Olson matunga final project dip scie ed 12

FACTORSAFFECTINGTHE TEACHER’SUSE OF E-LEARNINGTOOLSIN SECONDARYEDUCATION Page | 1
CHAPTER 1
1.0 BACKGROUND OF THE STUDY
Research studies in the past suggest that in e-learning, curriculum content in the form of
texts, visuals, e.g. pictures, posters, videos, audio/sound, multicolour images, maps, and
graphics, can be simultaneously presented online to students in both immediate locations
(classroom model of e-learning) and various geographical distances (Distance Education
model of e-learning), but there is need to consider teachers as they play a pivotal role in
the teaching and learning paradigm. In other parts of the world, research has confirmed
that secondary schools are expanding current online offerings and creating new platforms
to address growing enrollment.
Mlambo (2007) is of the view that teacher resistance to new technologies can even
cascade to the students leading to serious repercussions. Mumtaz (2000) wrote that there
is still a large volume of evidence indicating that Computer phobia (the fear of
computers) has not gone away. In addition, Mlambo (2007) discovered in their study that
one-quarter to one-third of the general population suffer from some form of computer
phobia. Since e-learning should ensure effective pedagogy and curriculum
implementation in the computer age, Richmond (1997) observed that, there is a great
link between the curriculum and ICT and that there are three major areas that technology
can influence learning, including:
i.Presentation, demonstration and the implementation of data using productivity tools.
ii.Use of curriculum – specific applications such as online educational tutorials, virtual
laboratory visualizations and graphics, representations of abstract concepts.
iii.Use of information and resources like interactive learning platforms and online
encyclopaedia.
The problem is that e-learning in secondary education is challenged by the new
technologies in terms of availability and use. It is against this background that the present
study is carried out to determine the extent of availability and use of e-learning materials.
Second, it seeks to identify possible strategies for availability and use in curriculum
implementation.

1.1 PURPOSE OF THE STUDY
The purpose of this study is to deeply analyze the factors (both positive and negative)
that affect e-learning tools in secondary education, particularly Zimbabwe, these
include:
i. The impact of e-learning tools on secondary education.
ii. The availability of e-learning tools for curriculum implementation in secondary schools.
iii. The strategies for improving e-learning application in secondary schools
1.2 OBJECTIVES OF THE STUDY
This study objects to:
1. identify the factors affecting the teacher’s use of e-learning tools in secondary
education,
2. determine whether e-learning tools are relevant to secondary education and how
teacher’s use if affected,
3. Suggest alternatives for overcoming these factors.
1.3 STATEMENT OF THE PROBLEM
Despite efforts that are being made by the government and non-governmental
organizations to mitigate or reduce the factors affecting the teacher’s use of e-learning
tools in secondary education, the problem continues to rise at an alarming rate. However,
there is not enough information, suggestions or solutions to these factors, this research
study serves to assess these factors in a bid to assist the target groups and victims of these
factors in a more localized and practical way.

1.4 RESEARCH QUESTIONS
1. What are the e-learning tools available to secondary school teachers for teaching?
2. To what extent are the available e-learning tools currently being used by the teachers?
3. What are the strategies for improving the use of e-learning tools by teachers in secondary
schools?
1.5 SIGNIFICANCE OF THE STUDY
The study is of significance to the field of education and technology as it expands the ICT
knowledge base. The concept of e-learning as a pedagogical tool is new to most teachers
and students in Zimbabwe. The findings of this research study have the following
benefits: Firstly, the study investigated the factors affecting the teacher’s use of e-learning
tools in secondary education, looking at availability, acceptability and usability. The
findings impacted the way e-learning is used as a pedagogical tool in schools. Therefore,
the study is significant to educators who want to learn more about the use of e-learning.
Secondly, the findings of the study are expected to create awareness among teachers on
the importance of e-learning as a pedagogical tool and change attitudes and practices by
improving their professional practices in teaching. Thirdly, the findings add new
knowledge to the existing literature in Zimbabwe. Fourthly, the findings of this study may
serve as reference points for educational stakeholders in other parts of the world that
would lead to improvement of provisions of education among secondary school teachers.
1.6 ASSUMPTIONS
We are living in a very rich digital world. However, teachers and students have high
expectations for using ICT in their teaching and learning. This is because ICT can make
teaching and learning motivational for both students and teachers. ICT cannot be simply
added to teaching and learning activities, because the goals and the way of teaching and
learning will change then, instead ICT should lead to active and collaborative learning
environments. Consequently, it cannot be assumed that the use of ICT transforms

