacher training program now forms the first phase of the

implementation of the new ICT Policy for Basic Education which undoubtedly improved access to

and use of ICT in education. It foresees the use of a wide range of ICTs, from radio and mobile

telephone to computers and Internet, to reach educational objectives (Sarukesi, 2003).

ICT Development in Secondary Education, the e - School Forum which was formed after the

education stakeholders workshop organized by the ministry of education in January 2005, has

submitted a program proposal to the Ministry of Education and Vocational Training. The proposal

recommends the introduction of ICT in secondary education, in phases starting with 200 schools in

5

phase 1 (2006 to 2008), a large scale rollout covering 2,000 schools in phase 2 within five years,

and nationwide coverage by 2015. The project was meant to cover a wide range of activities that

needed to be undertaken within the program, including ICT infrastructure development in the

schools, technical resources, and student management at school levels. The concern was its

implementation and influence on teaching English language in secondary school. This formed the

aim of the current research study in Arusha Municipality and Meru Districts in Tanzania.

1.2 Statement of the Problem

The use of the multimedia technology in teaching and learning English language has become social,

encouraging sharing, feedback, publication, and other experiences that support learning. By

incorporating multimedia in their instruction, teachers can capture attention, engage learners,

explain difficult concepts, inspire creativity, and have fun. However, there are many tools available

and many ways to use those tools. By modeling social learning and learning with technology, the

students are prepared for their success in today’s rapidly changing world. (Laporan,2004).

As information and communication technology plays a greater role across society and its impact

investment, it can constitute a significant portion of national education budgets in many Countries

due to its envisioned significance (Twining and Henry, 2014). Such particular investment need to

be carried out in developing countries like Tanzania so that teachers are provided with the necessary

digital curriculum, skills, infrastructure and professional development to make effective in their

classrooms. Although Tanzanian education system incorporates the use of media technology in

secondary schools, the Ministry of Education has not managed to send these technological facilities

to all the secondary schools. Thus, the policy has remained in papers rather than being part of

school resource materials that should be availed for schools Sa, E. (2007). Therefore the

6

implementation of curriculum based on the influence of multimedia technology has remained

dormant despite its foreseen benefits. (Somekh,2008).

Tanzanian students have therefore had a challenge to learn and speak in English Language due to

the traditional methods of teaching that has permeated the classroom instruction by teachers. The

performance in the said subject at the National Examination too wants due to lack of confidence in

speaking the language.

According to the Education inspection report (Arusha and Meru Disricts Education Office, 2017)

Arusha Municipality and Meru Districts have had the privilege of using the Multimedia technology

but the challenge in teaching and learning English language with this new technology seem not to

take roots.. A few schools have engaged in such exercise by using multimedia technology in

teaching English language. However, the results have shown the downward trend. It is against this

background that the currents research study was set to investigate the influence of multimedia in

teaching and learning English language in secondary schools and to identify the justification factors

in the use of this vital technology in learning and teaching English as a medium of instruction.

1.3 The Purpose of the Study

The purpose of this research a study is to investigate the Influence of Multimedia Technology in

Teaching and Learning English Language in Secondary schools in Arusha Municipality and Meru

District

1.3.1 Research Objectives

(a) To determine the influence of the Multimedia technology in teaching and learning

English as a foreign language in the students learning environment in the selected

Schools in Arusha and Meru District.

7

(b) To find out challenges teachers and students face while using multimedia technology in

Teaching and learning English as a foreign language in Arusha Municipality and Meru

District.

(c) To highlight the intervention measures to the identified challenges of the use of multimedia

technology in teaching and learning English as a foreign language in Arusha Municipality

and Meru district.

1.4 Research Questions.

1. How does the use of the Multimedia technology influence teaching and learning English

language in your school?

2. Which challenges do teachers and students face while using Multimedia technology in

teaching and learning English as a foreign language in Arusha Municipality and Meru

District secondary schools?

3. What are the intervention measures that address the identified challenges?

1.5 Significance of the Study

This study was of significant to the learners who will be using ICT in learning the English

language. The study points to the curriculum developers in Tanzania Ministry of Education to help

in implementing the policy on the usage of ICT in teaching English Language .On the same

strength, Teachers of English found this study important because it highlighted significant features

in the use ICT in learning the English language. The study identified the obstacles that are faced

while applying the usage of multimedia technology and suggest the remedial measures to the

identified challenges. Finally, the study contributed to the body of literature for other researchers

thus, improve on the academic frontier in the use of Multimedia technology in teaching and

learning in schools.

8

1.6 The Scope of the Study

The study covered public and private secondary schools in Arusha Municipality and Meru Districts

only. The selected secondary schools were the ones that use multimedia technology in teaching and

learning English language. The respondents in the study were students and teachers of both private

and public secondary schools.

1.7 The Conceptual Framework

Source: The researcher; 2017

Teaching and Learning English

language through audio and

vision approaches.

Good performance in speaking and

writing English language

Computer User/

Internet/

audiovisual

teaching

Radio/

Audio

Projector

Television or Video

Mobile

phones/Audio

and vision

Computer

Teaching and Learning is interesting

and captivating

9

The current study is guided by the conceptual frame work on the use of Multimedia in teaching and

learning English language. A socio - cultural approach towards the study of Information and

Communication Technologies (ICT) in education rejects the view that ICT can be studied in

isolation that ICT must be studied within the broader context in which it is situated. (Somekh, 2008).

The conceptual framework above shows the influence of multimedia technology and how it leads to

the good performance in speaking and writing English language. The effective use of multimedia

facilities such as projectors, surfing of internet through the network, availability of computers and

mobile phones, use of radios in listening to teachings and pronouncement of the English words, the

watching of video clips and episodes to understand the articulation of vocabularies, watching and or

participating in different English debates to build students linguistic prowess, observing different

body gestures and language phonology.

When teaching and learning of English language is done by the use of such multimedia facilities

effectively, the teaching and learning activities become interesting and captivating to the learner.

The results are expected to be positive efficiency in speaking and writing English language. The

teachers of English language have to simplify their teaching methodology and approaches while

using the multimedia technology. It requires a more holistic approach of studying using the ICT in

schools by adopting a socio-cultural perspective so that the learners are more at home with the

pedagogical approaches and that they can socialize effectively during the class sessions and out of

class. Therefore, there is need for the users of ICT to shift their attention towards the whole

configuration of events, activities, contents, and interpersonal processes taking place in the context

that ICT is used. Such strategies are critical to educational undertaking along with its inquiry so that

it is not simply knowledge, but useable knowledge; knowledge that is responsive to the current or

emerging needs of practitioners and users of the subject under inquiry or being studied. Learners of

10

foreign languages must therefore be introduced to the new techniques of learning the language as

well as being effective communicators for better results.

1.8 Definition of Key Terms.

Information and Communications Technology: It is a term used here to mean any

communication device or application, encompassing: radio, television, cellular phones, computer

and network hardware and software, satellite systems.

Information Technology: This refers to the broad subject concerned with all aspects of managing

and processing information, especially within a large organization or school.

Multimedia Technology: In the current study, this term refers to interactive, computer-based

applications that allow people to communicate ideas and information with digital and print

elements.

Curriculum: Used here as a well-defined or employed as the term which typically refers to the

knowledge and skills students are expected to learn.

Teaching: In this study, teaching is used to refer to the process of instructing students on what is to

be covered in the syllabus.

Learning is the process of acquiring new knowledge, behaviors, skills, values as set in educational

institution.

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CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction

This chapter presents the review of the related literature and theoretical review. It is divided into

five parts. The first part deals with theoretical literature. Part two highlights the effectiveness of the

Multimedia technology in teaching and learning English language in schools. Part three looks into

the challenges that are faced while using multimedia technology in teaching English language in

secondary schools while part four were determined by the remedial measures to the identified

challenges. Finally, part five has identified the research gap.

2.1 Theoretical Literature Review

The current study is based on the social linguistic theory developed by Vygotsky (1896-1934)

which was published in 1962. The theory states that language is learned in interpersonal interactions

and then used by the child in self-thought. Language is multi-functional, serving as a social

interactive tool and also as an abstract representation for internal logical reasoning. Language is the

most significant achievement of childhood. It mediates the child’s participation in intellectual and

social environments. It also leads to new forms for cognitive organization.

On the other hand, information technology through its multimedia facilities plays a very significant

role in language learning. When learning is integrated into various subjects, particularly in English

language as a subject, the learning ability and acquisition of knowledge becomes easy (Mcdougald,

2009).

Teachers as instructors should understand the contents of the Information Communication

Technology as a field to make them be able to give the knowledge of their subjects through the use

12

of multimedia facilities like Televisions, Radios, Microphones, Speakers, internet projectors and the

use of computers Nyaga (2014).

This theory was found relevant to the current research study because it highlights the need to

integrate information technology to develop the learner’s cognitive ability and to make them serve

as social interactive personnel in the society. It enables the learners to participate in intellectual and

social environments. Without a common language of interaction, the society gets stuck in its daily

roles of interaction and thus leads to stagnation. Learners need the force that drives cognitive

development because it enables them to mediate the participation in intellectual and social

environments. This is found in the language of communication which is here in referred to as

English. Thus, teachers are required to use the ICT knowledge to promote confidence in

environment of his/her and students’ on continuous positive improvement in both teaching and

learning the language (Somekh, 2008).

Despite the positive influence of the theory to learners, Vygotsky’s socio-cultural theory

disregards the role of the individual, but regards the collective. Vygotsky asserted that the mind is

not considered separate from the group. That is, Vygotsky maintained that knowing is relative to the

situation in which the knowers find themselves. In turn, the theory does not recognize that

individuals can rise above social linguist norms based on their ability to bring about personal

understanding (Lui & Matthews, 2005, p. 392). Such individuals would include gifted students or

child prodigies.

However, Vygotsky’s socio-cultural theory does not seem to apply to all socio – linguist and

cultural groups. That is, social groups may not be whole and equal with all learners being able to

gain the same meaning from engagement. However, collaboration and participation vary from one

learner to another, hence the inequality for each learner. As well, there are differences in skill set

http://www.ceebl.manchester.ac.uk/events/archive/aligningcollaborativelearning/Vygotsky.pdf

13

for each learner, which produces learning constraints. Learners with learning disabilities or learning

difficulties, for example, might not (be able to) take away the same meaning from group

interactions as those learners without learning disabilities or learning difficulties (Matthews, 2005)

Regarding the development of play, Vygotsky believed that the ability to adhere to rules is the key

capacity for school preparedness, not the ability to imagine. However, engagement in play – that

has implicit, internalized rules that can be negotiated among the players – requires a greater level of

cognitive, social, and verbal functioning than following explicit, external, and immutable rules.

Furthermore, the use of the imagination in make-believe play is at a greater cognitive level

(involving more complex and deeper thinking over a longer period of time) than the imagination

used during rule-based play such as games and sports. Overall, regarding the development of play,

rules governed Vygotsky’s argument, whereas the role of the imagination did not (Saifer, 2010, p.

40).

