The Contribution of Instructors’ Usability of ICT Infrastructure on Students Learning Outcomes: The Case of Selected Higher Learning Institutions in Tanzania

Abstract

Higher learning institutions in Tanzania are undergoing a paradigm shift in the delivery of academic programs, transitioning from traditional face-to-face instruction to digital platforms. In this context, instructors’ ability to effectively utilize ICT infrastructure is a critical determinant of successful education delivery and enhanced student learning outcomes. This study investigates the extent to which instructors’ ICT usability influences students’ academic performance. The study adopted a mixed-methods approach with a cross-sectional design, focusing on two higher learning institutions in Tanzania: The Open University of Tanzania (OUT) and the Institute of Accountancy Arusha (IAA). A total of 237 instructors were randomly selected to participate in the study. Data were collected using self-administered questionnaires, key informant interviews, and focus group discussions. Descriptive statistics and binary regression analysis were employed for data analysis. The findings indicate that instructors’ proficiency in using ICT infrastructure significantly influences students’ learning outcomes. The usability of ICT tools by instructors was said to account for up to 29% of the variation in learning outcomes. Key usability parameters such as operating smart screens/projectors, setting up audio equipment, and using online response clickers for quizzes and surveys showed a statistically significant and positive impact on student learning. The study concludes that instructors’ effective use of ICT infrastructure plays a vital role in enhancing student learning outcomes, particularly when core ICT functionalities are well understood and applied. It is recommended that higher learning institutions in Tanzania strengthen instructors’ competencies in ICT tools and software to optimize their impact on student learning. Additionally, education policies should mandate ICT training for instructors to align with the ongoing digital transformation in the education sector.