computer science education in all cases for the better. Osbourne and Hennessy (2003)
emphasize the role of the teacher in creating the conditions for ICT use and for selecting
and evaluating appropriate ICT tools and in designing teaching and learning as pivotal.
1.7 DEFINITION OF TERMS
ICT are information and communication technology or technologies and is an umbrella
term that includes any communication devices or application that encompasses: radio,
television, cellular phones, computer and network hardware and software, satellite
systems and so on, as well as all the various services associated with them, such as
videoconferencing and distance learning (e-learning). E-learning means electronic
learning. It is a computerized and digital type of education in which texts, audio or sound,
pictures, images, graphics and videos can be simultaneously presented online to students.
1.8 DELIMITATIONS OF THE STUDY
The research is delimited the investigation to factors affecting the use of e-learning tools
in secondary education in one of the urban secondary school in Harare in Mashonaland
East Zimbabwe. Views from 40 qualified secondary school teachers and 5 randomly
selected Advanced level students taking ICT in their combination will be used in this
research. Perceptions from other stakeholders like parents, school heads and other
stakeholders were excepted in the study.
1.9 LIMITATIONS OF THE STUDY
Firstly this research expands all the findings of factors affecting the teacher’s use of e-
learning tools in the teaching and learning, but however there were a number of
limitations that determined the range from which information was acquired from and how.
This study is conducted on a small geographical area, hence a smaller sample. Also as a
participant-observer, the researcher may be biased in processing of the results, finding
factors affecting the teacher’s use of e-learning tools in secondary schools that are not
valid.

1.10 SUMMARY
In simpler context, this research study assessed and analyzed the factors affecting the
teacher’s use of e-learning tools in the process of teaching and learning in secondary
schools. The study is aimed at identifying, assessing and finding practical solutions to
factors affecting the teacher’s use of e-learning. Basing on this study, the barriers to the
proper, successful and innovative use of e-learning tools in secondary education were
identified and analysed, raising possible practical solutions. An awareness of any barriers
that teachers face, if identified and critically analysed, can lead to the development of
intense solutions for overcoming these barriers, develop useful training programs for
teachers and encourage the use of e-learning in secondary education.

CHAPTER 2: REVIEW OF RELATED LITERATURE
2.0 INTRODUCTION
The integration of ICT into the curriculum was intended for positively influencing
teaching and learning, while teachers should be able to deliver intended information from
all authentic sources and relate it to the educational goals designed in the curriculum.
Thus, teachers play a pivotal role in the process of teaching and learning, hence, their
need to understand the potential role and effectiveness of innovatively using ICT in the
classroom. However, despite all this goodness, there are a number of factors affecting the
teacher’s use of e-learning tools in secondary education, these have been discussed by
some other researchers who had the same endeavor as mine, to explore.
2.1 WHAT IS E-EARNING?
Flanagan L, and Jacobsen, M (2003) defines e-learning as instructional media that permits
alternative approaches to curriculum implementation in an ICT age. Drent (2007) defines
e-learning as all ICTs, networks, internet and other forms of electronic media that can be
used to enhance teaching and learning s to transfer knowledge and skills.
2.2 THE IMPORTANCE AND PURPOSE OF E-LEARNING IN EDUCATION
E-learning in education is the wholesome integration of modern telecommunications
equipment and ICT resources, particularly the internet, into the education system. The call
for application of e-learning in education is to infuse and inject efficiency and
effectiveness in curriculum implementation, Drent (2007). However, in developing
countries like Zimbabwe, e-learning is challenged with the problem of material devices
such as computer, computer laboratories, internet and e-mail facilities, videophone
systems and teleconferencing devices, fax and wireless applications, digital library, digital
classrooms, multimedia systems and the problem of multimedia courseware development
among others (Global Information Technology Report, 2005) .

