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OLSON MATUNGA
OLSON MATUNGA

The study was conducted to analyse the actors affecting the teacher’s use of e-learning tools in Zimbabwean secondary education at an urban, private school in Harare. Forty qualified teachers and five pupils taking ICT were sampled to participate in the study. Data was collected using a questionnaire. Results show that e-learning can enhance secondary education but a number of factors are hindering the full scale utilization by teachers which include infrastructural challenges, technical competencies among others.

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FACTORSAFFECTINGTHE TEACHER’SUSE OF E-LEARNINGTOOLSIN SECONDARYEDUCATION Page | 1 CHAPTER 1 1.0 BACKGROUND OF THE STUDY Research studies in the past suggest that in e-learning, curriculum content in the form of texts, visuals, e.g. pictures, posters, videos, audio/sound, multicolour images, maps, and graphics, can be simultaneously presented online to students in both immediate locations (classroom model of e-learning) and various geographical distances (Distance Education model of e-learning), but there is need to consider teachers as they play a pivotal role in the teaching and learning paradigm. In other parts of the world, research has confirmed that secondary schools are expanding current online offerings and creating new platforms to address growing enrollment. Mlambo (2007) is of the view that teacher resistance to new technologies can even cascade to the students leading to serious repercussions. Mumtaz (2000) wrote that there is still a large volume of evidence indicating that Computer phobia (the fear of computers) has not gone away. In addition, Mlambo (2007) discovered in their study that one-quarter to one-third of the general population suffer from some form of computer phobia. Since e-learning should ensure effective pedagogy and curriculum implementation in the computer age, Richmond (1997) observed that, there is a great link between the curriculum and ICT and that there are three major areas that technology can influence learning, including: i.Presentation, demonstration and the implementation of data using productivity tools. ii.Use of curriculum – specific applications such as online educational tutorials, virtual laboratory visualizations and graphics, representations of abstract concepts. iii.Use of information and resources like interactive learning platforms and online encyclopaedia. The problem is that e-learning in secondary education is challenged by the new technologies in terms of availability and use. It is against this background that the present study is carried out to determine the extent of availability and use of e-learning materials. Second, it seeks to identify possible strategies for availability and use in curriculum implementation.
FACTORSAFFECTINGTHE TEACHER’SUSE OF E-LEARNINGTOOLSIN SECONDARYEDUCATION Page | 2 1.1 PURPOSE OF THE STUDY The purpose of this study is to deeply analyze the factors (both positive and negative) that affect e-learning tools in secondary education, particularly Zimbabwe, these include: i. The impact of e-learning tools on secondary education. ii. The availability of e-learning tools for curriculum implementation in secondary schools. iii. The strategies for improving e-learning application in secondary schools 1.2 OBJECTIVES OF THE STUDY This study objects to: 1. identify the factors affecting the teacher’s use of e-learning tools in secondary education, 2. determine whether e-learning tools are relevant to secondary education and how teacher’s use if affected, 3. Suggest alternatives for overcoming these factors. 1.3 STATEMENT OF THE PROBLEM Despite efforts that are being made by the government and non-governmental organizations to mitigate or reduce the factors affecting the teacher’s use of e-learning tools in secondary education, the problem continues to rise at an alarming rate. However, there is not enough information, suggestions or solutions to these factors, this research study serves to assess these factors in a bid to assist the target groups and victims of these factors in a more localized and practical way.
FACTORSAFFECTINGTHE TEACHER’SUSE OF E-LEARNINGTOOLSIN SECONDARYEDUCATION Page | 3 1.4 RESEARCH QUESTIONS 1. What are the e-learning tools available to secondary school teachers for teaching? 2. To what extent are the available e-learning tools currently being used by the teachers? 3. What are the strategies for improving the use of e-learning tools by teachers in secondary schools? 1.5 SIGNIFICANCE OF THE STUDY The study is of significance to the field of education and technology as it expands the ICT knowledge base. The concept of e-learning as a pedagogical tool is new to most teachers and students in Zimbabwe. The findings of this research study have the following benefits: Firstly, the study investigated the factors affecting the teacher’s use of e-learning tools in secondary education, looking at availability, acceptability and usability. The findings impacted the way e-learning is used as a pedagogical tool in schools. Therefore, the study is significant to educators who want to learn more about the use of e-learning. Secondly, the findings of the study are expected to create awareness among teachers on the importance of e-learning as a pedagogical tool and change attitudes and practices by improving their professional practices in teaching. Thirdly, the findings add new knowledge to the existing literature in Zimbabwe. Fourthly, the findings of this study may serve as reference points for educational stakeholders in other parts of the world that would lead to improvement of provisions of education among secondary school teachers. 1.6 ASSUMPTIONS We are living in a very rich digital world. However, teachers and students have high expectations for using ICT in their teaching and learning. This is because ICT can make teaching and learning motivational for both students and teachers. ICT cannot be simply added to teaching and learning activities, because the goals and the way of teaching and learning will change then, instead ICT should lead to active and collaborative learning environments. Consequently, it cannot be assumed that the use of ICT transforms
FACTORSAFFECTINGTHE TEACHER’SUSE OF E-LEARNINGTOOLSIN SECONDARYEDUCATION Page | 4 computer science education in all cases for the better. Osbourne and Hennessy (2003) emphasize the role of the teacher in creating the conditions for ICT use and for selecting and evaluating appropriate ICT tools and in designing teaching and learning as pivotal. 1.7 DEFINITION OF TERMS ICT are information and communication technology or technologies and is an umbrella term that includes any communication devices or application that encompasses: radio, television, cellular phones, computer and network hardware and software, satellite systems and so on, as well as all the various services associated with them, such as videoconferencing and distance learning (e-learning). E-learning means electronic learning. It is a computerized and digital type of education in which texts, audio or sound, pictures, images, graphics and videos can be simultaneously presented online to students. 1.8 DELIMITATIONS OF THE STUDY The research is delimited the investigation to factors affecting the use of e-learning tools in secondary education in one of the urban secondary school in Harare in Mashonaland East Zimbabwe. Views from 40 qualified secondary school teachers and 5 randomly selected Advanced level students taking ICT in their combination will be used in this research. Perceptions from other stakeholders like parents, school heads and other stakeholders were excepted in the study. 1.9 LIMITATIONS OF THE STUDY Firstly this research expands all the findings of factors affecting the teacher’s use of e- learning tools in the teaching and learning, but however there were a number of limitations that determined the range from which information was acquired from and how. This study is conducted on a small geographical area, hence a smaller sample. Also as a participant-observer, the researcher may be biased in processing of the results, finding factors affecting the teacher’s use of e-learning tools in secondary schools that are not valid.
FACTORSAFFECTINGTHE TEACHER’SUSE OF E-LEARNINGTOOLSIN SECONDARYEDUCATION Page | 5 1.10 SUMMARY In simpler context, this research study assessed and analyzed the factors affecting the teacher’s use of e-learning tools in the process of teaching and learning in secondary schools. The study is aimed at identifying, assessing and finding practical solutions to factors affecting the teacher’s use of e-learning. Basing on this study, the barriers to the proper, successful and innovative use of e-learning tools in secondary education were identified and analysed, raising possible practical solutions. An awareness of any barriers that teachers face, if identified and critically analysed, can lead to the development of intense solutions for overcoming these barriers, develop useful training programs for teachers and encourage the use of e-learning in secondary education.
FACTORSAFFECTINGTHE TEACHER’SUSE OF E-LEARNINGTOOLSIN SECONDARYEDUCATION Page | 6 CHAPTER 2: REVIEW OF RELATED LITERATURE 2.0 INTRODUCTION The integration of ICT into the curriculum was intended for positively influencing teaching and learning, while teachers should be able to deliver intended information from all authentic sources and relate it to the educational goals designed in the curriculum. Thus, teachers play a pivotal role in the process of teaching and learning, hence, their need to understand the potential role and effectiveness of innovatively using ICT in the classroom. However, despite all this goodness, there are a number of factors affecting the teacher’s use of e-learning tools in secondary education, these have been discussed by some other researchers who had the same endeavor as mine, to explore. 2.1 WHAT IS E-EARNING? Flanagan L, and Jacobsen, M (2003) defines e-learning as instructional media that permits alternative approaches to curriculum implementation in an ICT age. Drent (2007) defines e-learning as all ICTs, networks, internet and other forms of electronic media that can be used to enhance teaching and learning s to transfer knowledge and skills. 2.2 THE IMPORTANCE AND PURPOSE OF E-LEARNING IN EDUCATION E-learning in education is the wholesome integration of modern telecommunications equipment and ICT resources, particularly the internet, into the education system. The call for application of e-learning in education is to infuse and inject efficiency and effectiveness in curriculum implementation, Drent (2007). However, in developing countries like Zimbabwe, e-learning is challenged with the problem of material devices such as computer, computer laboratories, internet and e-mail facilities, videophone systems and teleconferencing devices, fax and wireless applications, digital library, digital classrooms, multimedia systems and the problem of multimedia courseware development among others (Global Information Technology Report, 2005) .