2.1.1 The Influence of Multimedia Technology in Teaching English Language in Schools

In Europe and America, a vast majority of students now study in schools and classrooms with

computers and some form of Internet access (Laurillard, 2013). Mahdizadeh, Biemans, & Mulder

(2008), observes that access to computers and the Internet has increased rapidly during the past

decade. Virtually all schools in Europe and America have Internet access in at least one location,

more and the most classrooms have Internet access. The study further observes that by 2001, an

estimated 99 percent of public schools and 87 percent of instructional rooms had Internet

connections.

A study by Train (2012), observed that the effectiveness of multimedia instruction in India is varied

and controversial. The controversy that exists in the literature is due to inconsistent, inappropriate,

https://en.wikipedia.org/wiki/Lev_Vygotsky

14

or ineffective means of multimedia implementation or application of the research design, or both. A

large amount of research has been conducted in English language teaching, with little focus on the

field of athletic training.

Salehi & Salehi ( 2012), observed that English Language Teaching projects have been introduced

throughout different parts of the world like in America in particular, and innovations have brought

changes in materials such as supplementary, self-study, and authentic and technology devices like

language laboratories, tape recorders, video recorders, computers. More recently, the use of

technology as a tool to develop the different language skills has received great attention. A related

study by Russo & Benson (2005), highlighted that E-learning covers a broad set of applications

and processes; including web-based learning, computer based learning, virtual classrooms and

digital collaboration. The above studies were carried out in the United States of America, Europe

and Asia whose technology is considered more developed and its usage is in advance stage. The

current research study was carried out in Arusha and Meru Districts of Tanzania which is a

developing country. Thus, the current study fills in the gap.

Abdul, Aminat and Obakhume (2013), highlighted that ICT facilities are not available in most of

the schools covered in Nigeria. It was also observed that most teachers, who participated in the

study, are not competent in the use of ICT. Multimedia instruction has been tagged with many

advantages, including the capacity to provide high-quality images, active learner involvement and

flexibility by allowing students to learn at their own pace. Computer-assisted instruction is an

effective resource when teaching English language. More specifically, it is as effective as using a

textbook or traditional seminars. The study suggested that, computer application was effective

more than the traditional classroom lecture for teaching English language. The study too revealed

15

that the combination of the two methods which are Multimedia instruction and Computer-assisted

instruction was the most effective teaching method (Khoiny, 2014).

Ogar (2015), observed that the extent of availability of ICT resources in secondary schools in

Ardokola and Jalingo is very low. The extent of utilization of ICT resources in teaching and

learning is equally very low. ICT resources were not available in the schools for the use of teachers

and students for learning activities. It was also found out that many factors were perceived by the

teachers and principals as constraints to the effective utilization of ICTs in teaching and learning in

secondary schools. Such included poor power supply, lack of adequately trained teachers in the use

of ICT, high cost of computers and accessories among others. The studies reviewed above were

carried out among the teachers in Nigeria in West Africa. The current study aimed at establishing

the challenges teachers of English go through when they use the Multimedia technology in teaching

in their various schools in Arusha and Meru Districts of Tanzania. Thus, the study filling the gaps

in the reviewed literature.

Abubakar, (2016), in his study, revealed that some of the benefits of using ICT in technical college

include making teaching and learning interesting; helping teacher to be up to date in enhancing the

quality of work of both teachers and students. A related study by Ziden & Rahman, (2013) argued

that students are aware of the benefits of using ICT in learning language. However, students did not

spend much of their time for the purpose of learning. Students spend only 1- 2 hours per weeks

using ICT for learning activities. Most of the students use ICT for surfing internet to get

information and for searching for words meaning and pronunciation. Students perceived themselves

having high positive attitude towards the use of ICT in learning English. The current study was set

to Investigate Influence of Multimedia Technology in Secondary Schools in Arusha and Meru

Districts of Arusha region in Tanzania.

16

ICT is becoming more important in the teaching learning process in the foreign language

classroom. There is no doubt that the role of the teacher is of paramount importance in the process

of integrating ICT into the classroom. Moreover, offering constant training to teachers is very

crucial (Rebecca, Andrea, & Jermaine, 2015). However, Mlunghisi D Mathevula & Uwizeyimana (

2014), revealed that, with the exception of a TVs, photocopiers and laptop/desktop computers, there

is a scarcity of ICT resources available at schools for ICT integration, and that the teaching and

curriculum administration functions of most teachers have been negatively impacted by a lack ICT

equipment and/or insufficient use of these ICT resources for those schools who have them. In

addition, while some teachers had received some form of ICT training, it was evident that such

training has had minimal or no impact at all on the abilities and confidence of teachers to use ICT in

their teaching. The integration of Multimedia technology was the concern of the current research

study.

Salehi & Salehi,( 2012) conducted the study in America and discussed on the contribution of

multimedia peripherals to the development of the English language. On the other hand, Train

(2012), conducted the study in India discussing the effectiveness of Multimedia instruction in

teaching English language. Consequently, these studies done in abroad make it harder to identify

the influence of multimedia in teaching and learning English language. The current study was

conducted in Arusha Municipality and Meru Districts in Tanzania to investigate the influence of

Multimedia in Teaching and Learning English Language in Secondary Schools.

Furthermore, Ogar (2015), conducted a study in Ardokola and Jalingo in Nigeria that discussed

availability and utilization of ICT resources in teaching and learning in secondary schools. The

study observed that, the extent of availability of ICT resources in secondary schools is very low.

Mlunghisi and Uwizeyimana (2014) found out that there was lack of ICT resources that led to poor

17

academic performance in secondary schools. Both studies concentrated on the availability and

utilization of ICT resources but omitted the influence of multimedia technology in teaching and

learning English language in secondary schools which was the interest of the current study.

2.1.2 Challenges Facing the Integration of ICT in Learning English Language

Despite the many advantages that literature alludes to in the integration of Multimedia in the

teaching program, the same has faced a number of draw backs. Alam, Vosanka, Umar, Dauda, &

Ngasoh (2015), have stated in their study, that insufficient technical supports at schools and little

access to internet and ICT prevent teachers to use ICT in the classroom. Moreover, shortage of class

time was another important discouraging factor for the teachers to integrate ICT into the

curriculum. Therefore the current study was set to find out challenges teachers and students face

while using multimedia technology in teaching and learning English Language in Arusha

Municipality and Meru District.

Salehi & Sa,lehi, (2012) analysis revealed that little access to Internet and ICT in Sri Lanka prevent

teachers from using ICT in the classroom. Moreover, shortage of class time was another significant

discouraging factor for the teachers to integrate ICT into the curriculum.

Anyamene and Wokolo (2014), recognized that information communication technology facilities

for counseling are limited in the universities in the south east states of Nigeria. The results also

indicate that the level of Information Communication Technology is very low. Despite the

advancement of the information technology in the lower levels such as primary schools to

secondary schools. The above studies on the information communication technology facilities for

counseling was carried out in the Nigeria in West Africa whose technology is considered to be

advancing and its usage is in advance stage. The current research study was carried out in Arusha

18

and Meru Districts of Tanzania which is a developing country. Thus, the current study fills in the

gap for the reviewed literature.

Nyaga (2014), based on the findings of the research, it was concluded that there were a number of

challenges facing effective implementation of ICT in schools in Nakuru North District in Kenya.

These challenges included: few computers and computer labs, insufficient internet connectivity,

power unreliability and lack of sufficient equipment such as LCD projectors, speakers among others

to enhance effective implementation. The study also concluded that efforts by the ministry to

sustain ICT implementation projects in schools are very minimal especially in the rural districts. In

addition the study also concluded that even though there are few ICT specialists the specialists are

there as there a number of people who are computer literate. The studies reviewed above were

carried out among the teachers in Nakuru- Kenya in East Africa on the challenges facing the

effective implementation of ICT in schools. The current study aimed at establishing the challenges

teachers of English that are facing when they use the Multimedia technology in teaching in their

various schools in Arusha and Meru Districts of Tanzania. Therefore, this study fills the gap in the

reviewed literature.

Salehi and Salehi (2012), in their study, they argued that the extent of availability of ICT resources

in secondary schools in Mutare and Gweru in Zimbabwe is low. Hence, the effectiveness of the ICT

becomes less effective in schools. The range of utilization of ICT resources in teaching and learning

is equally very low. ICT resources were not available in the schools for the use of teachers and

students for learning activities. It was also found out that many factors were perceived by the

teachers and principals as constraints to the effective utilization of ICTs in teaching and learning in

secondary schools. They include; poor power supply. Lack of adequately trained teachers in the use

of lCT in teaching, high cost of computers and accessories among others. It was concluded that

19

much has not been done by government in the area of provision of ICT resources for teaching and

learning in this era of ICT based learning. The paper recommends governments’, non-governmental

organizations’ and private individuals’ intervention in the provision of needed ICT resources in the

schools among others.

Ayeni & Ogunbameru, (2013) exemplified that, the most commonly used ICT facilities in Ondo

State, Nigeria were computer set (46.7%); printer (41.7%); and bulletin board (31%). The results

also showed that the relationship between teachers and students on the utilization of ICT facilities

was low (r= 0.045, p<0.05). The major constraints identified included shortage of ICT facilities

and teachers’ low capacity in using the ICT, irregular power supply, inadequate technical support,

poor funding and maintenance.

Khan (2015), observed that in the recent past, Information and Communication Technology (ICT)

has turned out to be an effective mode of teaching which promotes some dramatic changes in

teaching and learning processes. Technologies allow students to work more productively than in the

past, but the teacher’s role in technology-rich classrooms is more demanding than ever. ICT has the

potential to transform the nature of education such as improving teachers’ design work, enhancing

the roles of students and teachers in the learning process and helping to create a collaborative

learning environment. Although ICT has the potential to improve the educational system to a great

extent, developing countries are far from reaping these benefits because of certain barriers. Despite

these benefits, the study revealed some of the challenges facing ICT as: irregular power supply;

inadequate computer literate teachers; inadequate ICT facilities (Keengwe, Onchwari, & Wachira,

2008). The above study was conducted in Brazil finding out the effectiveness of the Information

Communication Technology. The current study was set to find out challenges teachers and students

20

face while using multimedia technology in teaching and learning English Language in Arusha

Municipality and Meru District. Hence the current study covers the gap.

Eminimoh & Jacob (2016), revealed that school administrators are aware of the importance of ICT

in school administration, but the major challenge is the lack of the required skill and knowledge to

use these facilities. Also, it was revealed that majority of the schools lacked the required ICT

resources hence very few principals could apply the ICT resources for administrative purposes.

Furthermore, it was found that majority of the principals relied on print technology for various

administrative purposes.