The main purpose of e-learning is to transform the old methods and approaches to
curriculum implementation and not to silence the curriculum or to extinguish or erase the
contents of curriculum. Nicholls and Nicholls (1980), suggests that e-learning should
ensure effective pedagogy and curriculum implementation in the computer age. E-learning
as an aspect of ICT is relatively new in Zimbabwe’s educational system. It is a departure
from the conventional approach in curriculum implementation. E-learning is driven by the
curriculum. It should follow the curriculum and should not rob the curriculum of its
essence.
2.3 CHALLENGES HINDERING THE EFFECTIVE USE OF E-LEARNING TOOLS
Research studies in the past have concluded that many school teachers neither use ICT
tools to supplement their traditional classroom instruction (Flanagan, L & Jacobsen, M,
2003). The factors affecting the full scale adoption of e-learning tools have been
categorized in terms of infrastructural, technical competence and attitudinal challenges:
1. Infrastructural challenges
Like in all underdeveloped countries, ICT projects have been hampered by
infrastructural challenges. For instance lack of electricity, lack of necessary
devices like computers to facilitate continuous access to e-learning, higher
internet costs and its unavailability, lack of space for establishment of e-learning
centres among others.
According to Kozma (2003), Infrastructure like the availability of electricity,
computers and the Internet is not yet fully in place to enhance the e- learning
projects. Mumtaz, S (2010) asserts that the developing countries mainly face
obstacles in infrastructure, resources, information access. A collection of such
infrastructural problems have negatively affected the teacher’s use o e-learning
tools in underdeveloped countries.

2. Technical Competence
For the underdeveloped countries, the lack of pedagogical skills and the technical
competence required to setup, run and maintain e-learning centres are still
farfetched. Even where donations have been made and training has not taken
place, that has left e-learning underutilized and its potential not fully exploited.
3. Attitudinal Challenges
E-learning adoption has been highly affected by attitudinal challenges more
especially from both the trainers and the trainees. According to Drent &
Meelissen (2007), attitudinal factors like perceived ease of use of e-learning,
perceived usefulness of e-learning, availability of resources highly determine the
intention to adopt e-learning by both students and teachers in secondary
education. Additionally, Cox & Abbot (2004) puts it forward that e-learning
adoption by teachers is determined by their readiness for it especially if they are
satisfied with the quality of service offered by e-learning which will in turn
determine the extent of e-learning utilization.
Mlambo (2007) examine computer self-efficacy, content quality, and subjective
norms as factors that influence the intention to adopt the e-learning systems. They
further suggest cultural factors that affect the students’ attitude toward using the
e-learning. The cultural factors discussed include the power distance,
individualism vs. collectivism, and masculinity vs. femininity, uncertainty
avoidance and the long-term vs. short term orientation. The authors contend that
such cultural factors are important to consider with respect to adopting and using
e- learning systems.
Kulik (2003) categorise challenges according to four major strands to include;
Course challenges – i.e. challenges related to course content, course design and
course delivery; Challenges related to characteristics of the individual, i.e.

challenges that emanate from the side of the student or the teacher; technological
challenges i.e. challenges related to e-learning
2.4 SUMMARY
In summary, the above section highlights the different challenges from various authors
experienced by secondary school teachers as they try to implement e-learning, however,
this study entails to dig deeper in the well of factors affecting the teacher’s use of e-
learning tools in secondary education and bridges the gap by highlighting remedies and
measure that can be used to overcome or mitigate the challenges.