FACTORSAFFECTINGTHE TEACHER’SUSE OF E-LEARNINGTOOLSIN SECONDARYEDUCATION Page | 7 The main purpose of e-learning is to transform the old methods and approaches to curriculum implementation and not to silence the curriculum or to extinguish or erase the contents of curriculum. Nicholls and Nicholls (1980), suggests that e-learning should ensure effective pedagogy and curriculum implementation in the computer age. E-learning as an aspect of ICT is relatively new in Zimbabwe’s educational system. It is a departure from the conventional approach in curriculum implementation. E-learning is driven by the curriculum. It should follow the curriculum and should not rob the curriculum of its essence. 2.3 CHALLENGES HINDERING THE EFFECTIVE USE OF E-LEARNING TOOLS Research studies in the past have concluded that many school teachers neither use ICT tools to supplement their traditional classroom instruction (Flanagan, L & Jacobsen, M, 2003). The factors affecting the full scale adoption of e-learning tools have been categorized in terms of infrastructural, technical competence and attitudinal challenges: 1. Infrastructural challenges Like in all underdeveloped countries, ICT projects have been hampered by infrastructural challenges. For instance lack of electricity, lack of necessary devices like computers to facilitate continuous access to e-learning, higher internet costs and its unavailability, lack of space for establishment of e-learning centres among others. According to Kozma (2003), Infrastructure like the availability of electricity, computers and the Internet is not yet fully in place to enhance the e- learning projects. Mumtaz, S (2010) asserts that the developing countries mainly face obstacles in infrastructure, resources, information access. A collection of such infrastructural problems have negatively affected the teacher’s use o e-learning tools in underdeveloped countries.
FACTORSAFFECTINGTHE TEACHER’SUSE OF E-LEARNINGTOOLSIN SECONDARYEDUCATION Page | 8 2. Technical Competence For the underdeveloped countries, the lack of pedagogical skills and the technical competence required to setup, run and maintain e-learning centres are still farfetched. Even where donations have been made and training has not taken place, that has left e-learning underutilized and its potential not fully exploited. 3. Attitudinal Challenges E-learning adoption has been highly affected by attitudinal challenges more especially from both the trainers and the trainees. According to Drent & Meelissen (2007), attitudinal factors like perceived ease of use of e-learning, perceived usefulness of e-learning, availability of resources highly determine the intention to adopt e-learning by both students and teachers in secondary education. Additionally, Cox & Abbot (2004) puts it forward that e-learning adoption by teachers is determined by their readiness for it especially if they are satisfied with the quality of service offered by e-learning which will in turn determine the extent of e-learning utilization. Mlambo (2007) examine computer self-efficacy, content quality, and subjective norms as factors that influence the intention to adopt the e-learning systems. They further suggest cultural factors that affect the students’ attitude toward using the e-learning. The cultural factors discussed include the power distance, individualism vs. collectivism, and masculinity vs. femininity, uncertainty avoidance and the long-term vs. short term orientation. The authors contend that such cultural factors are important to consider with respect to adopting and using e- learning systems. Kulik (2003) categorise challenges according to four major strands to include; Course challenges – i.e. challenges related to course content, course design and course delivery; Challenges related to characteristics of the individual, i.e.
FACTORSAFFECTINGTHE TEACHER’SUSE OF E-LEARNINGTOOLSIN SECONDARYEDUCATION Page | 9 challenges that emanate from the side of the student or the teacher; technological challenges i.e. challenges related to e-learning 2.4 SUMMARY In summary, the above section highlights the different challenges from various authors experienced by secondary school teachers as they try to implement e-learning, however, this study entails to dig deeper in the well of factors affecting the teacher’s use of e- learning tools in secondary education and bridges the gap by highlighting remedies and measure that can be used to overcome or mitigate the challenges.
FACTORSAFFECTINGTHE TEACHER’SUSE OF E-LEARNINGTOOLSIN SECONDARYEDUCATION Page | 10 CHAPTER 3: RESEARCH METHODOLOGY 3.0 INTRODUCTION A case study was conducted at High Achievers Coach Educational Centre as case studies emphasise on detailed contextual analysis of events and their relationships, and involve an in-depth, longitudinal examination of a single event or instance, Wolcott, (2001). Case studies, in a number of cases, can be used to inductively generate new theories, Merriam, (1998). 3.1 RESEARCH PARADIGM & DESIGN The research study was studied using a grounded theory research. This research employs an inductive approach, meaning it moves from the specific to the more general, and uses descriptions rather than numbers to understand the phenomena (Merriam, 1998).This is a qualitative research approach used to understand and explain the meaning of a social phenomenon in a natural setting (Cresswell, J. W. 2009). Teachers participating in this study are those identified by the Ministry of Primary and Secondary Education as quality teachers. The researcher studied and intends to present an insider’s perspective into the events that occurred in the study as data was collected and analysed. A questionnaire was designed as the information gathering instrument, with three sections A-C and each section answering to research questions respectively. From all the sections, an average response is to be formulated and used to give out solutions and generalisations about the factors affecting the teacher’s use of e-learning tools in secondary education. 3.2 POPULATION The population consists of 50 qualified teachers at High Achievers Coach Educational Centre and upper six students who are taking ICT as a subject in their combination from the same school. The sample of the study was comprised of 40 teachers from the total population and 5 Upper Six students were randomly selected.
FACTORSAFFECTINGTHE TEACHER’SUSE OF E-LEARNINGTOOLSIN SECONDARYEDUCATION Page | 11 3.2 SAMPLING PROCEDURE Some questionnaires were administered in person to the sample by the researcher and were returned and used for analysis, conclusion and formulation of recommendations for those who would like to undergo the same research in the future. A random selection of five upper six students was interviewed using questions from the sections of the questionnaire. 3.3 INSTRUMENTS The instrument for data collection was a self-developed questionnaire titled, ‘Teacher’s Use of E-learning Tools in Secondary Education’ (TUETSE). It was structured into three sections (A-C) which sought information on the three research questions. Section A has ten items; Section B has eleven items and Section C has eleven items. Some coding was generated for answering the questions under each section as follows: Section A: A=Available, NA= Not Available Section B: A=Agree it, D=Disagree, SA= Strongly Agree, and SD=Strongly Disagree Section C: A=Agree it, SA= Strongly Agree and D=Disagree For every section there is going to be an overall decision for all responses. The face and validation of the instrument was determined by the Director of studies of HACEC, and reliability of the instrument was obtained. 3.4 DATA PRESANTATION PROCEDURE Data is presented in the form of tables of sections A-C, respectively answering to the research questions. All responses are averaged and an overall decision is raised according to the responses in each section. At the end, a conclusion based on the averaged responses is given and an analysis of the results, giving out solutions to the research questions.
FACTORSAFFECTINGTHE TEACHER’SUSE OF E-LEARNINGTOOLSIN SECONDARYEDUCATION Page | 12 3.5 SUMMARY In summary, the methodology used is a case study, a qualitative research approach. From a population of 50 qualified teachers and 18 A’ level ICT students, a sample of 40 teachers and 5 Advanced level students are selected, and their responses are generalised to formulate solutions to the research questions. Questionnaires are to be administered to the sample and analysed at the end.
FACTORSAFFECTINGTHE TEACHER’SUSE OF E-LEARNINGTOOLSIN SECONDARYEDUCATION Page | 13 CHAPTER 4: DATA PRESANTATION AND RESULTS 4.0 INTRODUCTION The intention of this chapter is to present and analyse the results of the investigation undertaken as described in the previous chapter. The researcher employed tables to present data followed by the analysis and interpretation of the information illustrated. Graphs showing the percentage results are also shown below each table. 4.1 QUESTIONAIRE RESULTS Results have been recorded in sections; responding respectively to research questions A-C and below is the presentation of the results. Section A: What are the e-learning tools available to secondary school teachers for teaching? Directions: *Please tick below the desired/chosen code in the columns* Key: IN= item number, Items= Availability of tools, A=Available, NA= Not Available Which of the listed e-learning tools are readily available for use at your school for teaching?
