What Drives Effective Tablet Use in Education? A Study of Teaching and Learning Practices in Singida Municipality, in Tanzania

Abstract

The use of Information and Communication Technology (ICT) in education has become a global strategy for transformation, particularly through mobile devices like tablets, which are being used to enhance both teaching and learning. In Tanzania, this effort has been supported by government initiatives such as the Secondary Education Quality Improvement Program (SEQUIP), which targets the enhancement of education in public secondary schools. Despite substantial investment, there remains a lack of comprehensive data on the impact of tablet use on teaching, particularly in settings with limited resources. This study evaluated how effectively mobile tablets are being utilised to improve teaching methods among public secondary school teachers in Singida Municipality, Tanzania. It specifically explored how tablet usage affects teacher engagement, professional development, technological and pedagogical knowledge, and collaborative teaching strategies. The research used a cross-sectional mixed-methods approach, involving 60 teachers selected through cluster and stratified random sampling. Data were gathered using semi-structured interviews, classroom observations, and document analysis. Principal Component Analysis (PCA) was applied to create a tablet effectiveness index, and both univariate and multivariate regression analyses were used to determine key influencing factors. Results showed that effective tablet use was strongly linked to increased teacher motivation and engagement (Adjusted Coefficient: 0.7, 95% CI: 0.47–0.90), as well as more frequent tablet use in everyday teaching (Adjusted Coefficient: 0.4, 95% CI: 0.26–0.55). Although age and educational background had significant effects in simpler analyses, they were not impactful in more complex models. Teachers’ comfort with technology and ability to troubleshoot also contributed positively, though less strongly. The research highlights the need for focused teacher training, better technical support, and supportive policies to encourage collaboration in teaching. These findings are valuable for decision-makers and education professionals seeking to enhance the use of digital technology in Tanzanian schools and contribute to the growing body of research on ICT in education in developing regions. The study recommends the establishment of a structured and continuous professional development program that integrates both technical training on tablet use and collaborative teaching strategies, ensuring teachers are equipped, motivated, and supported to effectively incorporate tablets into innovative and interactive classroom practices