CHAPTER 3: RESEARCH METHODOLOGY
3.0 INTRODUCTION
A case study was conducted at High Achievers Coach Educational Centre as case studies
emphasise on detailed contextual analysis of events and their relationships, and involve
an in-depth, longitudinal examination of a single event or instance, Wolcott, (2001). Case
studies, in a number of cases, can be used to inductively generate new theories, Merriam,
(1998).
3.1 RESEARCH PARADIGM & DESIGN
The research study was studied using a grounded theory research. This research employs
an inductive approach, meaning it moves from the specific to the more general, and uses
descriptions rather than numbers to understand the phenomena (Merriam, 1998).This is a
qualitative research approach used to understand and explain the meaning of a social
phenomenon in a natural setting (Cresswell, J. W. 2009). Teachers participating in this
study are those identified by the Ministry of Primary and Secondary Education as quality
teachers. The researcher studied and intends to present an insider’s perspective into the
events that occurred in the study as data was collected and analysed.
A questionnaire was designed as the information gathering instrument, with three
sections A-C and each section answering to research questions respectively. From all the
sections, an average response is to be formulated and used to give out solutions and
generalisations about the factors affecting the teacher’s use of e-learning tools in
secondary education.
3.2 POPULATION
The population consists of 50 qualified teachers at High Achievers Coach Educational
Centre and upper six students who are taking ICT as a subject in their combination from
the same school. The sample of the study was comprised of 40 teachers from the total
population and 5 Upper Six students were randomly selected.

3.2 SAMPLING PROCEDURE
Some questionnaires were administered in person to the sample by the researcher and
were returned and used for analysis, conclusion and formulation of recommendations for
those who would like to undergo the same research in the future. A random selection of
five upper six students was interviewed using questions from the sections of the
questionnaire.
3.3 INSTRUMENTS
The instrument for data collection was a self-developed questionnaire titled, ‘Teacher’s
Use of E-learning Tools in Secondary Education’ (TUETSE). It was structured into three
sections (A-C) which sought information on the three research questions. Section A has
ten items; Section B has eleven items and Section C has eleven items. Some coding was
generated for answering the questions under each section as follows:
Section A: A=Available, NA= Not Available
Section B: A=Agree it, D=Disagree, SA= Strongly Agree, and SD=Strongly Disagree
Section C: A=Agree it, SA= Strongly Agree and D=Disagree
For every section there is going to be an overall decision for all responses. The face and
validation of the instrument was determined by the Director of studies of HACEC, and
reliability of the instrument was obtained.
3.4 DATA PRESANTATION PROCEDURE
Data is presented in the form of tables of sections A-C, respectively answering to the
research questions. All responses are averaged and an overall decision is raised according
to the responses in each section. At the end, a conclusion based on the averaged
responses is given and an analysis of the results, giving out solutions to the research
questions.

3.5 SUMMARY
In summary, the methodology used is a case study, a qualitative research approach. From
a population of 50 qualified teachers and 18 A’ level ICT students, a sample of 40
teachers and 5 Advanced level students are selected, and their responses are generalised
to formulate solutions to the research questions. Questionnaires are to be administered to
the sample and analysed at the end.

CHAPTER 4: DATA PRESANTATION AND RESULTS
4.0 INTRODUCTION
The intention of this chapter is to present and analyse the results of the investigation undertaken
as described in the previous chapter. The researcher employed tables to present data followed by
the analysis and interpretation of the information illustrated. Graphs showing the percentage
results are also shown below each table.
4.1 QUESTIONAIRE RESULTS
Results have been recorded in sections; responding respectively to research questions A-C and
below is the presentation of the results.
Section A: What are the e-learning tools available to secondary school teachers for teaching?
Directions:
*Please tick below the desired/chosen code in the columns*
Key: IN= item number, Items= Availability of tools, A=Available, NA= Not Available
Which of the listed e-learning tools are readily available for use at your school
for teaching?

