Date of Award
2024
Degree Type
Thesis
Degree Name
Master of Education (MEd)
First Advisor
Dr. Fredrick Mtenzi
Department
Institute for Educational Development, East Africa
Abstract
In an era dominated by technology, the demand for digital literacy skills is ever-growing. As technology continues to shape our lives, the need for proficiency in digital literacy extends beyond mere usage, becoming crucial in both learning and assessment contexts. This study addresses the need to bridge the gap between traditional assessment practices and the demand for digital literacy skills in 21st-century education contexts, with a focus on secondary school chemistry assessments in Lindi Municipal, Tanzania.The study enlisted a qualitative approach and case study design in which four secondary schools within Lindi municipal were involved. It utilized diverse data collection methods for triangulation within the natural research setting. Purposive, stratified and convenience sampling techniques were applied in selecting 12 chemistry teachers and 60 students. Data were acquired through interviews with 11 chemistry teachers, four FGDs with chemistry students, four lesson observations and document analysis. Thematic analysis informed comprehensive DLS integration presentation, emphasizing narrative style. Findings revealed uneven usage of digital tools, with most chemistry teachers preferring traditional methods. Despite the availability of various digital tools, including tablets, laptops, smartphones, PHET science, school websites, and online platforms like WhatsApp, within schools, a notable gap in adopting digital assessment practices exists. The study emphasizes the importance of professional development for teachers but identifies shortcomings in current training programs. Challenges hindering effective DLS integration include technological knowledge gaps, digital tools shortages, unreliable internet connectivity, teaching overload and teaching for test, and the nature of summative examinations organized by NECTA. The research highlights the low status of DLS integration in Tanzania chemistry education, recommending comprehensive strategies for improvement including, targeted professional development, curriculum adjustments, equitable access to digital tools and internet. The findings open new directions for future research and inform evidence-based decision-making on the use of digital tools in chemistry assessment.
First Page
1
Last Page
82
Recommended Citation
Sasu, F. G.
(2024). Integrating Digital Literacy Skills into Chemistry Assessment in Secondary Schools: A Case Study of Lindi Municipal, Tanzania. , 1-82.
Available at:
https://ecommons.aku.edu/etd_tz_ied_m-ed/513