FACTORSAFFECTINGTHE TEACHER’SUSE OF E-LEARNINGTOOLSIN SECONDARYEDUCATION Page | 14 Table 4.1 IN Items: Availability of Tools SAMPLE SIZE TOTAL RESPONSE A NA OVERAL DECISION 1 Off-line/ Ordinary computers 45 38 35 3 A 2 Telephone/wireless Applications 45 38 18 20 NA 3 Online/ Internet Computers 45 38 22 16 A 4 Scanner 45 38 5 33 NA 5 Printers 45 38 10 28 NA 6 Email facilities 45 38 30 8 A 7 Multimedia Projectors 45 38 7 31 NA 8 Digital Library 45 38 0 38 NA 9 Ready-made CD, e.t.c 45 38 5 33 NA Figure 4.1 Graphical Presentations of Results (Section A) 0 5 10 15 20 25 30 35 40 1 2 3 4 5 6 7 8 9 Available Not Available Itemnumber Respondents
FACTORSAFFECTINGTHE TEACHER’SUSE OF E-LEARNINGTOOLSIN SECONDARYEDUCATION Page | 15 SECTION B: To what extend are the available e-learning tools currently being used by teachers? Directions: *Please tick below the desired/chosen code in the columns* Key: IN= item number, Items= Availability of tools, A= Agree, SA= Strongly Agree, D=Disagree, SD=Strongly Disagree Do you agree, strongly agree, disagree, or strongly disagree with the statements below considering the use of available e-learning tools? Table 4.2 IN Items: Use of Available tools SAMPLE SIZE TOTAL RESONSE A SA D SD OVERAL DECISION 11 I can create visual presentation,graphics, charts, and type assignments for students using offline/ ordinary computers 45 38 6 29 0 3 SA 12 I can download teaching materials regarding my subject from the internet using online computers 45 38 8 20 5 5 SA 13 I can use computer based programs in developing the scheme of work and lesson plan e.g. Microsoft Word, Excell, etc. 45 38 7 21 10 0 SA 14 I can use email to ask and send assignments to my students ifpossible 45 38 20 0 9 9 A 15 I am able to use a learning management system(example, WebCT) to support teaching 45 38 0 9 11 18 SD 16 I am able to search for data on computer systems and organize them into files e.g. from an online schooldatabase. 45 38 5 3 20 10 D 17 I can connect the computer to other peripherals e.g. interactive board, printer, etc. 45 38 9 11 15 3 D 18 I can access and share information on a network (LAN) e.g. source files. 45 38 3 0 25 10 D 19 I can create a basic presentation using a presentation package e.g. Microsoft PowerPoint and print to various networked printers. 45 38 15 18 5 0 SA 20 I can setup and use Liquid Crystal Display (LCD) or Multimedia Projector for classroom delivery 45 38 5 20 8 2 SA
FACTORSAFFECTINGTHE TEACHER’SUSE OF E-LEARNINGTOOLSIN SECONDARYEDUCATION Page | 16 Figure 4.2 Graphical Presentations of Results (Section B) 0 5 10 15 20 25 30 35 11 12 13 14 15 16 17 18 19 20 Agree Strongly Agree Disagree Strongly Disagree Item Number Respondents
FACTORSAFFECTINGTHE TEACHER’SUSE OF E-LEARNINGTOOLSIN SECONDARYEDUCATION Page | 17 SECTION C : : What are the strategies for improving the use of e-learning tools by teachers in secondary schools? Directions: *Please use either of the listed coding from the key as your response* Key: IN= item number, Items= Strategies for Improvement, A=Agree, SA=Strongly Agree, D=Disagree Do you or do you not agree with the below suggestions/strategies to improve the use of e-learning tools in secondaryschools? Table 4.3 IN Items: Strategies For Improvement SAMPLE SIZE TOTAL RESPONSE A SA D OVERAL RESPONSE 22 Massive computer literacy programs for teachers 45 38 30 5 3 A 23 Adequate provision of Online Computers/ Email 45 38 18 20 0 SA 24 Connection of classrooms to the internet 45 38 13 25 0 SA 25 Provision of incentives for courseware development 45 38 0 22 16 SA 26 Provision of Digital libraries 45 38 10 25 3 SA 27 Employment of computer technicians for routine repairs 45 38 5 30 3 SA 28 Provision of generators for regular power supply 45 38 10 20 8 SA 29 Provision of security to safeguard e-learning tools 45 38 2 5 31 D 30 Training and retraining of teachers through seminars, workshops, and or conferences 45 38 9 21 8 SA
FACTORSAFFECTINGTHE TEACHER’SUSE OF E-LEARNINGTOOLSIN SECONDARYEDUCATION Page | 18 Figure 4.3 Graphical Presentations of Results (Section C) 0 5 10 15 20 25 30 35 22 23 24 25 26 27 28 29 30 Agree Strongly Agree Disagree ItemNumber Respondents
FACTORSAFFECTINGTHE TEACHER’SUSE OF E-LEARNINGTOOLSIN SECONDARYEDUCATION Page | 19 4.2 ANAYSIS OF QUESTIONAIRE RESULTS Introduction Upon collection of the questionnaire, only 38 of the 45 total respondents returned completed questionnaires. The analysis of results is based on collected and completed questionnaires which Section A From table 4.1 of the responses for section A, it was discovered that most of the teachers were exposed to computers, either online or offline. But the overall decision by the researcher which was concluded after comparing the differences in responses from respondents 33% of the responses was positive about the availability of listed e-learning tools. Section B From table 4.3 of the responses from section B, the overall decision was generalised that 50% strongly agreed, 30% disagreed, 10% agreed and 10% strongly disagreed to the items in section C on the use of available e-learning tools, meaning generally the overall decision was that all respondents strongly agreed to all items in section C. Section C From table 4.3 of the responses from section B, the overall decision was generalised that 78% of the respondents strongly agreed, 11% agreed and 11% disagreed, meaning generally the overall decision was that the response was strongly agree for all the section items. 4.3 SUMMARY The methodology enabled the researcher to obtain the relevant information from the respondents. Data was collected on time and 38 out of the 45 distributed the questionnaires were returned, meaning 84% responses were used to generalise the views of the respondents. Despite the methodology’s short comings it assisted the researcher in coming up with findings to answer the research question.
FACTORSAFFECTINGTHE TEACHER’SUSE OF E-LEARNINGTOOLSIN SECONDARYEDUCATION Page | 20 CHAPTER 5: SUMMARY, CONCLUSION AND RECOMMENDATIONS 5.0 INTRODUCTION This chapter serves to summarize the main elements of the research and it focused on the conclusion reached at through the investigations undertaken in connection with the related literature which was reviewed. The chapter also gave some recommendation to those who may intend to carry out related research. 5.1 SUMMARY A range of factors affecting the teacher’s use of e-learning tools in secondary education, including adoption, importance, and challenges have been identified and discussed, Webber, (2003) categorised challenges according to three major strands to include; Challenges related to characteristics of the individual, i.e. challenges that emanate from the side of the student or the teacher; technological challenges i.e. challenges related to e-learning infrastructure and contextual challenges i.e. organisational, cultural and societal related challenges. 5.2 CONCLUSION E-learning plays a vital role in the provision of education services and extending them to even the remotest of the places. In developing countries like Zimbabwe, e-learning adoption is in its early stages meaning that it is not yet been fully exploited to its full potential. The limited adoption is accounted to the discussed challenges that hamper full scale adoption and utilisation. 5.3 RECOMMENDATIONS The researcher recommends the following to those who may take interest in carrying out a similar research or further research: a) When determining the potential of e-learning adoption at a particular place factors such as infrastructure have to be considered as there cannot be an e-learning centre without proper or required infrastructure e.g. computers and internet. b) An experimental research design is more appropriate for an investigation of this nature as it is able to explain some kind of causation, comparing variables. c) Researcher should carry out the research with different populations from various ethnicities, noting a control investigation and having variables for the purpose of bringing in accurate generalisations about the results.