Alam, Vosanka, Umar, Dauda, & Ngasoh (2015), in their study on the contribution to the Education

in Canadian Journal, they found that, there is insufficient technical supports at schools and little

access to Internet and ICT prevent teachers to use ICT in the classroom. Moreover, in this study,

they found that the shortage of class time was another important discouraging factor for the teachers

to integrate ICT into the curriculum. On the other hand, the related study conducted by Anyamene

and Wokolo (2014), recognized that information communication technology facilities for learning

are limited in the universities in the south east states of Nigeria. The results indicated that the level

of Information Communication Technology is low due to the time that is allocated for students to

use these ICT materials such as computers. In these two studies there was no study on the influence

of I CT resources that could lead to the way forward on increasing the frequent use of ICT materials

in their schools. The current study was set to investigate the influence of Multimedia technology in

Teaching and Learning English Language in Secondary Schools in Meru and Arusha Municipality

in Tanzania.

21

Furthermore, Nyaga (2014), in his basic study’s findings that was conducted in concluded Nakuru

North District concluded that there were a number of challenges facing effective implementation of

ICT in schools in in Kenya. These challenges included: few computers and computer labs,

insufficient internet connectivity, power unreliability and lack of sufficient equipment such as LCD

projectors, speakers among others to enhance effective implementation. Observing in this study, the

main concern was on the Challenges facing the implementation of ICT in schools in Kenya. The

study partially had dealt with the available ICT resources are used. Thus, the current study was

investigated the influence of Multimedia Technology in Teaching and Learning in Secondary

Schools in Arusha and Meru Districts.

2.5.3 The Intervention Measures to the Challenges of the Use of Multimedia in Schools

Wastiau (2013), demonstrates that Norwegian pupils are Trailing further and further behind their

international counter parts in terms of acquired skills and knowledge, and ICT share only integrated

to a limited extent. A new approach to ICT integration in research and educational policy is

required. Teachers are once more acknowledged not or their adaptability, but for their mastery of a

field of study. The trend is emphasized on subject specific didactics in research and in the of

educational policy .Future ICT integration initiatives must be based on the understanding that the

use of ICT must be intimately linked to the achievement (Mlunghisi Derick Mathevula, 2015). The

above study was done in Norway in the Scandinavian countries exploring the measures taken to the

use of ICT in the Norwegian schools. The current study was to explore the intervention measures to

the challenges of the use of multimedia in Arusha Municipality and Meru Districts’ Schools of

Tanzania in East Africa.

Moreover, the frequent use of ICT in Morocco led to the technological revolution and the

information age, using technology in teaching English. This made the fact of life and become a part

22

of the broader ecology of life at the turn of the century by introducing the higher availability of

Technological facilities required in schools (Bozkurt & Ataizi, 2015). It is widely assumed that

technology has enormous potential to improve learners’ achievement by expanding students’

learning experience, increasing motivation, facilitating collaboration, fostering learner autonomy,

and promoting global understanding, not to mention developing language skills if it is used

effectively in the context where learning takes place (Mcdougald, 2009). This study was done in

Morroco, in the Northern Africa investigating the measures taken to the use of ICT on the

availability of Technological facilities required in schools. The current research study explored the

intervention measures to the challenges of the use of multimedia in Arusha Municipality and Meru

Districts’ Schools of Tanzania in East Africa.

Nguyen, Warren, & Fehring (2014), observed that in Sri-Lanka, the learners expected teachers to

instruct them how to search for and use learning resources on the Internet. This could be explained

that the students lacked information literacy search skills. Henceforth, there should be information

literacy search skills workshops on a regular basis aiming to give students detailed instructions on

how to be in search of online resources to maximize their language learning. Despite the fact that

the investment of technology such as computers, and Internet access on campus is available, many

students do not seem to see the great potential of technology in language learning. Therefore,

students should be provided with information technology knowledge through training workshops so

that they utilize ICTs in learning English effectively.

Salehi & Salehi, (2012), earlier cited, highlighted that, the Zambian teachers had a strong desire to

use ICT in the classroom, although they were encountered with some barriers. Insufficient technical

supports at schools and little access to Internet and ICT were considered as the major barriers

preventing teachers to integrate ICT into the curriculum. Moreover, the descriptive analysis of the

23

results showed that shortage of class time was another significant barrier discouraging teachers to

use ICT into the classroom. However, a larger scale project should follow this initial attempt to

integrate ICT into conventional language in Nepal classrooms.

It would also be interesting to investigate a correlation between experienced teachers and new

teachers in terms of how ICT is implemented into the English as a foreign language in classroom,

since the majority of all new teachers have had training in ICT prior to teaching and experienced

teachers were introduced to ICT throughout their teaching career. In addition, a comparative study

among the different semesters to analyze what tools, applications or activities directly enhanced or

improved the progress and proficiency in English they should adapt themselves to the changing

society was conducted in Asian countries in Nepal, emerging technologies, and new learning and

teaching environment.

It was also recommended that government should provide ICT facilities to the public secondary

schools and proprietors/proprietresses of private schools should also be made to provide for their

schools (Jung, 2006). This study was done in Nepal in Asia among the experienced teachers in the

use of ICT and new ones who are just joining the professional. The study was investigating the

measures taken to the use of ICT on the availability of Technological facilities required in schools.

The current research study was set to explore the intervention measures to the challenges of the use

of multimedia in Arusha Municipality and Meru Districts’ Schools of Tanzania in East Africa.

Ewumi, Oyenuga, & Owoyele, (2012), it was recommended that government should make available

ICT facilities in counseling laboratories in all universities in other to help facilitate counseling and

learning. Globalization has challenged higher institutions in Nigeria and in particular South East

Universities to face new type of learning involving the use of ICT facilities to improve counseling.

24

It has been observed that there is a lack of ICT infrastructure in schools. It is recommended that

attention must be given to the availability of ICT facilities in schools. The availability of Internet

services at school helped the counselors and students.

Therefore, the study suggested that, Government should provide ICT facilities for students,

counselors and lecturers in higher institutions, source of power which is essential in the running of

the Universities. Teachers and students participated in the information and communication

technology age, the Universities should have counseling labs provided with air conditioners as well

as standing generating sets to preserve the facilities and counter the effect of persistent power

outage, counselors should give their students assignment that requires e- learning, University

counselors should improve their use of the Internet for counseling. They need to use the Internet as

a tool for e-learning to gain more professional knowledge and help students in their learning

(Sirotnik, 1989).

Akingbade, (2013) in their study, the findings of this study, they recommended that ICT

equipment/facilities are not available for the teaching of science subjects in secondary schools.

Factors such as low funding, cost, low level of internet connectivity, weak infrastructure, low

teledensity, lack of skills, lack of basic infrastructure, dearth of technical support staff and teacher

factor, are factors affecting the application of ICT in the teaching and learning of science.

Application of ICT in classroom makes the science lesson more interesting and easy to teach and

learn.

Effective application of ICT in the teaching and learning of science leads to the effective teaching

and learning thereby, improving the performance of science students. However, it was

recommended that, the current level of students’ exposure to ICT should be sustained while efforts

25

should be made to improve upon the level of teachers’ exposure. Also based on the same findings

of this study, it was recommended that, in order to enjoy the full services of ICT in the teaching-

learning process, teachers should be made to utilize ICT in their teaching. Science students and

teachers should be given access to ICT resources. and the government should increase financial

allocation to schools to enable them provide the necessary ICT facilities for usage in their schools

(Akingbade, 2013).

Mustapha, Abdullahi, & Kolo (2013), suggests that, Government should ensure that ICT facilities

be provided in schools. Education Tax Fund should be involved in procuring computer for

secondary schools. Proceedings of the 1st International Technology, Education and Environment

Conference African Society for Scientific Research (ASSR) Co-Published By: Human Resource

Management Academic Research Society 785. On the same findings, it is advised that the

government should revisit the curriculum at secondary schools level with a view to the use of

computer and ICT assisted instruction in the teaching and learning process. Teachers at secondary

school levels should be trained on the use of ICT facilities through regular seminars and computer

literacy workshops to keep them abreast of computer and ICT based instruction.

Abubakar (2016), in his study, suggested that, the government should increase funding for the

entire educational sector with emphasis on ICT. This helped to improve the level of ICT facilities in

the schools. There should also be continuous and periodic training of teachers on computer and ICT

skills acquisition. This helped provide them with practical and functional knowledge needed for

their day to day interaction with students in the classroom.

Looking at Akingbade, (2013); Mustapha, Abdullahi& Kolo (2013) similarly advised that the

government should revisit the curriculum in secondary schools level with a view to the use

26

ofcomputer and ICT assisted instruction in the teaching and learning process. While, Akingbade,

(2013) based on the similar findings, recommended that ICT equipment/facilities are not available

for the teaching of science subjects in secondary schools. Making an observation on

recommendations, it is hard to introduce the curricular in the schools while there are no teaching

facilities at all. The study partially investigated on the effectiveness application of ICT in the

teaching and learning of science leads to effective teaching. The current research study covers the

gap on the influence of multimedia technology in teaching and learning English language in Arusha

municipality and Meru districts of Arusha.

Rashid and William (2016) found that most secondary school teachers lacked proper knowledge of

using ICT facilities in teaching and learning process. Although there were few ICT facilities in the

visited schools but they were not enough compared to the presented number of teachers and

students.

Ayeni & Ogunbameru (2013), suggested that, ICT is an indispensable tool in fostering curriculum

instruction; the inadequacy in the provision of ICT facilities inhibits students’ educational

opportunities and academic performance. The stakeholders in education sector should be proactive

in carrying out periodic needs assessment to determine the gaps in ICT facilities. The strong

commitment and collaboration among stakeholders, driven by the unwavering political will of the

government and anchored by the Ministry of Education would no doubt strengthen the institutional

capacity in the provision and maintenance of ICT facilities, and building teachers’ and students’

capabilities for effective utilization of ICT facilities in linking teaching to global research networks

by sharing with experts in other disciplines; widening their knowledge, skills and experience

beyond the scope, structures and limitations of conventional methods that are used in traditional

27

disciplines in curriculum planning and delivery; and achieving better learning outcome in secondary

school.

The quality of teachers depends on training especially on the use of modern technology in teaching

and learning. The findings in this study have revealed that there is a lack of teachers’ knowledge

and practice on the use of ICT facilities in teaching and learning. Thus, based on the findings the

following suggestions are made.

Rashid and Francis (2016) argued that the availability of teacher in-service training program on the

better use of ICT is compulsory. This ensured that teachers have enough knowledge on the use of

ICT in teaching and learning in order to raise the standard of teaching. The program should be

conducted within and outside the schools. Heads of school should prepare ICT training courses to

the teachers within the school in collaboration with various organizations that deal with ICT

training. Secondly, there should be an increase of ICT facilities in schools to meet the number of

teachers and students present. This ensured enough and quick access to computers by teachers and

students and then increase the quality of secondary school teaching and learning hence result into

better performance. Third, the Government is required to ensure teacher and students access of ICT

facilities to all public secondary schools in Tanzania as per ICT Policy for Basic Education (2007).

This helped all secondary school teachers to teach effectively through the use of ICT facilities.

