Digital Learning Tools and Student Engagement in the Learning Process: A Case of Zanzibar’s Urban Public Secondary Schools Tanzania

Abstract

This study aims to investigate the effects of digital learning tools on student engagement in learning process at the selected urban public secondary schools in Zanzibar, Tanzania. A Convergent Design combining qualitative and quantitative data was employed. This allowed comprehensive analyses of the research questions to be carried out, with data collection from questionnaires, interviews and classroom observations. A total of 142 participants were sampled, namely 54 teachers and 88 students. The data collection instruments were approved by the research experts and Cronbach's Alpha confirmed their reliability for this study (0.739). All ethical standards of obtaining permissions, informed consents, confidentiality and anonymity maintained as well. Descriptive presentation of quantitative data and thematic analysis for the qualitative data with narrative description were employed. The results suggest that digital tools significantly increase student interest, collaboration, and comprehension of difficult subjects in addition to encouraging self-efficacy and critical thinking. The research showed that digital learning tools are one of the major contributors to a reasonably higher level of student engagement in public secondary schools in Zanzibar Urban District and students responded positively for these tools as well.  The study recommends teacher training, digital access across student populations, and supportive policy development to enhance the effectiveness of technology in education and promote greater student engagement.