FACTORSAFFECTINGTHE TEACHER’SUSE OF E-LEARNINGTOOLSIN SECONDARYEDUCATION Page | 21 References Bennett. (2003): Teaching and Learning Science, Continuum. London: Sage. Benzie, J.E. (2003): A Study of Factors That May Influence Faculty in Selected Schools of Education in the Commonwealth of Virginia to Adopt Computers in the Classroom. London: George Mason University Press. Cox, M. & C. Abbot (eds.) (2004): A Review of Literature Relating to ICT and Attainment. Coventry: BECTA. Cresswell, J. W. (2009). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (3rd Ed.). Los Angeles: Sage Publications. Drent, M. (2005): In Trantitie: On the Road to Innovative use of ICT in Teacher Education. Enschede: University of Twente. Drent, M. & Meelissen, M. (2007): Which Factors Obstruct or Stimulate Teacher Education to use ICT Innovatively? Washington, D.C: Sage. Hepp, P.K., E.S. Hinostroza, E.M. Laval & L.F. Rehbein (2004): Technology in Schools: Education, ICT and the Knowledge Society. Washington, D.C.: World Bank. Kozma, R.B. (ed.) (2003): Technology, Innovation and Educational Change: A Global Perspective. Washington, D.C: ISTE. Kulik, J.A (2003): “Effects on Using Instructional Technology in Secondary Schools”. Arlington: SRI International. Osbourne, J., & Hennessy, S. (2003): Literature Review in Science Education & the Role of ICT: Promise, Problems, & Future Directions. Bristole: Futurelab. Merriam, S.B. (1998): Qualitative Research & Case Study Applications in Education. San Francisco, C.A: Jossey-Bass. Mlambo, M.(2007). Information and Communication Technology in A-Level Physics teaching and learning at secondary schools in Manicaland Zimbabwe: Multiple case studies. A thesis submitted in fulfillment of the requirements of Master of Education (ICT), University of Rhodes. Mumtaz, S. 2000. “Factors Affecting Teachers’ Use of Information and Communications Technology: a review of the literature”. Journal of Information Technology for Teacher Education, vol., no.3, pp.319-341.
FACTORSAFFECTINGTHE TEACHER’SUSE OF E-LEARNINGTOOLSIN SECONDARYEDUCATION Page | 22 Pelgrum, W.J. & T. Plomp (1993).The IEA Study of Computers in Education: Implementation of an Innovation in 21st Education Systems.1st Ed. Oxford: Pergamon Press. Richmond, R. (1997). Integration of technology in the classroom: An instructional perspective. Saskatchewan School Trustees Association - SSTA Research Centre Report, 97-02. Tracy, L. (1995). The internet companion. New York: Addison-Wesley Publishers. Wolcott, H.F. 2001.Writing up Qualitative Research. 2nd Ed. Newburry, C.A: Sage Journals Dutta, S. & Bilbao-Osorio, B., (Eds.). (2012). The Global information technology report 2012: Living in a hyperconnected world. Geneva: World Economic Forum and INSEAD. Flanagan, L & Jacobsen, M (2003): Technology Leadership for the 21st Century Principal. Journal of Educational Administration, 41(2), 124-142. Webber, C. (2003): Introducing New Technologies and Educative Leadership. Journal of Educational Administration, 4(2), 119-123. Online Sources 1. Bangkok, U. (2004): Integrating ICTs into Education. Retrieved April 17, 2014 from: http://www.unescobkk.org/index.php?=id1793 2. IEA (2002).SITES M2.Retrieved April 20, 2014 from: http://www.iea.nl/sites-m2.html?&no_cache=1&sword_list=2
FACTORSAFFECTINGTHE TEACHER’SUSE OF E-LEARNINGTOOLSIN SECONDARYEDUCATION Page | 23 APPENDIX: QUESTIONNAIRE Teacher’s Use Of E-learning Tools In Secondary Education (TUETSE)-To identify factors affecting the teacher’s use of E-learning tools in secondary education and suggest alternative solutions Please complete the questions in the pages that follow and submit to: High Achievers Coach Educational Centre (HACEC) ICT Department Computer Laboratory
FACTORSAFFECTINGTHE TEACHER’SUSE OF E-LEARNINGTOOLSIN SECONDARYEDUCATION Page | 24 This questionnaire is a research instrument used to gather information about factors affecting the teacher’s use of e-learning tools in secondary education. The research project is educational and a partial fulfilment to a Dip ScieEd Comp. (Diploma in Science Education, Computer Science) with Bindura University of Science Education. Please kindly assist by responding in utmost good faith to the Sections (A-C).Each section tries to answer to research questions. Your cooperation will be kindly appreciated. Researcher Mr. O.Matunga Approved by: Mr T. Chikandiwa (Director of Studies, HACEC) Date 26 July 2014
FACTORSAFFECTINGTHE TEACHER’SUSE OF E-LEARNINGTOOLSIN SECONDARYEDUCATION Page | 25 SECTION A QUESTION: What are the e-learning tools available to secondary school teachers for teaching? Directions: *Please tick below the desired/chosen code in the columns* Key: IN= item number, Items= Availability of tools, A=Available, NA= Not Available Which of the listed e-learning tools are readily available for use at your school for teaching? Fig 3.1 IN Items: Availability of Tools A NA 1 Off-line/ Ordinary computers 2 Telephone/wireless Applications 3 Online/ Internet Computers 4 Scanner 5 Printers 6 Email facilities 7 Multimedia Projectors 8 Digital Library 9 Ready-made CD, e.t.c 11 Any Other (Specify)………………………………………...
FACTORSAFFECTINGTHE TEACHER’SUSE OF E-LEARNINGTOOLSIN SECONDARYEDUCATION Page | 26 SECTION B QUESTION: To what extend are the available e-learning tools currently being used by teachers? Directions: *Please tick below the desired/chosen code in the columns* Key: IN= item number, Items= Availability of tools, A= Agree, SA= Strongly Agree, D=Disagree, SD=Strongly Disagree Do you agree, strongly agree, disagree, or strongly disagree with the statements below considering the use of available e-learning tools? Fig 3.2 IN Items: Use of Available tools A SA D SD 11 I can create visual presentation, graphics, charts, and type assignments for students using offline/ ordinary computers 12 I can download teaching materials regarding my subject from the internet using online computers 13 I can use computer based programs in developing the scheme of work and lesson plan e.g. Microsoft Word, Excell, etc. 14 I can use email to ask and send assignments to my students if possible 15 I am able to use a learning management system (example, WebCT) to support teaching 16 I am able to search for data on computer systems and organize them into files e.g. from an online school database. 17 I can connect the computer to other peripherals e.g. interactive board, printer, etc. 18 I can access and share information on a network (LAN) e.g. source files. 19 I can create a basic presentation using a presentation package e.g. Microsoft PowerPoint and print to various networked printers. 20 I can setup and use Liquid Crystal Display (LCD) or Multimedia Projector for classroom delivery 21 Any Other (Specify)……………………………………………………………
FACTORSAFFECTINGTHE TEACHER’SUSE OF E-LEARNINGTOOLSIN SECONDARYEDUCATION Page | 27 SECTION C QUESTION: What are the strategies for improving the use of e-learning tools by teachers in secondary schools? Directions: *Please use either of the listed coding from the key as your response* Key: IN= item number, Items= Strategies for Improvement, A=Agree, SA=Strongly Agree, D=Disagree Do you or do you not agree with the below suggestions/strategies to improve the use of e-learning tools in secondaryschools? Fig 3.3 IN Items: Strategies ForImprovement Response 22 Massive computer literacy programs for teachers 23 Adequate provision of Online Computers/ Email 24 Connection of classrooms to the internet 25 Provision of incentives for courseware development 26 Provision of Digital libraries 27 Employment of computer technicians for routine repairs 28 Provision of generators for regular power supply 29 Provision of security to safeguard e-learning tools 30 Training and retraining of teachers through seminars, workshops, and or conferences 31 Any Other (Specify)………………………………………………………. 32 Any Other (Specify)……………………………………………………….
FACTORSAFFECTINGTHE TEACHER’SUSE OF E-LEARNINGTOOLSIN SECONDARYEDUCATION Page | 28 Thank you for taking your time to complete and submit this questionnaire. Your insights and information are very valuable to the researcher and the nation at large, in analyzing the factors affecting the teacher’s use of e-learning tools in secondary education and coming up with alternate suggestions to the problem. The objectives of this study are: 1. identifying the factors affecting the teacher’s use of e-learning tools in secondary education, 2. acquiring knowledge from skilled personnel on the impacts of e-learning, 3. determining whether e-learning tools are relevant to secondary education and how teacher’s use if affected, 4. Suggesting alternatives for overcoming these factors. Use the space below to provide additional comments on how we can solve the problem or come up with viable solutions to the problem Should you have any further questions or concerns about this survey or any of its questions, please kindly contact Olson Matunga at +263 772 118 937 or matungaolson@gmail.com Please return your completed survey to HACEC ICT Department, Computer Laboratory.