Fourth, teaching ICT as a subject in all secondary school should be compulsory in order to ensure

better uses of the technology for future generation. In this study, only one school of all the sampled

schools taught ICT as a subject. Thus, efforts are needed to ensure that students in all secondary

schools are given ICT skills. Fifth, student should be given access to ICT facilities. This is most

important because in schools visited in this study students were not well informed on the

28

availability of ICT in their schools. Students had low knowledge on the varieties of ICT facilities

like computer, printers, projectors, scanners and television which were available in their schools.

They thought that the facilities were there for their teachers only. The current study covers the gap

on the influence of Multimedia technology in teaching and learning English language where these

ICT facilities were shown how much they influenced students and teachers in their academic

activities in Arusha municipality and Meru Districts of Arusha region in Tanzania.

2.4 Research gap

The reviewed literature (Salehi & Salehi, 2012; Train, 2012; Ogar 2015; Alam, Vosanka, Umar,

Dauda, & Ngasoh 2015; Baro, Endouware, & Ubogu, 2011), and Nyaga 2014), have concentrated

on inadequacy of technical support and multimedia technological facilities. While the other studies

(Eminimoh & Jacob 2016; Khan 2015; and Salehi and Salehi 2012),which were done in West,

East and Central Africa dealt mainly with competent teachers of English while using ICT as a

foreign language, leaving out the area of integration of Multimedia technology as an impetus to

effective teaching of English language. The current study was set to investigate the influence of

Multimedia Technology in Teaching and Learning English Language in Arusha and Meru Districts

of Tanzania.

However, the reviewed literature Nyaga (2014; Nyaga 2014; Keengwe, Onchwari, & Wachira,

2008) which were done in Northern Nakuru in Kenya in East Africa and Nigeria in West Africa

have concentrated on inadequacy of internet connectivity and unreliability power supply in

different schools. From these studies it shows that there are little and /or seldom researches who did

or analysed the the integration of Multimedia technology in Teaching and Learning English

Language. The current research study is therefore set to investigate the influence of Multimedia

29

technology in Teaching and Learning English Language. The research was carried out in the two

districts of Arusha municipality and Meru.

30

CHAPTER THREE

RESEARCH METHODOLOGY.

3.0 Introduction

This chapter presents the study design, area of study, target population, sample selection

techniques, Data collection procedure and research instruments .

3.1 Research Design

The current study employed a cross-sectional survey research design. The cross-sectional survey

research design, like other research strategies, is a way collecting, recording data of the present

views and practices at one point in time sample selected to represent a larger population .Basically,

a cross-sectional survey research design, is an in depth study of a particular situation rather than a

sweeping statistical survey (Creswell, 2012).

The study has adopted cross sectional survey research design. This type of design was used

because, the cross sectional survey research design is useful for measuring current attitudes, views

,practices ,opinions or beliefs in which an individual think about issues testing whether scientific

theories and models actually work in the real world (Creswell, 2012). The use of this approach is

well suitable because the intention is to conduct in depth the analysis of the integration of

Multimedia technology in English Language teaching and Learning in different perspectives. A

case study was being in depth studied or investigated as single individual group or community.

3.2. Area of Study.

Area of study refers to an anthropological or sociological research intended to gather and relate

data on various aspects of a geographical region and its inhabitants, as natural resources, history,

https://explorable.com/survey-research-design

31

language, institutions, or cultural and economic characteristics; a field investigation into human

ecology (Creswell,2012).

The research was conducted among the secondary schools that use multimedia technology and

those that do not use in teaching and learning English language in both Arusha Municipality and

Meru Districts. Since in these two districts there are schools that are using multimedia technology;

then, the researcher found out the influence of ICT in these schools that would represent other

schools in other regions.

3.3 Target Population

The target population has been defined as a group or category of human beings, animals and

objects, which have one or more characteristics in common and have been selected as a focus of the

study (Creswell, 2012). It is also known as “the universe,” and it is this group that a researcher

wishes to generalize the results of the study.

The target population for current study comprised of head teachers, teachers and students of eight

schools in Arusha Municipality and Meru districts that have had the opportunity to use the

Multimedia technology in teaching. The head teachers of these secondary schools were 8, the total

number of teachers were 357 while students who were targeted to participate in the research study

were 5392. In view of these numbers, it was necessary to sample them into a representative group

manageable for the research.

3.4 Sample size and Sampling Procedure

A sample is a small proportion that is selected for observation and analysis. By observing the

characteristics of the sample, one can make certain inferences about the characteristics of the

population from which it was drawn (Best & Khan, 2011). In light of the total number of the target

32

population, a simple random sampling method was used to get the manageable sample for the

research. One hundred and sixty students were selected to take part in the study by the use simple

random sampling. This is a procedure in which an individual observation is chosen in such a way

that each has an equal and independent chance of being selected (Best & Khan, 2011; Kajembe and

Luoga, 2006).

Eight school head teachers were purposively sampled because they represented schools that have

the Multimedia technology gadgets and thus would provide the information required for the study,

while seventy two teachers were sampled by the use of random numbers. To do this, the pieces of

papers were numbered and all together were mixed in the box. The participants were asked to pick

one piece of paper that could make him or her be identified with the number on it. This is a more

convenient way of selecting a random sample or assigning individuals to experimental and control

groups so that they are equated through selection (Best and Khan, 2011). Thus, a total of two

hundred and forty participants took part in the current study.

3.5 Research Instruments

Research Instruments are measurement tools designed to obtain data on a topic of interest from

research subjects. (McNamara, 2000). The current study used the interview and open - ended

questionnaire to collect qualitative data while closed- ended questionnaire collected quantitative

data. The interview was used in this study because it permits the collection of information on facts

not mentioned in the closed-ended questionnaire. The questionnaire was used in this study because

it could produce valid and meaningful results if the questions are clearer and precisely direct to the

point and if asked consistently across all the respondents. (Kothari, 2004).

33

3.5.1 Interview

The interview is a data collection technique that involves oral questioning of respondent (s).

Interviews are particularly useful for getting the story behind a participant’s experiences. The

interviewer can pursue in-depth information around the topic. Interviews may be useful as follow-

up to certain respondents to questionnaires to further investigate their responses. (McNamara,

2000). This method is chosen because it gives exactly more detail and context based information. It

permits the collection of information on facts not mentioned in an interview and permits reliability

of responses to question (Kothari, 2004). In this study, teachers and students were interviewed by

the researcher in order to get extra and deep information about the influence of multimedia

technology. Interview was also used by the researcher to verify the answers provided by the

respondents in the questionnaires.

3.5.2. Questionnaire

The questionnaire is a research instrument which consists of a series of questions for the purpose of

gathering information from the respondents .Questionnaires are very convenient way of collecting

useful comparable data from a large number of individuals. However questionnaires can only

produce valid and meaningful results if questions are clear and precisely direct to the point and if

asked consistently across all the respondents. Careful consideration therefore, needs to be given to

the design of the questionnaire (Nigel, and Fox, 2009). The current research study used

questionnaires for data collection from the participants on their age, sex, responsibilities and

professional qualifications.

34

3.6 Validity and Reliability of Instruments

3.6.1 Instrument validity

Instrument validity is the capacity of an instrument to measure what it was designed to measure.

There are a number of types of validity, which are recognized in the fields of educational research.

These include the face validity, content validity, predictive validity and concurrent validity. For this

research study, the content validity was established. Content validity is a non-statistical type of

validity. It is the extent to which a text covers the content area is intended to cover. (Venkitachdan,

2015).

In order to establish the validity of the instrument the questionnaire items were piloted with four

respondents randomly selected from the target population. Each respondent was systematically

asked to state whether the instrument ensured content validity after he or she had completed filling

the questionnaire. Furthermore, each questionnaire item was discussed with him or her to

determine the adequacy of the content, substance, the matter and the relevancy to the study. The

discussion with each respondent at the pilot stage showed that each item reflected the measure it

was intended for.

3.6.2 Reliability

The reliability of a behavioral measure is an index of the degree to which it consistently measures

the same attributes and is related to the precision of the measuring instrument. A precise or reliable

measure will give exactly the same reading on different occasions provided that the attribute being

measured does not vary in value. If a measuring instrument is perfect, it is said to have a

coefficient correlation of 1.0, which is never easy to attain in the actual practice (Creswell, 2012).

In order to ensure a reliable instrument in this research study, a pilot study was undertaken, before

the actual study in order to assess the reliability, clarity and suitability of the survey instrument.

35

To compute for instrument reliability the inter-item correlation analysis was conducted using the

Cranach’s coefficient alpha (α). This coefficient alpha is used when items are not scored

dichotomously. The coefficient alpha is an estimate of the reliability of the total test when each item

is employed as a test in the generation of this estimate.

It is computed as follows:

rtt= k 1 - Σθt2

k – 1θT2

In this scale, if the coefficient alpha proved to be 0.80 or higher, then a reliable (internally

consistent) scale will have been developed. For this study, the coefficient alpha obtained was

0.8134 on the closed-ended questionnaire and this was considered a good one to work with.

3.7 Data Collection Procedure

Data collection is the process of gathering and measuring information on targeted variables in an

established systematic fashion, which then enables one to answer relevant questions and evaluate

outcomes (Creswell 2012). After obtaining the permission letter from the training university and the

District Education Office, the researcher embarked on data collection in Arusha municipality and

Meru districts. The researcher personally visited the sampled respondents which comprised of

teachers and students and administered the questionnaire. 160 questionnaires were distributed to the

students where the students answered and handled them back to me via academic teachers in the

sampled schools. 80 questionnaires were distributed to the teachers, where the teachers answered

and handled them back to me. The data category was collected through the interviews that were

conducted among the three head teachers, two teachers and sixteen students. This was done to

ensure effective data collection was well performed and the time was well saved.

36

3.8 Data Analysis Procedures

Data analysis procedure is the systematic application of statistical and/ or logical techniques to

describe and illustrate, condense and recap, and evaluate data (Heaton, 2005) Descriptive data

analysis procedure is the process done in the analysis of data in the research that shows how logic is

generalized and analyzed from sample to population.

Thus the inclusion of descriptive data analysis technique helped the researcher in the collection of

data systematically. The collection of data was analyzed by categorizing the similar findings and

contesting the dissimilar findings. Data was also analyzed quantitatively and related to statistics

such as how it was shown in the study.

Descriptive statistics are used to describe the basic features of the data in a study. They provide

simple summaries about the sample and the measures. Together with simple graphics analysis, they

form the basis of virtually every quantitative analysis of data. (Best & Khan, 2011).

In the current research study, the quantitative data was analyzed by the use of the Statistical

package for social sciences version = 20 (SPSS). This procedure produced table of percentages and

frequencies as scores from the participants on the presented variables for each sub items per the

objectives of the study. The participants were asked to indicate whether they are agreed or not

agreed in the given item in the questionnaire.

Qualitative data was analyzed thematically where the researcher analyzed the information as

obtained from the interviews that was obtained from the teachers and students from the field.

Quantitative data was analyzed by using the SPSS package version 20. This is a special and

systematic research software that is used by the researchers in analyzing data. In this software the

data is trapped into it and it analyses and arranges it automatically (Bryk, 2002).

