Article citationsMore >>

kulik, J. A. (1994). “Meta-analysis Study of Findings on Computer-based Instruction”. Technology Assessment in Education and Training. Hillsdale, NJ: Lawrence Erlbaum.

has been cited by the following article:

Article

ICT-Integration in Higher Education and Student Behavioral Change: Observations at University of Arusha, Tanzania

1University of Eastern Africa, Baraton- Kenya, P. O. Box 2500, Eldoret, Kenya

2University of Arusha, P. O. Box 7 Usa River, Tanzania


American Journal of Educational Research. 2014, Vol. 2 No. 11A, 30-38
DOI: 10.12691/education-2-11A-5
Copyright © 2014 Science and Education Publishing

Cite this paper:
Makewa L. N., Kuboja J. M, Yango M, Ngussa B. M. ICT-Integration in Higher Education and Student Behavioral Change: Observations at University of Arusha, Tanzania. American Journal of Educational Research. 2014; 2(11A):30-38. doi: 10.12691/education-2-11A-5.

Correspondence to: Makewa  L. N., University of Eastern Africa, Baraton- Kenya, P. O. Box 2500, Eldoret, Kenya. Email: ndikul@gmail.com

Abstract

ICT-Based education is a system of instruction that involves combination of computers and communication technologies. ICT Integration is important in combating digital divide, bringing about digital opportunity and paradigm shift from teacher centered to student centered learning, whereby the teacher passes the information quicker and in a more understandable manner. This study aimed at evaluating ICT-Based Education and Students Behavioral Change at University of Arusha, Tanzania. Questionnaire was the only means for data collection and Cronbach alfa of above .887 was established to signify that questionnaire items were highly reliable. T-test, ANOVA and Pearson product correlation coefficient tested three null hypotheses by the help of SPSS. The study established that University of Arusha educators are competent in the use of PowerPoint, Excel, Microsoft Word, online search procedures and internet programs and believe that ICT integration propels student centered approaches and increases the rate of learning. Educators, however, indicated lack of skills in online marking and data management procedures and limited integration of ICT resources in teaching learning transaction. Finally, the study established a positive and strong relationship between competence and application of ICT in teaching-learning transaction. This implies that the higher the competence, the likelihood of educators to integrate ICT in teaching-learning transaction.

Keywords