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  • 1. FACTORSAFFECTINGTHE TEACHER’SUSE OF E-LEARNINGTOOLSIN SECONDARYEDUCATION Page | 1 CHAPTER 1 1.0 BACKGROUND OF THE STUDY Research studies in the past suggest that in e-learning, curriculum content in the form of texts, visuals, e.g. pictures, posters, videos, audio/sound, multicolour images, maps, and graphics, can be simultaneously presented online to students in both immediate locations (classroom model of e-learning) and various geographical distances (Distance Education model of e-learning), but there is need to consider teachers as they play a pivotal role in the teaching and learning paradigm. In other parts of the world, research has confirmed that secondary schools are expanding current online offerings and creating new platforms to address growing enrollment. Mlambo (2007) is of the view that teacher resistance to new technologies can even cascade to the students leading to serious repercussions. Mumtaz (2000) wrote that there is still a large volume of evidence indicating that Computer phobia (the fear of computers) has not gone away. In addition, Mlambo (2007) discovered in their study that one-quarter to one-third of the general population suffer from some form of computer phobia. Since e-learning should ensure effective pedagogy and curriculum implementation in the computer age, Richmond (1997) observed that, there is a great link between the curriculum and ICT and that there are three major areas that technology can influence learning, including: i.Presentation, demonstration and the implementation of data using productivity tools. ii.Use of curriculum – specific applications such as online educational tutorials, virtual laboratory visualizations and graphics, representations of abstract concepts. iii.Use of information and resources like interactive learning platforms and online encyclopaedia. The problem is that e-learning in secondary education is challenged by the new technologies in terms of availability and use. It is against this background that the present study is carried out to determine the extent of availability and use of e-learning materials. Second, it seeks to identify possible strategies for availability and use in curriculum implementation.
  • 2. FACTORSAFFECTINGTHE TEACHER’SUSE OF E-LEARNINGTOOLSIN SECONDARYEDUCATION Page | 2 1.1 PURPOSE OF THE STUDY The purpose of this study is to deeply analyze the factors (both positive and negative) that affect e-learning tools in secondary education, particularly Zimbabwe, these include: i. The impact of e-learning tools on secondary education. ii. The availability of e-learning tools for curriculum implementation in secondary schools. iii. The strategies for improving e-learning application in secondary schools 1.2 OBJECTIVES OF THE STUDY This study objects to: 1. identify the factors affecting the teacher’s use of e-learning tools in secondary education, 2. determine whether e-learning tools are relevant to secondary education and how teacher’s use if affected, 3. Suggest alternatives for overcoming these factors. 1.3 STATEMENT OF THE PROBLEM Despite efforts that are being made by the government and non-governmental organizations to mitigate or reduce the factors affecting the teacher’s use of e-learning tools in secondary education, the problem continues to rise at an alarming rate. However, there is not enough information, suggestions or solutions to these factors, this research study serves to assess these factors in a bid to assist the target groups and victims of these factors in a more localized and practical way.
  • 3. FACTORSAFFECTINGTHE TEACHER’SUSE OF E-LEARNINGTOOLSIN SECONDARYEDUCATION Page | 3 1.4 RESEARCH QUESTIONS 1. What are the e-learning tools available to secondary school teachers for teaching? 2. To what extent are the available e-learning tools currently being used by the teachers? 3. What are the strategies for improving the use of e-learning tools by teachers in secondary schools? 1.5 SIGNIFICANCE OF THE STUDY The study is of significance to the field of education and technology as it expands the ICT knowledge base. The concept of e-learning as a pedagogical tool is new to most teachers and students in Zimbabwe. The findings of this research study have the following benefits: Firstly, the study investigated the factors affecting the teacher’s use of e-learning tools in secondary education, looking at availability, acceptability and usability. The findings impacted the way e-learning is used as a pedagogical tool in schools. Therefore, the study is significant to educators who want to learn more about the use of e-learning. Secondly, the findings of the study are expected to create awareness among teachers on the importance of e-learning as a pedagogical tool and change attitudes and practices by improving their professional practices in teaching. Thirdly, the findings add new knowledge to the existing literature in Zimbabwe. Fourthly, the findings of this study may serve as reference points for educational stakeholders in other parts of the world that would lead to improvement of provisions of education among secondary school teachers. 1.6 ASSUMPTIONS We are living in a very rich digital world. However, teachers and students have high expectations for using ICT in their teaching and learning. This is because ICT can make teaching and learning motivational for both students and teachers. ICT cannot be simply added to teaching and learning activities, because the goals and the way of teaching and learning will change then, instead ICT should lead to active and collaborative learning environments. Consequently, it cannot be assumed that the use of ICT transforms
  • 4. FACTORSAFFECTINGTHE TEACHER’SUSE OF E-LEARNINGTOOLSIN SECONDARYEDUCATION Page | 4 computer science education in all cases for the better. Osbourne and Hennessy (2003) emphasize the role of the teacher in creating the conditions for ICT use and for selecting and evaluating appropriate ICT tools and in designing teaching and learning as pivotal. 1.7 DEFINITION OF TERMS ICT are information and communication technology or technologies and is an umbrella term that includes any communication devices or application that encompasses: radio, television, cellular phones, computer and network hardware and software, satellite systems and so on, as well as all the various services associated with them, such as videoconferencing and distance learning (e-learning). E-learning means electronic learning. It is a computerized and digital type of education in which texts, audio or sound, pictures, images, graphics and videos can be simultaneously presented online to students. 1.8 DELIMITATIONS OF THE STUDY The research is delimited the investigation to factors affecting the use of e-learning tools in secondary education in one of the urban secondary school in Harare in Mashonaland East Zimbabwe. Views from 40 qualified secondary school teachers and 5 randomly selected Advanced level students taking ICT in their combination will be used in this research. Perceptions from other stakeholders like parents, school heads and other stakeholders were excepted in the study. 1.9 LIMITATIONS OF THE STUDY Firstly this research expands all the findings of factors affecting the teacher’s use of e- learning tools in the teaching and learning, but however there were a number of limitations that determined the range from which information was acquired from and how. This study is conducted on a small geographical area, hence a smaller sample. Also as a participant-observer, the researcher may be biased in processing of the results, finding factors affecting the teacher’s use of e-learning tools in secondary schools that are not valid.
  • 5. FACTORSAFFECTINGTHE TEACHER’SUSE OF E-LEARNINGTOOLSIN SECONDARYEDUCATION Page | 5 1.10 SUMMARY In simpler context, this research study assessed and analyzed the factors affecting the teacher’s use of e-learning tools in the process of teaching and learning in secondary schools. The study is aimed at identifying, assessing and finding practical solutions to factors affecting the teacher’s use of e-learning. Basing on this study, the barriers to the proper, successful and innovative use of e-learning tools in secondary education were identified and analysed, raising possible practical solutions. An awareness of any barriers that teachers face, if identified and critically analysed, can lead to the development of intense solutions for overcoming these barriers, develop useful training programs for teachers and encourage the use of e-learning in secondary education.
  • 6. FACTORSAFFECTINGTHE TEACHER’SUSE OF E-LEARNINGTOOLSIN SECONDARYEDUCATION Page | 6 CHAPTER 2: REVIEW OF RELATED LITERATURE 2.0 INTRODUCTION The integration of ICT into the curriculum was intended for positively influencing teaching and learning, while teachers should be able to deliver intended information from all authentic sources and relate it to the educational goals designed in the curriculum. Thus, teachers play a pivotal role in the process of teaching and learning, hence, their need to understand the potential role and effectiveness of innovatively using ICT in the classroom. However, despite all this goodness, there are a number of factors affecting the teacher’s use of e-learning tools in secondary education, these have been discussed by some other researchers who had the same endeavor as mine, to explore. 2.1 WHAT IS E-EARNING? Flanagan L, and Jacobsen, M (2003) defines e-learning as instructional media that permits alternative approaches to curriculum implementation in an ICT age. Drent (2007) defines e-learning as all ICTs, networks, internet and other forms of electronic media that can be used to enhance teaching and learning s to transfer knowledge and skills. 2.2 THE IMPORTANCE AND PURPOSE OF E-LEARNING IN EDUCATION E-learning in education is the wholesome integration of modern telecommunications equipment and ICT resources, particularly the internet, into the education system. The call for application of e-learning in education is to infuse and inject efficiency and effectiveness in curriculum implementation, Drent (2007). However, in developing countries like Zimbabwe, e-learning is challenged with the problem of material devices such as computer, computer laboratories, internet and e-mail facilities, videophone systems and teleconferencing devices, fax and wireless applications, digital library, digital classrooms, multimedia systems and the problem of multimedia courseware development among others (Global Information Technology Report, 2005) .