37

Finally the data analysis enabled the researcher to fulfill the objectives and give answers to research

questions. This was done by establishing their compliance to or their discrepancy from the

objectives and research questions. The structure of the research tools made the simple the analysis

of the objectives and systematic questions to make the research activity simplified.

3.9 Ethical Considerations

The current study followed the acceptable research ethics as articulated in SAUT research format.

The researcher sought permission from the Department of Postgraduate Studies at Saint Augustine

University Arusha Centre. Then the researcher visited and asked permission to the Regional

Education Officers and District Educational Officers in Arusha City Council.

The researcher submitted a letter to the head teachers for permission to conduct the study in the

schools. Similarly, researcher sought consent from the participants, explain the nature and purpose

of the study as well as their right to voluntarily participate or withdraw from the study (Barbour,

2008). Thereafter, give them consent forms for them to read and sign as an indication of their

willingness to participate in the study.

38

CHAPTER FOUR

DATA PRESENTATION

4.0 Introduction

This chapter presents data interpretation. The chapter is sub divided into four parts. The first part

analyses the questionnaire return rate. The second part deals with demographic information of the

respondents by their gender, number of years in school and their ages, Academic qualification,

teaching experiences of the teachers and the demographic of information of the respondents by their

gender, number of years at school as students, age, and Position in school of the students. Part three

consists of the analysis of data on the responses by the participants who are grouped into teachers

who teach English language and other teachers. The final part, presents students responses as per

the objectives of the study. The objectives were to determine the effectiveness of the Multimedia

technology in teaching and learning English language, to find out challenges facing the integration

of Multimedia technology in teaching and learning English Language and to highlight the

intervention measures to the identified challenges of the use of multimedia technology in teaching

and learning English language.

4.1 Questionnaires Return Rate

The questionnaire return rate is the proportion of the sample that participated as intended in the

research procedures. The total population that were to participate in this research study were 80

teachers from 8 strategically sampled secondary schools within the Arusha municipality and Meru

districts, and 160 form four students from the Six sampled secondary schools. Thus, the

questionnaires were administered to 240 participants. Those who returned the filled in

questionnaires were 240. Thus, the return rate was 100% which was found good to work with.

39

4.2 Demographic Information

The respondents were asked to indicate their gender. These were teachers who were sampled to take

part in the study. Table 4.2.1 presents the summary of the distribution of the respondents by their

gender.

Table 4.1 Summary of Distribution of Teachers by Their Gender (n=80)

Gender (f) (%)

Male 40 (50%)

Female 40 (50%)

Total 80(100%)

Table 4.1 above indicates the number of the participants as per their gender was balanced. The

research study was organized strategically so that there were 40 (50%) male teachers and 40(50%)

female teachers. Thus, no gender dominated the study. Table 4.1 presents the summary of the

distribution of the respondents as per their age. Here, the teachers were asked to indicate their age.

Table 4.2. Summary of Distribution of the Teachers by Their Age (n=80)

Age (f) (%)

18 -- 29yrs 37 (45%)

30 – 40yrs 30 (37%)

41-- 60 yrs 13 (18%)

Total 80 (100%)

Table 4.2. above presents the summary of distribution of the ages of the respondents. Most of the

teachers were between the age of 18- 29 years which was 37 (45%). They were followed by age

bracket of 30-40 years who were 30 (37%). Finally, the least represented age bracket of 41-60 years

were 13 (18%).This implies that, the age bracket of the digital generation 18- 29 years dominated

40

the study. Table 4.2 presents the summary of the distribution of teachers by their academic

qualifications. The respondents were asked to indicate their ages. These were teachers who were

sampled to take part in the study

Table 4.3 Summary of Distribution of the Teachers by Their Academic Qualification (n=80)

Academic qualification (f) (%)

Dip. Ed 14 (17%)

B .A. Ed 58 (72%)

M.Ed 8 (10%)

Total 80 (100%)

The majority of the participants of this study were teachers who had qualification of the bachelor of

education degree 58 (72 %) while diploma holders were represented by 14 (17%) The least group of

master degree holders were (90%). It can therefore be concluded that most teachers yearn for higher

degrees though many of them complete their courses while are computer literate. Table 4.4

presents the summary of the distribution of respondents by their teaching experiences. The

respondents were asked to indicate their teaching experiences. These were teachers who were

sampled to take part in the study.

Table 4.4 Distribution of Teachers by Their Teaching Experience (n=80)

Teaching experiences (f) (%)

Below 5 yrs 17 (21%)

6-11 yrs 34 (42%)

12-16 yrs 21 (26%)

17-22 yrs 3 (4%)

23 and above 5 (6%)

Total 80 (100%)

41

Table 4.4 shows the respondents by their teaching experience. Many teachers who had experience

lied between 6-11 which were 34 (42%) while those whose experience was between 12-16 years

were 21 (26%).They were followed by the teachers whose experience was below 5 years17

(21%).The teachers who had experience above 23 years were 5(6%). The least group 3 (4%) had

experience of 17-22years. Years of experience at work are a managerial factor for placement and

/or promotion. Table 4.5 presents the summary of the respondents by their gender. The

respondents were asked to indicate their gender. These were students who were sampled to take part

in the study.

Table 4.5 Distribution of Teachers by Their Gender (n=160)

Gender (f) (%)

Male 80 (50%)

Female 80 (50%)

Total 160(100%)

Table 4.5 above indicates the gender of the respondents. The researcher, in this study considered

gender equality. The students who participated in the study were 80 (50%) male students and

80(50%) female students. Thus, no gender dominated the study. Table 4.6 presents the summary of

the respondents by their age. The respondents were asked to indicate their age. These were students

who were sampled to take part in the study.

Table 4.6 Distribution of Students by Their Age (n=160)

Age (f) (%)

14 -18yrs 148 (93%)

18 – 22yrs 12 (8%)

Total 160 (100%)

Table 4.6 presents the summary of the students by their age.

42

The respondents were asked to indicate their age. These were students who were sampled to take

part in the study. Most of the students 148 (93%) were of the age of 14 -18years. Therefore, 148

(93%) implies that this is the age bracket of the digital generation 14 -18years who dominated the

study. Table 4.7 presents the summary of the respondents by their position in school. The

respondents were asked to indicate their age. These were students who were sampled to take part in

the study.

Table 4.7 Distribution of Students by their Position in School (n=160)

Position in school (f) (%)

Normal Student 142(89%)

Class prefect 8 (5%)

School prefect 10 (6%)

Total 160 (100%)

Table 4.7 above indicates the positions of the respondents in the school. The research study was

organized well. From these statistics; Normal Student 142(89%), Class prefect 8(5%) and School

prefect 10(6%) it can be noted that, the study had no bias.

4.3 Findings on the Effectiveness of Multimedia Technology in Teaching and Learning

English Language

The first objective of the current study was to determine the effectiveness of multimedia technology

in teaching and learning English as a foreign language. The participants were asked to indicate

whether they agreed or disagreed with the sub items that indicated the effectiveness of Multimedia

technology in Teaching and Learning English language. Table 4.8 presents the summary of

distribution of the respondents’ views on the Effectiveness of Multimedia Technology in Teaching

and Learning English Language.

43

Table 4.8 Distribution of the Availability and Effectiveness of the Multimedia Technology in

Teaching and Learning English as a Foreign Language in Secondary Schools (n=80)

TEACHERS STUDENTS TOTAL

(n = 80) (n= 160) (n= 240)

ICT facilities (f) (%) (f) (%) (f) (%)

Inadequate ICT facilities 80(100%) 160 (100%) 240 (100%)

Use of video 78 (97%) 126 (79%) 204 (85%)

Use of projector 77 (95%) 132 (83%) 209 (87%)

Use of computer internet 67(83%) 151 (94%) 218 (91%)

Use of mobile phones internet 78 (96%) 156 (98%) 234 (98%)

Use of radio cassettes, CD, VCD

and DVD 70 (87%) 126 (79%) 196 (82%)

Compare internet notes 68 (84%) 101 (63%) 169 (70%)

Table 4.8 shows the respondents’ indicated that there is availability of inadequate ICT facilities in

their schools. All 80 (100%) of the respondents on the side of teachers indicated that their schools

have ICT facilities. From the same table 4.8, Majority 204(85 %) of the respondents agreed that

samples of videos are used in their teaching and learning English language during English

Language periods. The respondents further confirmed that the samples of videos have helped them

in learning, particularly when they display the articulations of English words as well as the used of

the videos in showing the facial expressions and body mouth shape.

However, when the respondents were asked, if they use and practice computer internet both in

teaching and learning English language; the majority of 67 teachers who cover (83%) said, they get

enough chances to practice and use internet in their surfing in getting notes and other related

materials related to English language as a subject and other subjects. Many of 151 students who

cover (94%) showed that they enjoy and benefit a lot in using the computer internet in getting the

learning materials and comparing notes from the computer internets provided in their schools.

44

From table 4.8 when the respondents were asked on the use and practice mobile phones internet

both in teaching and learning English language; the majority of 78 teachers who cover (96%) said,

they get enough chances to practice and use of mobile phones internet in their surfing in getting

notes and other related materials related to English language. Many of 156 students who cover

(98%) said that they have benefited a lot in using the mobile phones internet in getting the learning

materials and comparing notes from the computer internets particularly when they are at home

during their personal study.

Table 4.8 shows the respondents’ indication that there is a practice and the use of video, DVDs,

CDs and radios for learning purposes in their schools. The majority 70 (87%) of teachers and 126

(79%) of students indicated that their schools have radio cassettes, CD, VCD and DVD and that

they are being used in the teaching and learning activities. From the same table 4.8, Majority

204(85%) of the respondents agreed that samples of videos are used in their teaching and learning

English language during English Language periods. The respondents further confirmed that the

samples of videos have helped them in learning, particularly when they display the articulations of

English words as well as the used of the videos in showing the facial expressions and body mouth

shape.

4.5 Challenges Teachers Face While Using the Multimedia Technology in Teaching and

Learning English as a Foreign Language

The second objective of the current research was to identify the challenges teachers face whiling the

using the multimedia technology in teaching and learning English as a foreign language. In

response to the sub items presented the participants observed that 64 (79%) of teachers claimed to

have scarcity of teaching and learning materials like enough computers, enough subject content

software for teaching English language.

45

From the study, question was asked to the Students: Are there adequate facilities in your school to

support influence of ICT activities? 102 out of 240 which are (43%) students said; there are no

enough ICT facilities though they claimed to have all the important facilities but are not enough due

to the number of students in the class. However, the study revealed that, schools are facing

unreliable power supply, lack of competent teachers. Three public schools among the others were

found with the shortage of competent ICT teachers who can really help them to acquire a full

knowledge of ICT and integrate it to other subjects like English language subject and others.

Nyaga (2014), based on the findings of the research, it was concluded that there were a number of

challenges facing effective implementation of ICT in schools in Nakuru North District in Kenya.

These challenges included: few computers and computer labs, insufficient internet connectivity,

power unreliability and lack of sufficient equipment such as LCD projectors, speakers among others

to enhance effective implementation.

