Educational Stakeholders’ Perception on the Feasibility of Using Mobile Phones in Teaching and Learning: A Case of Piloted Public Secondary Schools in Kinondoni Municipality: Dar es Salaam.

Masasi, Felister Noah (2025) Educational Stakeholders’ Perception on the Feasibility of Using Mobile Phones in Teaching and Learning: A Case of Piloted Public Secondary Schools in Kinondoni Municipality: Dar es Salaam. Doctoral thesis, The Open University of Tanzania.

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Abstract

This study examined stakeholders‟ perceptions on the feasibility of using mobile phones in teaching and learning in piloted public secondary schools in Kinondoni Municipality, Dar es Salaam. It focused on three objectives: assessing knowledge, attitudes, and practices of mobile phone use in education. A mixed-methods approach with a convergent parallel design was employed, involving 678 participants. Stratified sampling selected 394 students and 284 teachers, while purposive sampling included heads of schools, academic masters, quality assurance officers, and the District Education Officer. Data were collected through questionnaires, interviews, and observations, and analyse using SPSS for quantitative results and content analysis for qualitative insights. Findings showed that 70% of teachers acknowledged mobile phones‟ usefulness in lesson preparation and delivery. Regression confirmed that knowledge improved teaching performance (β=0.13, p=0.03), while attitude was the strongest predictor for both students (β=0.28, p=0.00) and teachers (β=0.18, p=0.00). Practices influenced teachers (β=0.16, p=0.01) but not students due to limited device access. The study concluded that mobile phones enhance mobility, collaboration, and personalized learning, though challenges such as unreliable internet and financial constraints hinder effective use. Policy recommendations include training teachers, providing digital resources, and ensuring equitable access. The study shows that mobile phones can strengthen interactive, student-centred learning if backed by supportive policies and infrastructures. Keywords: educational stakeholders, mobile phones, teaching and learning, perception

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