  • 7. FACTORSAFFECTINGTHE TEACHER’SUSE OF E-LEARNINGTOOLSIN SECONDARYEDUCATION Page | 7 The main purpose of e-learning is to transform the old methods and approaches to curriculum implementation and not to silence the curriculum or to extinguish or erase the contents of curriculum. Nicholls and Nicholls (1980), suggests that e-learning should ensure effective pedagogy and curriculum implementation in the computer age. E-learning as an aspect of ICT is relatively new in Zimbabwe’s educational system. It is a departure from the conventional approach in curriculum implementation. E-learning is driven by the curriculum. It should follow the curriculum and should not rob the curriculum of its essence. 2.3 CHALLENGES HINDERING THE EFFECTIVE USE OF E-LEARNING TOOLS Research studies in the past have concluded that many school teachers neither use ICT tools to supplement their traditional classroom instruction (Flanagan, L & Jacobsen, M, 2003). The factors affecting the full scale adoption of e-learning tools have been categorized in terms of infrastructural, technical competence and attitudinal challenges: 1. Infrastructural challenges Like in all underdeveloped countries, ICT projects have been hampered by infrastructural challenges. For instance lack of electricity, lack of necessary devices like computers to facilitate continuous access to e-learning, higher internet costs and its unavailability, lack of space for establishment of e-learning centres among others. According to Kozma (2003), Infrastructure like the availability of electricity, computers and the Internet is not yet fully in place to enhance the e- learning projects. Mumtaz, S (2010) asserts that the developing countries mainly face obstacles in infrastructure, resources, information access. A collection of such infrastructural problems have negatively affected the teacher’s use o e-learning tools in underdeveloped countries.
  • 8. FACTORSAFFECTINGTHE TEACHER’SUSE OF E-LEARNINGTOOLSIN SECONDARYEDUCATION Page | 8 2. Technical Competence For the underdeveloped countries, the lack of pedagogical skills and the technical competence required to setup, run and maintain e-learning centres are still farfetched. Even where donations have been made and training has not taken place, that has left e-learning underutilized and its potential not fully exploited. 3. Attitudinal Challenges E-learning adoption has been highly affected by attitudinal challenges more especially from both the trainers and the trainees. According to Drent & Meelissen (2007), attitudinal factors like perceived ease of use of e-learning, perceived usefulness of e-learning, availability of resources highly determine the intention to adopt e-learning by both students and teachers in secondary education. Additionally, Cox & Abbot (2004) puts it forward that e-learning adoption by teachers is determined by their readiness for it especially if they are satisfied with the quality of service offered by e-learning which will in turn determine the extent of e-learning utilization. Mlambo (2007) examine computer self-efficacy, content quality, and subjective norms as factors that influence the intention to adopt the e-learning systems. They further suggest cultural factors that affect the students’ attitude toward using the e-learning. The cultural factors discussed include the power distance, individualism vs. collectivism, and masculinity vs. femininity, uncertainty avoidance and the long-term vs. short term orientation. The authors contend that such cultural factors are important to consider with respect to adopting and using e- learning systems. Kulik (2003) categorise challenges according to four major strands to include; Course challenges – i.e. challenges related to course content, course design and course delivery; Challenges related to characteristics of the individual, i.e.
  • 9. FACTORSAFFECTINGTHE TEACHER’SUSE OF E-LEARNINGTOOLSIN SECONDARYEDUCATION Page | 9 challenges that emanate from the side of the student or the teacher; technological challenges i.e. challenges related to e-learning 2.4 SUMMARY In summary, the above section highlights the different challenges from various authors experienced by secondary school teachers as they try to implement e-learning, however, this study entails to dig deeper in the well of factors affecting the teacher’s use of e- learning tools in secondary education and bridges the gap by highlighting remedies and measure that can be used to overcome or mitigate the challenges.
  • 10. FACTORSAFFECTINGTHE TEACHER’SUSE OF E-LEARNINGTOOLSIN SECONDARYEDUCATION Page | 10 CHAPTER 3: RESEARCH METHODOLOGY 3.0 INTRODUCTION A case study was conducted at High Achievers Coach Educational Centre as case studies emphasise on detailed contextual analysis of events and their relationships, and involve an in-depth, longitudinal examination of a single event or instance, Wolcott, (2001). Case studies, in a number of cases, can be used to inductively generate new theories, Merriam, (1998). 3.1 RESEARCH PARADIGM & DESIGN The research study was studied using a grounded theory research. This research employs an inductive approach, meaning it moves from the specific to the more general, and uses descriptions rather than numbers to understand the phenomena (Merriam, 1998).This is a qualitative research approach used to understand and explain the meaning of a social phenomenon in a natural setting (Cresswell, J. W. 2009). Teachers participating in this study are those identified by the Ministry of Primary and Secondary Education as quality teachers. The researcher studied and intends to present an insider’s perspective into the events that occurred in the study as data was collected and analysed. A questionnaire was designed as the information gathering instrument, with three sections A-C and each section answering to research questions respectively. From all the sections, an average response is to be formulated and used to give out solutions and generalisations about the factors affecting the teacher’s use of e-learning tools in secondary education. 3.2 POPULATION The population consists of 50 qualified teachers at High Achievers Coach Educational Centre and upper six students who are taking ICT as a subject in their combination from the same school. The sample of the study was comprised of 40 teachers from the total population and 5 Upper Six students were randomly selected.
  • 11. FACTORSAFFECTINGTHE TEACHER’SUSE OF E-LEARNINGTOOLSIN SECONDARYEDUCATION Page | 11 3.2 SAMPLING PROCEDURE Some questionnaires were administered in person to the sample by the researcher and were returned and used for analysis, conclusion and formulation of recommendations for those who would like to undergo the same research in the future. A random selection of five upper six students was interviewed using questions from the sections of the questionnaire. 3.3 INSTRUMENTS The instrument for data collection was a self-developed questionnaire titled, ‘Teacher’s Use of E-learning Tools in Secondary Education’ (TUETSE). It was structured into three sections (A-C) which sought information on the three research questions. Section A has ten items; Section B has eleven items and Section C has eleven items. Some coding was generated for answering the questions under each section as follows: Section A: A=Available, NA= Not Available Section B: A=Agree it, D=Disagree, SA= Strongly Agree, and SD=Strongly Disagree Section C: A=Agree it, SA= Strongly Agree and D=Disagree For every section there is going to be an overall decision for all responses. The face and validation of the instrument was determined by the Director of studies of HACEC, and reliability of the instrument was obtained. 3.4 DATA PRESANTATION PROCEDURE Data is presented in the form of tables of sections A-C, respectively answering to the research questions. All responses are averaged and an overall decision is raised according to the responses in each section. At the end, a conclusion based on the averaged responses is given and an analysis of the results, giving out solutions to the research questions.
  • 12. FACTORSAFFECTINGTHE TEACHER’SUSE OF E-LEARNINGTOOLSIN SECONDARYEDUCATION Page | 12 3.5 SUMMARY In summary, the methodology used is a case study, a qualitative research approach. From a population of 50 qualified teachers and 18 A’ level ICT students, a sample of 40 teachers and 5 Advanced level students are selected, and their responses are generalised to formulate solutions to the research questions. Questionnaires are to be administered to the sample and analysed at the end.
  • 13. FACTORSAFFECTINGTHE TEACHER’SUSE OF E-LEARNINGTOOLSIN SECONDARYEDUCATION Page | 13 CHAPTER 4: DATA PRESANTATION AND RESULTS 4.0 INTRODUCTION The intention of this chapter is to present and analyse the results of the investigation undertaken as described in the previous chapter. The researcher employed tables to present data followed by the analysis and interpretation of the information illustrated. Graphs showing the percentage results are also shown below each table. 4.1 QUESTIONAIRE RESULTS Results have been recorded in sections; responding respectively to research questions A-C and below is the presentation of the results. Section A: What are the e-learning tools available to secondary school teachers for teaching? Directions: *Please tick below the desired/chosen code in the columns* Key: IN= item number, Items= Availability of tools, A=Available, NA= Not Available Which of the listed e-learning tools are readily available for use at your school for teaching?