From the study, most of the respondents who were students noted that, it is true there are necessary

facilities that make ICT field exist. But most of the important facilities of ICT facilities for

individual subject like English language are really very few.

However, most of the respondents were noted saying that most of them had a problem from the

universities and colleges where they undertook their courses. They missed the ICT courses which

could have equipped them well to handles such ICT tasks. Some the teachers commutated that, they

miss the skills of operating such devices such as projectors, and others which seem to be new to

them.

Many of the respondents said that, they are faced with the technical experts of those multimedia

technology facilities when they crush up or get collapsed. The teachers who teach English language

46

in the sampled schools are only good at teaching English language or ICT but they are not

competent in repairing the computers when they get collapsed.

In table 4.8, most of the teachers about 59 out of 80 (74%) teachers commented that, they miss the

integration knowledge of ICT into other subjects. Most of them know only how to operate the

computers like tying the ms office. Most of them miss the knowledge of knowing how to use other

multimedia technology facilities like projectors and other English language software

4.5 Findings on the Intervention Measures to the Identified Challenges Facing the Influence of

Multimedia Technology

The third objective of the current research was to identify intervention measures to the identified

challenges facing the influence of multimedia technology. The research question responded to was;

what are the measures if put across can solve the challenges that face the influence of multimedia

technology in your school? From table 4.8: the answers that were obtained from the respondents,

126 out of 160 respondents which is (79%) suggested that the government should provide an

adequate and reliable electricity to the public schools to keep these electronic multimedia facilities

be accessible all the time. Furthermore, the government should recruit competent and professional

teachers who are able to handle the English language subject in teaching it using multimedia

technology efficiently.

Moreover, 101 out of 160 students which are (63%) of the students from public schools suggested

that, the government should provide adequate multimedia technology facilities to enable the

students study English language subject effectively.

Furthermore 41 out of 80 teachers which are (63%) of the teachers from public schools suggested

that, the government should provide adequate multimedia technology facilities such as projectors,

47

pointers and videos in order to enable them as teachers in teaching their students and make the

English language subject be effectively and well performed.

4.6 Findings from Qualitative Data

This section presents the data obtained from open – ended questions in the questionnaires and

interviews. The respondents in this study gave their responses with the respect to the influence of

multimedia technology in teaching and learning English as a foreign language and the challenges

faced by teachers and students while teaching and learning English as a foreign language in Arusha

and Meru districts. The data obtained were coded according to themes and codes and presented in

the table below.

Table 4.9 Thematic Analysis Coding

VERBATIM THEME CODES

I have adequate ICT equipments, yet teachers

of English still struggle to get other software

(ET7) Adequate ICT facilities AIF

We love to be taught by the use of ICT equipments

because it is captivating. However, we lack essential

equipments like projector to magnify the notes. (S2) Use of Videos is captivating UVC

I have been improving in my teaching approach Effects of Multimedia in

especially involving the students actively in learning Teaching and Learning EMTL

activities. (ET2)

Surfing notes with mobile phones has simplified

my teachings.(ET 9). Use of Computer internet UCI

Table 4.9 is a sample of verbatim quotations from the respondents with emerging themes and codes

from interviews.

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CHAPTER FIVE

DISCUSSION OF THE FINDINGS, SUMMARY, CONCLUSIONS AND

RECOMMENDATIONS

5.0 Introduction

This chapter presents the discussion of the findings, summary, conclusions and recommendations.

The study aimed at investigating the Influence of Multimedia Technology in Teaching and

Learning English Language in Arusha municipality and Meru Districts. The objectives of the study

were: to determine the effectiveness of the Multimedia technology in teaching and learning English

language, to find out challenges facing the integration of Multimedia technology in teaching and

learning English Language and to highlight the intervention measures to the identified challenges in

the use of multimedia technology in teaching and learning English language in selected secondary

schools in Arusha Municipality and Meru Districts.

5.1 Discussions of the Findings

The first objective of the study intended to highlight the effectiveness of the Multimedia technology

in teaching and learning English language. Table 4.8 shows the summary of the distribution of

participants’ responses on the effectiveness of the Multimedia technology in teaching and learning

English language in secondary schools. The participants were asked to indicate whether they agreed

or disagreed with the sub items that indicated the effectiveness of Multimedia technology in

Teaching and Learning English language. Both teachers 80(100%) and student 160(100%) agreed

that ICT facilities are available in secondary schools in Arusha Municipality and Meru Districts.

The usage of video by teachers 78 (97%) and students 126 (79 %) as well as uses of mobile

phones internet by teachers 78 (96%) and students 156 (98%) respectively were found to be on the

49

rise. This implies that, the ICT facilities are available in schools and can be made use of to enhance

the teaching and learning of English as a foreign language. From the document that was closely

checked from one of the head of school of St. Jude secondary school shows that the school has all

the necessary and adequate ICT facilities used for teaching in his school. However, Majority (85 %)

of the respondents agreed that samples of videos are used in their teaching and learning English

language during English Language periods. And that they have been helping them a lot in learning

particularly when the articulations of English words are seen well on the videos prescribed by the

facial expressions and body mouth shape. In line with this finding (Laurillard, 2013; Mahdizadeh,

Biemans, & Mulder 2008), justified this by showing that a vast majority of students now study in

schools and classrooms with computers and some form of Internet access in Europe and America.

Basically the study revealed that the students learn better when they see English speakers speaking

verbally. It is crystal clear that most of the respondents that is 78 (97%) of students and 70 (87%)

of teachers agreed that the use of radio cassettes, CD, VCD and DVD would blend their English

lesson together with practical aspects such as video clips in teaching their students in class. Its

noted and revealed that, this practical way of teaching has helped them a lot in teaching English

language as indicated by one teacher from one of the schools:

When I use videos with the illustrations of what I am going to teach in class, the

video itself becomes a teaching tool as it displays the ongoing teaching and

explanation to students thereby making them understand and enjoy the lesson than

I do. (ET3)

A perusal of the data presented in the same table 4.8 revealed that, an overwhelming majority 77

(95%) of teachers and 132 (83%) of students use the projectors in both teaching and learning

English language that gives a good animation to teaching and learning process. This is seen on the

50

transitions of the slides as the teaching continues; therefore, students enjoy the lesson and copy the

notes well since the notes are properly written and presented.

It is also found that, 67(83%) of teachers and 151 (94%) of students have been benefiting from the

use of internet provided at their schools through the network connected to their computers in

school. This has been making both students and teachers enjoy surfing of the materials from the

internet connected in their schools computers. Its noted and revealed that, this practical way of

teaching has helped them a lot in teaching English language as observed by one student from one of

the schools that:

With the availability of internet in our school computer laboratory, we no longer get problems on searching for materials as we have few books from our school library. (S7)

Laurillard (2013); Mahdizadeh, Biemans, & Mulder (2008), are in support of this finding with their

study that concluded that In Europe and America, a vast majority of students now study in schools

and classrooms with computers where they access Internet. They observed that access to computers

and the Internet has increased rapidly during the past decade. This made the learning and teaching

environment in schools conducive to both teachers and students.

5.1.1 Findings on the challenges facing the influence of multimedia technology in teaching and

learning English language in Arusha municipality and Meru Districts

The second objective of the study was to highlight on the challenges facing the influence of

multimedia technology in teaching and learning English language in schools of Arusha and Meru

districts. The questions to be answered in this objective included the challenges that face while

using multimedia technology in teaching and learning English language. From the answers obtained

from the respondents, 51 (64%) out of 80 teachers who are claimed to have scarcity of teaching

materials like enough computers, enough subject content software for teaching English language.

51

This has been tough for the teachers to perform their teaching using multimedia technology method

due to the absence of these teaching materials. One of the teachers who teach English language

from one of the school noted that:

This technology has been of a great help especially in our teaching activities like surfing

for the teaching materials. The only problem that we have been facing is the lack of

content software materials that are accepted in these multimedia technology facilities. (ET8)

The other research question to be answered in this objective was if there was adequacy of facilities

in the school to support the influence of ICT activities. 102 (43%) out of 160 who are students

said ; there are no enough ICT facilities, though they claimed to have all the important facilities

which are not enough due to the number of students in the class. However, the study revealed that,

schools are facing unreliable power supply, lack of competent teachers. Three public schools among

the others were found with the shortage of competent ICT teachers who can really help them to

acquire a full knowledge of ICT and integrate it to other subjects like English language subject and

others. Nyaga (2014), supports of this finding with their study that concluded that Nakuru North

Kenyan schools had challenges included: few computers and computer labs, insufficient internet

connectivity, power unreliability.

Most of 126 (79%) out of 160 respondents who are students noted that; it is true that there are

necessary facilities that make ICT field exist schools. But most of the important facilities of ICT

facilities for individual subject like English language are really few. For example one the head of

school commented that:

I have all the necessary equipments for ICT subject but my teachers who teach English

language are always struggling to get the software with the English language Contents with

different topics. (HT2)

52

However, most of 64 (86%) out of 80(100%) teachers were noted saying that; most of them had

problems from the universities and colleges where they undertook their courses. They missed the

ICT courses which could have equipped them well to handle such ICT tasks like teaching while

using the Multimedia technology. Some the teachers communicated that, they miss the skills of

operating such devices such as projectors, and others which seem to be new to them. This has been

justified when Education and Environment Conference African Society for Scientific Research

(ASSR, 2015), Co-Published by Human Resource Management Academic Research Society

(p.785), who commented on the same findings that, it is advised that the government should review

the curriculum of secondary schools with a view to the use of computer and ICT assisted

instruction in the teaching and learning process.

Teachers at secondary school levels should be trained on the use of ICT facilities through regular

seminars and computer literacy workshops to keep them abreast of computer and ICT based

instruction. Most of the teachers 59(74%) commented that, they missed the integration knowledge

of ICT into other subjects. Thus, they know only how to operate the computers like typing in the

Microsoft word office. The majority missed the knowledge of knowing how to use other

multimedia technology facilities like projectors and other software for teaching English language.

Therefore, this made them not to be effective with their teaching using multimedia technology in

their practical lessons. However, are they faced with the challenge of inadequacy of technical

expertise so that they cannot operate multimedia technology facilities when they crush up or get

collapsed. The few teachers who are there in the schools can only teach English language

traditional without using the ICT but have little knowledge if any , to repair the computers when

they get technical problem participant made the following observation:

I am really enjoying teaching English as a subject. But the problem comes when I

53

have to go and teach the lessons with the use of multimedia technology facilities

particularly when they require the technology in their repair (ET6).

The views expressed by the participant (ET6) would mean that there is a need to have the teachers

who can teach and repair the multimedia technology facilities when they get technical problem.

However, Alam, Vosanka, Umar, Dauda, & Ngasoh (2015), are in support of this finding with their

study that concluded that insufficient technical supports at schools and little access to internet and

ICT prevent teachers to use ICT in the classroom .