Table 4.1
IN Items: Availability of Tools SAMPLE
SIZE
TOTAL
RESPONSE
A NA OVERAL
DECISION
1 Off-line/ Ordinary computers 45 38 35 3 A
2 Telephone/wireless Applications 45 38 18 20 NA
3 Online/ Internet Computers 45 38 22 16 A
4 Scanner 45 38 5 33 NA
5 Printers 45 38 10 28 NA
6 Email facilities 45 38 30 8 A
7 Multimedia Projectors 45 38 7 31 NA
8 Digital Library 45 38 0 38 NA
9 Ready-made CD, e.t.c 45 38 5 33 NA
Figure 4.1 Graphical Presentations of Results (Section A)
0
5
10
15
20
25
30
35
40
1 2 3 4 5 6 7 8 9
Available
Not Available
Itemnumber
Respondents

SECTION B: To what extend are the available e-learning tools currently being used by
teachers?
Directions: *Please tick below the desired/chosen code in the columns*
Key: IN= item number, Items= Availability of tools, A= Agree, SA= Strongly Agree,
D=Disagree, SD=Strongly Disagree
Do you agree, strongly agree, disagree, or strongly disagree with the
statements below considering the use of available e-learning tools?
Table 4.2
IN Items: Use of Available tools SAMPLE
SIZE
TOTAL
RESONSE
A SA D SD OVERAL
DECISION
11 I can create visual presentation,graphics,
charts, and type assignments for students
using offline/ ordinary computers
45 38 6 29 0 3 SA
12 I can download teaching materials
regarding my subject from the internet
using online computers
45 38 8 20 5 5 SA
13 I can use computer based programs in
developing the scheme of work and
lesson plan e.g. Microsoft Word, Excell,
etc.
45 38 7 21 10 0 SA
14 I can use email to ask and send
assignments to my students ifpossible
45 38 20 0 9 9 A
15 I am able to use a learning management
system(example, WebCT) to support
teaching
45 38 0 9 11 18 SD
16
I am able to search for data on computer
systems and organize them into files e.g.
from an online schooldatabase.
45 38 5 3 20 10 D
17 I can connect the computer to other
peripherals e.g. interactive board, printer,
etc.
45 38 9 11 15 3 D
18 I can access and share information on a
network (LAN) e.g. source files.
45 38 3 0 25 10 D
19 I can create a basic presentation using a
presentation package e.g. Microsoft
PowerPoint and print to various
networked printers.
45 38 15 18 5 0 SA
20 I can setup and use Liquid Crystal
Display (LCD) or Multimedia
Projector for classroom delivery
45 38 5 20 8 2 SA

Figure 4.2 Graphical Presentations of Results (Section B)
0
5
10
15
20
25
30
35
11 12 13 14 15 16 17 18 19 20
Agree
Strongly Agree
Disagree
Strongly Disagree
Item Number
Respondents

SECTION C : : What are the strategies for improving the use of e-learning tools by teachers in
secondary schools?
Directions:
*Please use either of the listed coding from the key as your response*
Key: IN= item number, Items= Strategies for Improvement, A=Agree, SA=Strongly Agree,
D=Disagree
Do you or do you not agree with the below suggestions/strategies to improve
the use of e-learning tools in secondaryschools?
Table 4.3
IN Items: Strategies For Improvement
SAMPLE
SIZE
TOTAL
RESPONSE
A SA D OVERAL
RESPONSE
22 Massive computer literacy programs for teachers
45 38 30 5 3 A
23 Adequate provision of Online Computers/ Email
45 38 18 20 0 SA
24 Connection of classrooms to the internet
45 38 13 25 0 SA
25 Provision of incentives for courseware
development
45 38 0 22 16 SA
26 Provision of Digital libraries
45 38 10 25 3 SA
27 Employment of computer technicians for routine
repairs
45 38 5 30 3 SA
28 Provision of generators for regular power supply
45 38 10 20 8 SA
29 Provision of security to safeguard e-learning
tools
45 38 2 5 31 D
30 Training and retraining of teachers through
seminars, workshops, and or conferences
45 38 9 21 8 SA