  • 14. FACTORSAFFECTINGTHE TEACHER’SUSE OF E-LEARNINGTOOLSIN SECONDARYEDUCATION Page | 14 Table 4.1 IN Items: Availability of Tools SAMPLE SIZE TOTAL RESPONSE A NA OVERAL DECISION 1 Off-line/ Ordinary computers 45 38 35 3 A 2 Telephone/wireless Applications 45 38 18 20 NA 3 Online/ Internet Computers 45 38 22 16 A 4 Scanner 45 38 5 33 NA 5 Printers 45 38 10 28 NA 6 Email facilities 45 38 30 8 A 7 Multimedia Projectors 45 38 7 31 NA 8 Digital Library 45 38 0 38 NA 9 Ready-made CD, e.t.c 45 38 5 33 NA Figure 4.1 Graphical Presentations of Results (Section A) 0 5 10 15 20 25 30 35 40 1 2 3 4 5 6 7 8 9 Available Not Available Itemnumber Respondents
  • 15. FACTORSAFFECTINGTHE TEACHER’SUSE OF E-LEARNINGTOOLSIN SECONDARYEDUCATION Page | 15 SECTION B: To what extend are the available e-learning tools currently being used by teachers? Directions: *Please tick below the desired/chosen code in the columns* Key: IN= item number, Items= Availability of tools, A= Agree, SA= Strongly Agree, D=Disagree, SD=Strongly Disagree Do you agree, strongly agree, disagree, or strongly disagree with the statements below considering the use of available e-learning tools? Table 4.2 IN Items: Use of Available tools SAMPLE SIZE TOTAL RESONSE A SA D SD OVERAL DECISION 11 I can create visual presentation,graphics, charts, and type assignments for students using offline/ ordinary computers 45 38 6 29 0 3 SA 12 I can download teaching materials regarding my subject from the internet using online computers 45 38 8 20 5 5 SA 13 I can use computer based programs in developing the scheme of work and lesson plan e.g. Microsoft Word, Excell, etc. 45 38 7 21 10 0 SA 14 I can use email to ask and send assignments to my students ifpossible 45 38 20 0 9 9 A 15 I am able to use a learning management system(example, WebCT) to support teaching 45 38 0 9 11 18 SD 16 I am able to search for data on computer systems and organize them into files e.g. from an online schooldatabase. 45 38 5 3 20 10 D 17 I can connect the computer to other peripherals e.g. interactive board, printer, etc. 45 38 9 11 15 3 D 18 I can access and share information on a network (LAN) e.g. source files. 45 38 3 0 25 10 D 19 I can create a basic presentation using a presentation package e.g. Microsoft PowerPoint and print to various networked printers. 45 38 15 18 5 0 SA 20 I can setup and use Liquid Crystal Display (LCD) or Multimedia Projector for classroom delivery 45 38 5 20 8 2 SA
  • 16. FACTORSAFFECTINGTHE TEACHER’SUSE OF E-LEARNINGTOOLSIN SECONDARYEDUCATION Page | 16 Figure 4.2 Graphical Presentations of Results (Section B) 0 5 10 15 20 25 30 35 11 12 13 14 15 16 17 18 19 20 Agree Strongly Agree Disagree Strongly Disagree Item Number Respondents
  • 17. FACTORSAFFECTINGTHE TEACHER’SUSE OF E-LEARNINGTOOLSIN SECONDARYEDUCATION Page | 17 SECTION C : : What are the strategies for improving the use of e-learning tools by teachers in secondary schools? Directions: *Please use either of the listed coding from the key as your response* Key: IN= item number, Items= Strategies for Improvement, A=Agree, SA=Strongly Agree, D=Disagree Do you or do you not agree with the below suggestions/strategies to improve the use of e-learning tools in secondaryschools? Table 4.3 IN Items: Strategies For Improvement SAMPLE SIZE TOTAL RESPONSE A SA D OVERAL RESPONSE 22 Massive computer literacy programs for teachers 45 38 30 5 3 A 23 Adequate provision of Online Computers/ Email 45 38 18 20 0 SA 24 Connection of classrooms to the internet 45 38 13 25 0 SA 25 Provision of incentives for courseware development 45 38 0 22 16 SA 26 Provision of Digital libraries 45 38 10 25 3 SA 27 Employment of computer technicians for routine repairs 45 38 5 30 3 SA 28 Provision of generators for regular power supply 45 38 10 20 8 SA 29 Provision of security to safeguard e-learning tools 45 38 2 5 31 D 30 Training and retraining of teachers through seminars, workshops, and or conferences 45 38 9 21 8 SA
  • 18. FACTORSAFFECTINGTHE TEACHER’SUSE OF E-LEARNINGTOOLSIN SECONDARYEDUCATION Page | 18 Figure 4.3 Graphical Presentations of Results (Section C) 0 5 10 15 20 25 30 35 22 23 24 25 26 27 28 29 30 Agree Strongly Agree Disagree ItemNumber Respondents
  • 19. FACTORSAFFECTINGTHE TEACHER’SUSE OF E-LEARNINGTOOLSIN SECONDARYEDUCATION Page | 19 4.2 ANAYSIS OF QUESTIONAIRE RESULTS Introduction Upon collection of the questionnaire, only 38 of the 45 total respondents returned completed questionnaires. The analysis of results is based on collected and completed questionnaires which Section A From table 4.1 of the responses for section A, it was discovered that most of the teachers were exposed to computers, either online or offline. But the overall decision by the researcher which was concluded after comparing the differences in responses from respondents 33% of the responses was positive about the availability of listed e-learning tools. Section B From table 4.3 of the responses from section B, the overall decision was generalised that 50% strongly agreed, 30% disagreed, 10% agreed and 10% strongly disagreed to the items in section C on the use of available e-learning tools, meaning generally the overall decision was that all respondents strongly agreed to all items in section C. Section C From table 4.3 of the responses from section B, the overall decision was generalised that 78% of the respondents strongly agreed, 11% agreed and 11% disagreed, meaning generally the overall decision was that the response was strongly agree for all the section items. 4.3 SUMMARY The methodology enabled the researcher to obtain the relevant information from the respondents. Data was collected on time and 38 out of the 45 distributed the questionnaires were returned, meaning 84% responses were used to generalise the views of the respondents. Despite the methodology’s short comings it assisted the researcher in coming up with findings to answer the research question.
  • 20. FACTORSAFFECTINGTHE TEACHER’SUSE OF E-LEARNINGTOOLSIN SECONDARYEDUCATION Page | 20 CHAPTER 5: SUMMARY, CONCLUSION AND RECOMMENDATIONS 5.0 INTRODUCTION This chapter serves to summarize the main elements of the research and it focused on the conclusion reached at through the investigations undertaken in connection with the related literature which was reviewed. The chapter also gave some recommendation to those who may intend to carry out related research. 5.1 SUMMARY A range of factors affecting the teacher’s use of e-learning tools in secondary education, including adoption, importance, and challenges have been identified and discussed, Webber, (2003) categorised challenges according to three major strands to include; Challenges related to characteristics of the individual, i.e. challenges that emanate from the side of the student or the teacher; technological challenges i.e. challenges related to e-learning infrastructure and contextual challenges i.e. organisational, cultural and societal related challenges. 5.2 CONCLUSION E-learning plays a vital role in the provision of education services and extending them to even the remotest of the places. In developing countries like Zimbabwe, e-learning adoption is in its early stages meaning that it is not yet been fully exploited to its full potential. The limited adoption is accounted to the discussed challenges that hamper full scale adoption and utilisation. 5.3 RECOMMENDATIONS The researcher recommends the following to those who may take interest in carrying out a similar research or further research: a) When determining the potential of e-learning adoption at a particular place factors such as infrastructure have to be considered as there cannot be an e-learning centre without proper or required infrastructure e.g. computers and internet. b) An experimental research design is more appropriate for an investigation of this nature as it is able to explain some kind of causation, comparing variables. c) Researcher should carry out the research with different populations from various ethnicities, noting a control investigation and having variables for the purpose of bringing in accurate generalisations about the results.