5.1.2 Findings on the Intervention measures to the identified challenges facing the influence of

multimedia technology

The third objective of the study was to highlight on the intervention measures to the identified

challenges facing the influence of multimedia technology in teaching and learning English language

in secondary schools. The questions to be answered in this objective included, the measures to put

across that can solve the challenges that face the influence of multimedia technology in the schools.

From the answers obtained from the respondents, 172(72%) out of 240 students suggested that the

government should provide reliable source of power to the public schools to keep these electronic

multimedia facilities be accessible all the time. Furthermore, the government should recruit and

employ competent and professional teachers who are able to handle the English language subject

through the use of multimedia technology.

Wastiau (2013); Mlunghisi (2015), are in support of this finding with their study that demonstrated

that Norwegian pupils are Trailing further and further behind their international counter parts in

terms of acquired skills and knowledge, and ICT share only integrated to a limited extent. A new

approach to ICT integration in research and educational policy is required. Teachers are once more

acknowledged not or their adaptability, but for their mastery of a field of study. The trend is

54

emphasized on subject specific didactics in research and in the of educational policy .Future ICT

integration initiatives must be based on the understanding that the use of ICT must be intimately

linked to the achievement.

Moreover, 64 (42%) out of 160 respondents (students) which is of the students from public schools

suggested that, the government should provide adequate multimedia technology facilities to enable

the students study English language subject effectively.

5.2 Findings from Qualitative Data


in teaching and learning English language. Open-ended research questions that would address the

effectiveness of the Multimedia technology in teaching and learning English language were

developed by the researcher. The researcher gathered the information on the effectiveness of the

Multimedia technology in teaching and learning English language the response were analyzed

thematically as follows: I have adequate ICT equipments, yet teachers

of English still struggle to get other software (AI), We love to be taught by the use of ICT

equipments Because it is captivating. However, we luck essential Equipments like projector to

magnify the notes. (UVC) Surfing notes with mobile phones has simplified my teachings.(UCI)

5.2.1 Adequacy of ICT Facilities (AI)


in teaching and learning English language. Open-ended research questions that would address the

effectiveness of the Multimedia technology in teaching and learning English language were

developed by the researcher.

55

The study indicates that, all respondents on the side of teachers and students agreed that their

schools have ICT facilities and that they are being used in the teaching and learning activities.

However most of them agreed that samples of videos are used in their teaching and learning English

language during English Language periods. The respondents further confirmed that the samples of

videos have helped them in learning, particularly when they display the articulations of English

words as well as the used of the videos in showing the facial expressions and body mouth shape.

However, when the respondents were asked, if they use and practice computer internet both in

teaching and learning English language; the many of them said, they get enough chances to practice

and use internet in their surfing in getting notes and other related materials related to English

language as a subject and other subjects.

When the respondents were asked on the use and practice of mobile phones internet both in

teaching and learning English language; all teachers declared that, they get enough chances to

practice and use of mobile phones internet in their surfing in getting notes and other related

materials related to English language. One of the teachers said:

Surfing English language notes with mobile phone has simplified ma teachings. With

the smart phone all the time I am able to surface the materials and other related books

from the internet.(ET 9) and (ET7)

From the respondent above (ET 9) and (ET7), it shows that the use of mobile phone internet has

shown that, the internet has being helping them to find the teaching materials.

(Laurillard, 2013; Mahdizadeh, Biemans, & Mulder 2008), are in support of this finding with their

study that concluded that In Europe and America, a vast majority of students now study in schools

and classrooms with computers and some form of Internet access observes that access to computers

and the Internet has increased rapidly during the past decade.

56

5.2.4 Effects of Multimedia Technology in Teaching and Learning (EMTL)

The fourth theme under the first objective on the influence of multimedia technology in teaching

and learning English language in secondary schools gave two findings from the teachers and

students. The study found that, when multimedia has been used effectively, it improves the teaching

style of the teacher from teacher centered approach to students centered approach. The study also

found that, through the use of multimedia technology in teaching English language, teachers

increases their teaching performance and confidence. One of the participants from one of the school

noted that:

I have been improving in my teaching approach especially by involving the

students actively in learning activities. My experience of using MMT shows that

students learn better from what they see and handle as opposed to what listen to.

(ET2)

The views expressed by the respondent (ET2) would mean that when multimedia technology has

been used effectively, it raises great impact on teachers’ teaching practices. Langone and Tonya

(2010) support this finding in their study which found that the integration of computer-based

instruction has increased teaching approach and instructions to students in class. This approach has

therefore increased the learners' skills thereby enhancing their understanding of English language.

The study also found that, the students improved their English language speaking performance,

listening, reading skills, as well as their cultural knowledge through the use of multimedia

technology in learning English language. One of the respondents noted that:

Since our teacher who teaches us English language introduced

Multimedia Technology in teaching, we have changed and gained

lot. Personally, I am able to pronounce most of English vocabularies correct,

and I have generally increased my competence in the use of English

language. (S9).

http://www.tandfonline.com/author/Langone%2C+John

http://www.tandfonline.com/author/Day%2C+Tonya


57

The views expressed by the respondent (S9) would mean that the use of multimedia technology in

learning helped the students in improving their academic performance. Greany (2002), supported

this finding by noting that students have been appreciating the use of multimedia technology in

learning English language since their listening and reading skills as well as their pronunciation

knowledge has improved.

5.2.3 Use of Videos is Captivating (UVC)

The second objective of the study was to highlight on the challenges facing the influence of

multimedia technology in teaching and learning English language in schools of Arusha and Meru

districts. The questions to be answered in this objective included the challenges that face while

using multimedia technology in teaching and learning English language. From the study, the

question was asked to the students, if there are adequate facilities in their school to support

influence of ICT activities. Students said; there are no enough ICT facilities though they claimed to

have all the important facilities but are not enough due to the number of students in the class. One

of the students was noted saying;

We love to be taught by the use of ICT equipments because it is captivating.

However, we luck essential Equipments like projector to magnify the notes. (S2)

From the above verbatim, the study shows that, when there magnifying the notes on the board like

projectors students enjoy and understand well the subject. Nyaga (2014), as earlier cited, supports

the findings of the current study by indicating that the challenges facing effective implementation of

ICT in schools include few computers and computer labs, insufficient internet connectivity, power

unreliability and lack of sufficient equipment such as LCD projectors, speakers among others to

enhance effective implementation.

58

5.2.4 Use of Computer Internet (UCI)

The third objective of the study was to highlight on the intervention measures to the identified

challenges facing the influence of multimedia technology in teaching and learning English language

in secondary schools. The findings show that most of the teachers claimed to have scarcity of

teaching materials like adequate computers, adequate subject content of software for teaching

English language. This has become a challenge to teachers who struggle to carry out their teaching

using multimedia technology method due to the absence of these teaching materials. One of the

participants from one of the school noted that:

We have the scarcity of content software for teaching English language

(ET8 & ET 9).

Views obtained from participants (ET 8 & ET 9) show that, if the content of software for teaching

English as a subject miss in schools, then it will lead to the incomplete course illustration and

syllabus coverage. The content of the subject is what builds the basic of the subject. Therefore, if

this content of software for teaching English language misses, the subject lacks the base. Alam,

Vosanka, Umar, Dauda, & Ngasoh (2015), are in support of this finding with their study that

concluded that insufficient technical support at schools and little access to internet and ICT prevent

teachers from the use of ICT in the classroom .

5.3. Summary of the Findings

The study finding was to investigate the influence of multimedia technology on teaching and

learning English Language in Secondary schools. One of the major study findings is the availability

of the ICT facilities which plays the important pillar for the well illustration and teaching various

subjects particularly English language for well articulation, spelling of English words. Therefore,

students can be able to speak English language. Through imitations of the English people when

59

speaking and using correct pronunciations of the vocabularies through the multimedia facilities

such DVD and CD then, they can be able to perform well in their English language as a subject.

Thus, through this practice of using multimedia technology, it is expected that other subjects will be

performed better.

5.3.1 The Influence of the Multimedia Technology in Teaching and Learning English as a

Foreign Language

The first objective of this study was set to establish the influence of the multimedia technology in

teaching and learning English as a foreign language. The study found that when samples of videos

were used effectively, they helped them students in learning, particularly when they display the

articulations of English words as well as the used of the videos in showing the facial expressions

and body mouth shape. This means that the educational stakeholders should make sure that; there

are enough audio visual facilities that can enable the smoothening of the English language

practically. The study also observed that the students and teachers enjoy and benefit a lot in using

the computer internet in getting the learning materials and comparing notes from the computer

internets provided in their schools.

The study established that the majority of students do not get enough chances to practice and use of

mobile phones internet in their surfing in getting notes and other related materials related to English

language. This means that, with the inadequate number of the computers with the students, the use

of internet in enhancing their studies has been not conducive as it was expected.

60

5.3.2 Challenges teachers and students face while using multimedia technology in

Teaching and Learning English as a Foreign Language

The second objective of the current study was to find out challenges teachers and students face

while using multimedia technology in teaching and learning English as a foreign language. The

study revealed that, schools are facing unreliable power supply, lack of teachers who are competent

in the use of ICT. Three public schools among the others were found with the shortage of

competent ICT teachers who can help the students to acquire a full knowledge of ICT and integrate

it to other subjects like English language subject and others. The respondents were noted saying that

most of them had a problem from the universities and colleges where they undertook their courses.

They missed the ICT courses which could have equipped them well to handle such ICT teaching

activities. Some teachers commutated that, they miss the skills of operating some of the devices like

projectors, and other content of English software which seem to be new to them.

Many of the respondents said that, they are faced with the technical experts of those multimedia

technology facilities when they crush up or get collapsed. The teachers who teach English language

in the sampled schools are only good at teaching English language or ICT but they are not

competent in repairing the computers when they get collapsed. Most of teachers knew only how to

operate the computers like typing the Microsoft office package. Most of them miss the knowledge

of knowing how to use other multimedia technology facilities like projectors and other English

language software.

5.3.3 The Intervention Measures to the Identified Challenges of the Use of Multimedia

Technology in Teaching and Learning English as a Foreign Language

The third objective of the study was set to highlight the intervention measures to the identified

challenges facing the influence of multimedia technology in teaching and learning English as a

61

foreign language in secondary schools. The current study came up with several suggestions that the

government should provide adequate and reliable electricity to the public schools to keep these

electronic multimedia facilities be accessible all the time. Furthermore, the government should

recruit competent and professional teachers who are able to handle the English language subject in

teaching it using multimedia technology efficiently.

The study suggested that, the government should provide adequate multimedia technology facilities

such as projectors, pointers and videos to enable the students study English language subject

effectively especially in public schools where the study found to have limited ICT teaching and

learning materials.

5.4 Conclusions of the Study

The first objective that addressed the effectiveness of the multimedia technology in teaching and

learning English language, the current research study, concluded that, from the data observed from

the heads of schools, it showed that most students performed very well in their English language

subject in private school due to the adequate ICT facilities, it is imperative that, Multimedia

technology facilities and its effective use be integrated into the teaching approaches in our

secondary schools. However, the study found out that most public secondary schools do not have

adequate multimedia technology facilities. This trend has exemplified low performance among

students in these public schools. Thus, they have been de motivated to learn and or use the fewer

multimedia facilities available in schools.

