Information and communications technology is a catalyst to the development of socio-economic sectors in Tanzania including the fishing sector. However, despite the contribution made by mobile phone technologies as one of the ICT modern gears in the development of fishing industry, most small-scale fishers are poor, and their working environment is of great risks due to various challenges. This being the case, the current study investigated the extent to which smallscale fishermen use mobile phone technology for enhancing safety and increase of fishery production through the access to reliable market information. The study employed interviews, focus group discussion, documents review, and observation in collecting data. Purposive and snowball sampling techniques were used to obtain 70 respondents from Nyasa District Council which is found in Ruvuma Region, Tanzania. Content analysis technique was employed in data analysis. The findings indicate that although mobile phone technology is used by small-scale fishermen such as marketing of fishery products and sharing information about where to get big cashes, to a great extent, mobile phone technologies do not help them to improve safeties due to various challenges such as poor cell phone network, high costs of purchasing airtime and low quality of mobile handset which in turn hindering an effective communication. It was further observed that drowning, poor knowledge on weather forecast, poor fishing equipment, sexual transmitted diseases, stressful life, and family separation are key challenges that affect the lives of small-scale fishing practitioners in Lake Nyasa. This study contributes knowledge to the already existing literature on the role of mobile phone technology in the development of small-scale fishing sector in Tanzania and it lays down basis for development mobile virtual platform for improving safety and increase fishing productivity of the target users
Mobile phone technology has increasingly been used as an important gadget for enhancing teaching and learning in higher education institutions, Tanzania in particular. However, despite the fact that many students in Tanzanian higher education institutions have access to mobile phones in the learning context, little is known about how those mobile phones are effectively used to enhance teaching and learning process. This study aimed to explore the extent to which mobile phone technology particularly smartphones are used for enhancing effective teaching and learning process at the College of Business Education in the campus of Dar es Salaam. The study collected data through structured and open-ended questionnaires. Purposive and stratified sampling techniques were used to obtain one hundred and five (105) student respondents from the department Business Administration, Accountancy and Marketing. The data were analys6ed and interpreted using descriptive analysis techniques. The findings indicate that, students use mobile phones to facilitate learning including communicating with their fellow students and lecturers on academic issues, downloading materials and accessing student information related to examinations results. Also, the study revealed that poor cellular networks, cost of purchasing airtime and handset are the main challenges hindering the effectiveness of mobile phones usage for enhancing learning and teaching in higher education institutions. The significance of this study is highlighted in the development of technology in the field of education for enhancing teaching and learning
Despite several years of investing entrepreneurship education in Tanzanian higher learning education, still a large portion of graduates are incompetent, hence, they cannot start-up their own business ventures. The current study employed the Social Learning Theory to explore effective teaching and assessment methods appropriate to entrepreneurship education in order to create self-employed graduates of higher learning education by drawing experience from some successful graduate entrepreneurs in Tanzania. The study aimed at filling the gap in the literature by exploring effective teaching methods and assessment procedures for entrepreneurship education to enhance selfemployment among graduates of higher learning education in Tanzania. This is a qualitative study that applied a mixedmethod approach utilizing interviews, observation, and document review in data collection. The study was done in Dar es Salaam City using both purposive and snowball chain sampling techniques whereby, 65 respondents participated in the study. The collected data were analysed using content analysis technique in which themes were generated and discussed in accordance with the research questions. The findings of the study indicated that, in Tanzania, traditional teaching methods are mostly used to teach entrepreneurship education in higher learning education. Lecturing teaching method and paper and pencil form of assessment are commonly preferred by instructors while teaching entrepreneurship education. Graduates of higher learning education do encounter several challenges, and those challenges are connected to individual weaknesses of a graduate, poor preparation of students in higher learning education, failure of legal compliance, and lack of financial capital. Based on the observed challenges, the study recommends the following: Firstly, students should effectively be engaged in practical activities related to entrepreneurship while still at the colleges and universities. Secondly, all instructors teaching entrepreneurship education should be equipped with sufficient knowledge through in-service trainings in order to update them with relevant skills needed in the markets. Thirdly, instructors should create a balance between theoretical and practical learning while teaching entrepreneurship education, and for the research purpose, colleges, and universities should have their own database concerning with graduates who have succeeded to employ themselves after graduation
Mastering of the subject area and andragogical skills simplifies the teaching and learning process, thus, improves the academic performance of students in their respective examined modules. The current study explored the best andragogical approaches for effective learning of modules experiencing poor academic performance in Tanzania. The study was conducted in the College of Business Education (CBE) whereby a mixed methods approach was employed in the study. Interviews, questionnaires, and document review were used in data collection. A stratified random sampling technique was used to select 105 bachelor and 70 diploma students at CBE, Dar es Salaam Campus. The study employed a content analysis technique for qualitative data collected through interviews and document review, while the data collected through questionnaires were analyzed using SPSS version 25. The findings indicated that most of the methods used by instructors to modules experiencing students’ academic failure were those characterized by teacher-directed learning approaches rather than students’ self-directed learning. Some of the identified weaknesses in those methods were boredom, less participatory, not providing feedback on time, not sharing learners’ experiences and being theoretical oriented rather than being practical. It was also observed that some of the instructors lacked important attributes while interacting with students for effective learning such as being courageous, readiness of volunteering to help students, motivating students, being flexible and fair, and provision of guidance and counseling services to students. Based on the findings, the study recommends that there should be an in-service training on andragogical knowledge and skills to instructors to enable them to effectively perform instructional delivery and assessment activities. In addition to that, all instructors with modules experiencing poor academic performance should be ready to learn from other instructors whose modules or subjects do not experience poor performance.
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