  • 21. FACTORSAFFECTINGTHE TEACHER’SUSE OF E-LEARNINGTOOLSIN SECONDARYEDUCATION Page | 21 References Bennett. (2003): Teaching and Learning Science, Continuum. London: Sage. Benzie, J.E. (2003): A Study of Factors That May Influence Faculty in Selected Schools of Education in the Commonwealth of Virginia to Adopt Computers in the Classroom. London: George Mason University Press. Cox, M. & C. Abbot (eds.) (2004): A Review of Literature Relating to ICT and Attainment. Coventry: BECTA. Cresswell, J. W. (2009). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (3rd Ed.). Los Angeles: Sage Publications. Drent, M. (2005): In Trantitie: On the Road to Innovative use of ICT in Teacher Education. Enschede: University of Twente. Drent, M. & Meelissen, M. (2007): Which Factors Obstruct or Stimulate Teacher Education to use ICT Innovatively? Washington, D.C: Sage. Hepp, P.K., E.S. Hinostroza, E.M. Laval & L.F. Rehbein (2004): Technology in Schools: Education, ICT and the Knowledge Society. Washington, D.C.: World Bank. Kozma, R.B. (ed.) (2003): Technology, Innovation and Educational Change: A Global Perspective. Washington, D.C: ISTE. Kulik, J.A (2003): “Effects on Using Instructional Technology in Secondary Schools”. Arlington: SRI International. Osbourne, J., & Hennessy, S. (2003): Literature Review in Science Education & the Role of ICT: Promise, Problems, & Future Directions. Bristole: Futurelab. Merriam, S.B. (1998): Qualitative Research & Case Study Applications in Education. San Francisco, C.A: Jossey-Bass. Mlambo, M.(2007). Information and Communication Technology in A-Level Physics teaching and learning at secondary schools in Manicaland Zimbabwe: Multiple case studies. A thesis submitted in fulfillment of the requirements of Master of Education (ICT), University of Rhodes. Mumtaz, S. 2000. “Factors Affecting Teachers’ Use of Information and Communications Technology: a review of the literature”. Journal of Information Technology for Teacher Education, vol., no.3, pp.319-341.
  • 22. FACTORSAFFECTINGTHE TEACHER’SUSE OF E-LEARNINGTOOLSIN SECONDARYEDUCATION Page | 22 Pelgrum, W.J. & T. Plomp (1993).The IEA Study of Computers in Education: Implementation of an Innovation in 21st Education Systems.1st Ed. Oxford: Pergamon Press. Richmond, R. (1997). Integration of technology in the classroom: An instructional perspective. Saskatchewan School Trustees Association - SSTA Research Centre Report, 97-02. Tracy, L. (1995). The internet companion. New York: Addison-Wesley Publishers. Wolcott, H.F. 2001.Writing up Qualitative Research. 2nd Ed. Newburry, C.A: Sage Journals Dutta, S. & Bilbao-Osorio, B., (Eds.). (2012). The Global information technology report 2012: Living in a hyperconnected world. Geneva: World Economic Forum and INSEAD. Flanagan, L & Jacobsen, M (2003): Technology Leadership for the 21st Century Principal. Journal of Educational Administration, 41(2), 124-142. Webber, C. (2003): Introducing New Technologies and Educative Leadership. Journal of Educational Administration, 4(2), 119-123. Online Sources 1. Bangkok, U. (2004): Integrating ICTs into Education. Retrieved April 17, 2014 from: http://www.unescobkk.org/index.php?=id1793 2. IEA (2002).SITES M2.Retrieved April 20, 2014 from: http://www.iea.nl/sites-m2.html?&no_cache=1&sword_list=2
  • 23. FACTORSAFFECTINGTHE TEACHER’SUSE OF E-LEARNINGTOOLSIN SECONDARYEDUCATION Page | 23 APPENDIX: QUESTIONNAIRE Teacher’s Use Of E-learning Tools In Secondary Education (TUETSE)-To identify factors affecting the teacher’s use of E-learning tools in secondary education and suggest alternative solutions Please complete the questions in the pages that follow and submit to: High Achievers Coach Educational Centre (HACEC) ICT Department Computer Laboratory
  • 24. FACTORSAFFECTINGTHE TEACHER’SUSE OF E-LEARNINGTOOLSIN SECONDARYEDUCATION Page | 24 This questionnaire is a research instrument used to gather information about factors affecting the teacher’s use of e-learning tools in secondary education. The research project is educational and a partial fulfilment to a Dip ScieEd Comp. (Diploma in Science Education, Computer Science) with Bindura University of Science Education. Please kindly assist by responding in utmost good faith to the Sections (A-C).Each section tries to answer to research questions. Your cooperation will be kindly appreciated. Researcher Mr. O.Matunga Approved by: Mr T. Chikandiwa (Director of Studies, HACEC) Date 26 July 2014
  • 25. FACTORSAFFECTINGTHE TEACHER’SUSE OF E-LEARNINGTOOLSIN SECONDARYEDUCATION Page | 25 SECTION A QUESTION: What are the e-learning tools available to secondary school teachers for teaching? Directions: *Please tick below the desired/chosen code in the columns* Key: IN= item number, Items= Availability of tools, A=Available, NA= Not Available Which of the listed e-learning tools are readily available for use at your school for teaching? Fig 3.1 IN Items: Availability of Tools A NA 1 Off-line/ Ordinary computers 2 Telephone/wireless Applications 3 Online/ Internet Computers 4 Scanner 5 Printers 6 Email facilities 7 Multimedia Projectors 8 Digital Library 9 Ready-made CD, e.t.c 11 Any Other (Specify)………………………………………...
  • 26. FACTORSAFFECTINGTHE TEACHER’SUSE OF E-LEARNINGTOOLSIN SECONDARYEDUCATION Page | 26 SECTION B QUESTION: To what extend are the available e-learning tools currently being used by teachers? Directions: *Please tick below the desired/chosen code in the columns* Key: IN= item number, Items= Availability of tools, A= Agree, SA= Strongly Agree, D=Disagree, SD=Strongly Disagree Do you agree, strongly agree, disagree, or strongly disagree with the statements below considering the use of available e-learning tools? Fig 3.2 IN Items: Use of Available tools A SA D SD 11 I can create visual presentation, graphics, charts, and type assignments for students using offline/ ordinary computers 12 I can download teaching materials regarding my subject from the internet using online computers 13 I can use computer based programs in developing the scheme of work and lesson plan e.g. Microsoft Word, Excell, etc. 14 I can use email to ask and send assignments to my students if possible 15 I am able to use a learning management system (example, WebCT) to support teaching 16 I am able to search for data on computer systems and organize them into files e.g. from an online school database. 17 I can connect the computer to other peripherals e.g. interactive board, printer, etc. 18 I can access and share information on a network (LAN) e.g. source files. 19 I can create a basic presentation using a presentation package e.g. Microsoft PowerPoint and print to various networked printers. 20 I can setup and use Liquid Crystal Display (LCD) or Multimedia Projector for classroom delivery 21 Any Other (Specify)……………………………………………………………
  • 27. FACTORSAFFECTINGTHE TEACHER’SUSE OF E-LEARNINGTOOLSIN SECONDARYEDUCATION Page | 27 SECTION C QUESTION: What are the strategies for improving the use of e-learning tools by teachers in secondary schools? Directions: *Please use either of the listed coding from the key as your response* Key: IN= item number, Items= Strategies for Improvement, A=Agree, SA=Strongly Agree, D=Disagree Do you or do you not agree with the below suggestions/strategies to improve the use of e-learning tools in secondaryschools? Fig 3.3 IN Items: Strategies ForImprovement Response 22 Massive computer literacy programs for teachers 23 Adequate provision of Online Computers/ Email 24 Connection of classrooms to the internet 25 Provision of incentives for courseware development 26 Provision of Digital libraries 27 Employment of computer technicians for routine repairs 28 Provision of generators for regular power supply 29 Provision of security to safeguard e-learning tools 30 Training and retraining of teachers through seminars, workshops, and or conferences 31 Any Other (Specify)………………………………………………………. 32 Any Other (Specify)……………………………………………………….
  • 28. FACTORSAFFECTINGTHE TEACHER’SUSE OF E-LEARNINGTOOLSIN SECONDARYEDUCATION Page | 28 Thank you for taking your time to complete and submit this questionnaire. Your insights and information are very valuable to the researcher and the nation at large, in analyzing the factors affecting the teacher’s use of e-learning tools in secondary education and coming up with alternate suggestions to the problem. The objectives of this study are: 1. identifying the factors affecting the teacher’s use of e-learning tools in secondary education, 2. acquiring knowledge from skilled personnel on the impacts of e-learning, 3. determining whether e-learning tools are relevant to secondary education and how teacher’s use if affected, 4. Suggesting alternatives for overcoming these factors. Use the space below to provide additional comments on how we can solve the problem or come up with viable solutions to the problem Should you have any further questions or concerns about this survey or any of its questions, please kindly contact Olson Matunga at +263 772 118 937 or matungaolson@gmail.com Please return your completed survey to HACEC ICT Department, Computer Laboratory.