The second objective that points challenges facing the influence of multimedia technology in

teaching and learning English language in Arusha municipality and Meru Districts, the schools face

the problem of unreliable power supply that makes the in irregular use and inefficiency of the

multimedia use in schools especially when they are to be in use. Lack of teachers who teach

62

English as a subject in schools who are also competent in ICT. Most of the times, these teachers

have been failing to integrate the multimedia technology in their daily teaching. There has been also

a problem on the scarcity of teaching and learning materials like adequate computers, and subject

content software for teaching English language.

Conclusively; from the third objective that addressed the Intervention measures to the identified

challenges facing the influence of multimedia technology, and to recruit and employ competent

teachers who can handle the English language subject through the use of multimedia technology.

5.5 Recommendations for the Study

Basing on the findings of the study, the following are the recommendations:-

The study found that, most of teachers know only how to operate the computers like tying the ms

office. Most of them miss the knowledge of knowing how to use other multimedia technology

facilities like projectors and other English language software. The Ministry of Education and

vocational training should screen the candidates while recruiting is done for teachers in order to

recruit the most qualified and competent candidates for secondary schools teaching.

However, most of the respondents were noted saying that most of them had a problem from the

universities and colleges where they undertook their courses. They missed the ICT courses which

could have equipped them well to handles such ICT tasks. Some the teachers commutated that, The

Ministry of education and vocational training through its universities and college quality assurers

TCU and NACTE should improve the education curriculum that suits with the Integration of ICT to

the teaching subjects.

63

The study furtherer found out that, most public secondary schools do not have adequate multimedia

technology facilities. The government should provide adequate multimedia facilities in the public

secondary schools so as to bring a moral and efficiency in teaching and learning English language

in a more technological way.

Most of them know only how to operate the computers like tying the ms office. Most of them miss

the knowledge of knowing how to use other multimedia technology facilities like projectors and

other English language software thus, government should put more emphasis on competency in the

use of ICT and multimedia technology among universities and colleges students since this will

make them effective teachers of English language while using multimedia technology. The

government should allocate enough funds for teacher career development for those who are already

employed.

The study revealed that, schools are facing unreliable power supply, lack of competent teachers.

The government should ensure and provide adequate power supply, in order for the students and

teachers to make a good use of the ICT facilities during teaching and learning English language in

secondary schools.

5.6 Suggestions for Further Studies

1. A research study should be carried out on the challenges teachers face while using multimedia

technology.

2. A research should be conducted on the influence of multimedia technology on teaching other

subjects apart from English language.

3. A study of the effectiveness of multimedia technology on students’ high academic performance.

64

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APPENDICES

APPENDIX I:

A QUESTIONNAIRE FOR STUDENTS

PART A: DEMOGRAPHIC INFORMATION

1. Fill in the box provided with the letter for the correct answer

i. Indicate your gender (a) Male (b) female ( )

ii. Indicate your age bracket (a) 14 -18 (b) 18- 29 (c) 30-40 (d) 41-60 ( )

iii. What is your position at school a) Normal student b) Class prefect c) Class prefect ( )

iv. How long have you been studying in this school? a) 1years b) 2yearsc) 3years d) 4years ( )

PART B: In this part, One question (1) and (2) will investigate the information about the the

effectiveness of the Multimedia technology in teaching and learning English language

to the selected schools

1. How effective is the use of multimedia technology your school for you as students?

………………………………………………………………….............……………………..

…………………………………………………………………..............……………………..

i) Did you get enough opportunity to practice speaking English by using the video,

Tv, radio, computers (visual, audio, audio-visual) facilities?

…………………………………………………………….........................……………..

72

(b) Do you get enough chances to practise speaking English by using video, radio,

Computer, television or other multimedia technology facilities?

………………………………………………………………………….........………………

2. Please indicate (tick) whether you 1. Strongly agree, 2. Agree, 3. Undecided, 4. Disagree,

5.strongly disagree

PART B:

In this part, question (3) to (4) will investigate the challenges facing the integration

of Multimedia technology in learning English Language

s/n The effectiveness of the Multimedia technology in teaching

and learning English language to the selected schools.

1

2

3

4

5

i. There are ICT facilities in the school

ii. The teacher sometimes uses VIDEO in teaching English subject

iii. There is a use of projector in teaching

iv. The students use computers in learning like surfing learning

materials online (Using internet)

v. The students use mobile phones in learning like surfing

learning materials online (Using internet)

vi. Do you listen to Radio cassettes, CD, DVD or others of the

same type in learning English?

73

3. Are there adequate infrastructure facilities in your school to support ICT integrated activities?

If adequate, please mention the facilities…………………………………………….…………

If inadequate, please mention facilities that are lacking……………………………………….

4. What are the challenges that are facing the use of ICT in your school in Learning English

language?

……………………………………………………………..............…………………………..

………………………………...............………………………………………………………..

PART C:

In this part, question (5) item (i) to (ii) and (6) will observe on find the intervention measures to the

identified challenges of the use of multimedia.

5. What are the measures that if put across can solve the challenges that face the use of Multimedia

technology in your school?

i. To the government.

…………………………………………….......................…………………………………………..

……………………………………………................………………………………………………

ii. To the school administration.

……………………………………................………………………………………………………

74

APPENDIX II:

A QUESTIONNAIRE FOR TEACHERS

PART A: DEMOGRAPHIC INFORMATION

1. Indicate your gender a) Male b) female ( )

2. Indicate your age bracket a) 14 -18 b) 18- 29 c) 30-40 d) 41-60 ( )

3. State your highest academic qualification a) bachelor degree b) master’s degree c) PhD

degree d) others. ( )

4. How long have you been teaching in this school? a) Below 5 years b) 6-11 c) 12-16 d) 17-

22d) 23 and above ( )

5. Which position do you hold at school? a) A normal teacher b) class teacher c) head of

school d) Academic teacher e) head of school ( )

PART B: in this part, One question (1) to (2) will investigate the information about the the

Effectiveness of the Multimedia technology in teaching and learning English language

to the selected schools

1. How effective is the use of the Multimedia technology in teaching and learning English

language in your school?

a) Have you ever attended the workshop for the usage of Multimedia technology for teaching

English?

……………………………….………………………………………………………………

b) If Yes. How has this changed your teaching approach?

…………………………………………………….………………………………………….

75

2. If there are ICT facilities in your school, (a) Do your students enjoy your teaching when using

multimedia facilities.

………………………………………………………………................…………………………..

………………………………..……………………………................……………………………

(b) Do you get enough chances to practise teaching English by using video, radio

Computer, television or other multimedia technology facilities?

………………………………………………...............…………………………………………

………………………………………………………………………………………………….

3. Please indicate (tick) whether you 1. Strongly agree, 2. Agree, 3. Undecided, 4. Disagree,

5.strongly disagree

76

PART B:

In this part B question (3) item (i) to (ii) will observe the information about the

Challenges facing the integration of Multimedia technology in learning English Language in

Arusha Municipality and Meru District.

s/n The effectiveness of the Multimedia technology in teaching

and learning English language to the selected schools.

1

2

3

4

5

1. There are ICT facilities in the school

2. Do you sometimes use VIDEO in teaching English subject

3. There is a use of projector in teaching

4. The students use computers in learning like surfing learning

materials online (Using internet)

5. The students use mobile phones in learning like surfing

learning materials online (Using internet)

6. Do you listen to Radio cassettes, CD,DVD or others of the

same type in teaching English?

7 You find and read extra teaching materials through the use of

internet in your computer or mobile smart phone

77

4. As teachers of English, what are the challenges that you face while using the multimedia

technology?

…………………………………….………………………………………………………….

……………………………………….……………………………………………………….

i) Do you have a problem in teaching English Language in your school?

……………………………………..………………………………………………………….

…………………………………………..…………………………………………………….

ii) Does the teacher training colleges at diploma or University level reflect use of

multimedia technology method in teaching English language?

……………………………………………………………………………………………….

……………………………………………………………………………………………….

PART C: in this part, question (4) to (6) will investigate the intervention measures to the

identified challenges of the use of multimedia

5. What are the measures that if put in place can solve the challenges that you face while using

Multimedia technology in your school?

i. Comment on Multimedia technology as the method of teaching and learning English

Language in the context of Tanzanian secondary schools.

……………………………………………………………………………………….

……………………………………………………………………………………….

78

ii. What should the Ministry of Education do to improve the learning of English in light

of multimedia technology as the student-centered approach increasing the ability of

speaking English language in Tanzania?

…………………………………………………………………………………………….

…………………………………………………………………………………………….

5. What advice would you give to the Ministry of Education and vocational Training on the

usage of Multimedia technology in Teaching English language?

……………………………………………….………………………………………………….

………………………………………………….……………………………………………….

6. What impact can the use of multimedia technology make in your English language

teaching?

………………………………………………………..……………………………………….

……………………………………………………..………………………………………….

79

APPENDIX III:

TEACHERS’ STRUCTURED INTERVIEW

1. . Are there adequate ICT facilities used for teaching in your school? If No, explain

………………………………………………………………………………………………..

2. Do you use videos for teaching of English subject?.................................................................

3. How do you feel when the projectors are used during teaching of the English subject

practically? …………………………………………………………….……………………..

4. Do you have internet in your school computers? If yes. How is it useful in your

learning/teaching of English language? …………………..…….……….……………………

……………………………………………………………….……………………………….

5. Do you use mobile phones internet? if yes, explain how has it been helping you in your

academic field?..........................................................................................................................

……………………………………………………………………………….………………..

6. How has the use of cassettes, CD, VCD and DVD been helpful in your learning English

language?………………………………………………………..…………..…………………

……………………………………………………………………………..………………….

7. Do you think that, comparing internet notes before going for a class has been helping you in

your academic processes? If yes, explain.

…………………………………………………..……………………………………………

…………………………………………….…………………………………………………

80

APPENDIX IV:

STUDENTS’ STRUCTURED INTERVIEW

1. Are there adequate ICT facilities used for learning in your school? If No, explain

……………………………………………………………………………………………..…

……………………………………………………….………………………………………..

2. Do you use videos for learning of English subject?...................................................................

3. How do you feel when the projectors are used during learning of the English subject

practically?

…………………………………………………….……………………………………….…..

…………………………………………………………………………………………………

4. Do you have internet in your school computers? If yes. How is it useful in your learning of

English language? …………………………………………….…….…………………………

……………………………………………..…………………….…………………………….

5. Do you use mobile phones internet? if yes, explain how has it been helping you in your

academic field?...........................................................................................................................

………………………..………………………………………………………………………..

6. How has the use of cassettes, CD, VCD and DVD been helpful in your learning English

language?………………………………………………………………………………………

……………………………………..………………………………………………………….

81

7. Do you think that, comparing internet notes before going for a class has been helping you in

your academic processes? If yes, explain.

…………………………………………………………………………………………………

…………………………………………………………………………………………………

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