Figure 4.3 Graphical Presentations of Results (Section C)
0
5
10
15
20
25
30
35
22 23 24 25 26 27 28 29 30
Agree
Strongly Agree
Disagree
ItemNumber
Respondents

4.2 ANAYSIS OF QUESTIONAIRE RESULTS
Introduction
Upon collection of the questionnaire, only 38 of the 45 total respondents returned completed
questionnaires. The analysis of results is based on collected and completed questionnaires which
Section A
From table 4.1 of the responses for section A, it was discovered that most of the teachers were
exposed to computers, either online or offline. But the overall decision by the researcher which
was concluded after comparing the differences in responses from respondents 33% of the
responses was positive about the availability of listed e-learning tools.
Section B
From table 4.3 of the responses from section B, the overall decision was generalised that 50%
strongly agreed, 30% disagreed, 10% agreed and 10% strongly disagreed to the items in section
C on the use of available e-learning tools, meaning generally the overall decision was that all
respondents strongly agreed to all items in section C.
Section C
From table 4.3 of the responses from section B, the overall decision was generalised that 78%
of the respondents strongly agreed, 11% agreed and 11% disagreed, meaning generally the
overall decision was that the response was strongly agree for all the section items.
4.3 SUMMARY
The methodology enabled the researcher to obtain the relevant information from the respondents.
Data was collected on time and 38 out of the 45 distributed the questionnaires were returned,
meaning 84% responses were used to generalise the views of the respondents. Despite the
methodology’s short comings it assisted the researcher in coming up with findings to answer the
research question.

CHAPTER 5: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.0 INTRODUCTION
This chapter serves to summarize the main elements of the research and it focused on the
conclusion reached at through the investigations undertaken in connection with the related
literature which was reviewed. The chapter also gave some recommendation to those who may
intend to carry out related research.
5.1 SUMMARY
A range of factors affecting the teacher’s use of e-learning tools in secondary education,
including adoption, importance, and challenges have been identified and discussed, Webber,
(2003) categorised challenges according to three major strands to include; Challenges related to
characteristics of the individual, i.e. challenges that emanate from the side of the student or the
teacher; technological challenges i.e. challenges related to e-learning infrastructure and
contextual challenges i.e. organisational, cultural and societal related challenges.
5.2 CONCLUSION
E-learning plays a vital role in the provision of education services and extending them to even
the remotest of the places. In developing countries like Zimbabwe, e-learning adoption is in its
early stages meaning that it is not yet been fully exploited to its full potential. The limited
adoption is accounted to the discussed challenges that hamper full scale adoption and utilisation.
5.3 RECOMMENDATIONS
The researcher recommends the following to those who may take interest in carrying out a
similar research or further research:
a) When determining the potential of e-learning adoption at a particular place factors such
as infrastructure have to be considered as there cannot be an e-learning centre without
proper or required infrastructure e.g. computers and internet.
b) An experimental research design is more appropriate for an investigation of this nature as
it is able to explain some kind of causation, comparing variables.
c) Researcher should carry out the research with different populations from various
ethnicities, noting a control investigation and having variables for the purpose of bringing
in accurate generalisations about the results.

References
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APPENDIX: QUESTIONNAIRE
Teacher’s Use
Of E-learning
Tools
In Secondary
Education
(TUETSE)-To identify factors affecting the teacher’s use of E-learning
tools in secondary education and suggest alternative solutions
Please complete the questions in the pages that follow and submit to:
High Achievers Coach Educational Centre (HACEC) ICT
Department Computer Laboratory

This questionnaire is a research instrument used to gather information about factors affecting
the teacher’s use of e-learning tools in secondary education. The research project is educational
and a partial fulfilment to a Dip ScieEd Comp. (Diploma in Science Education, Computer
Science) with Bindura University of Science Education. Please kindly assist by responding in
utmost good faith to the Sections (A-C).Each section tries to answer to research questions.
Your cooperation will be kindly appreciated.
Researcher
Mr. O.Matunga
Approved by:
Mr T. Chikandiwa
(Director of Studies, HACEC)
Date 26 July 2014

SECTION A
QUESTION: What are the e-learning tools available to secondary school teachers for teaching?
Directions:
*Please tick below the desired/chosen code in the columns*
Key: IN= item number, Items= Availability of tools, A=Available, NA= Not Available
Which of the listed e-learning tools are readily available for use at your school
for teaching?
Fig 3.1
IN Items: Availability of Tools A NA
1 Off-line/ Ordinary computers
2 Telephone/wireless Applications
3 Online/ Internet Computers
4 Scanner
5 Printers
6 Email facilities
7 Multimedia Projectors
8 Digital Library
9 Ready-made CD, e.t.c
11 Any Other (Specify)………………………………………...

SECTION B
QUESTION: To what extend are the available e-learning tools currently being used by teachers?
Directions: *Please tick below the desired/chosen code in the columns*
Key: IN= item number, Items= Availability of tools, A= Agree, SA= Strongly Agree,
D=Disagree, SD=Strongly Disagree
Do you agree, strongly agree, disagree, or strongly disagree with the
statements below considering the use of available e-learning tools?
Fig 3.2
IN Items: Use of Available tools A SA D SD
11 I can create visual presentation, graphics, charts, and type
assignments for students using offline/ ordinary computers
12 I can download teaching materials regarding my subject from the
internet using online computers
13 I can use computer based programs in developing the scheme of
work and lesson plan e.g. Microsoft Word, Excell, etc.
14 I can use email to ask and send assignments to my students if
possible
15 I am able to use a learning management system (example, WebCT)
to support teaching
16
I am able to search for data on computer systems and organize
them into files e.g. from an online school database.
17 I can connect the computer to other peripherals e.g. interactive
board, printer, etc.
18 I can access and share information on a network (LAN) e.g. source
files.
19 I can create a basic presentation using a presentation package e.g.
Microsoft PowerPoint and print to various networked printers.
20 I can setup and use Liquid Crystal Display (LCD) or Multimedia
Projector for classroom delivery
21 Any Other
(Specify)……………………………………………………………

SECTION C
QUESTION: What are the strategies for improving the use of e-learning tools by teachers in
secondary schools?
Directions:
*Please use either of the listed coding from the key as your response*
Key: IN= item number, Items= Strategies for Improvement, A=Agree, SA=Strongly Agree,
D=Disagree
Do you or do you not agree with the below suggestions/strategies to improve
the use of e-learning tools in secondaryschools?
Fig 3.3
IN Items: Strategies ForImprovement Response
22 Massive computer literacy programs for teachers
23 Adequate provision of Online Computers/ Email
24 Connection of classrooms to the internet
25 Provision of incentives for courseware development
26 Provision of Digital libraries
27 Employment of computer technicians for routine repairs
28 Provision of generators for regular power supply
29 Provision of security to safeguard e-learning tools
30 Training and retraining of teachers through seminars, workshops, and or
conferences
31 Any Other (Specify)……………………………………………………….
32 Any Other (Specify)……………………………………………………….

Thank you for taking your time to complete and submit this questionnaire. Your insights and
information are very valuable to the researcher and the nation at large, in analyzing the factors
affecting the teacher’s use of e-learning tools in secondary education and coming up with
alternate suggestions to the problem.
The objectives of this study are:
1. identifying the factors affecting the teacher’s use of e-learning tools in secondary
education,
2. acquiring knowledge from skilled personnel on the impacts of e-learning,
3. determining whether e-learning tools are relevant to secondary education and how
teacher’s use if affected,
4. Suggesting alternatives for overcoming these factors.
Use the space below to provide additional comments on how we can solve the problem or come
up with viable solutions to the problem
Should you have any further questions or concerns about this survey or any of its questions,
please kindly contact Olson Matunga at +263 772 118 937 or
matungaolson@gmail.com
Please return your completed survey to HACEC ICT Department, Computer Laboratory.

Olson matunga final project dip scie ed 12

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