Impact of E-Learning Platforms on Students' Competency Development in Private Secondary Schools in Morogoro Municipality, Tanzania

Abstract

This study assessed the impact of E-Learning platforms on student's competency development in private secondary schools in Morogoro municipality, Tanzania. The study was guided by Constructivism learning theory by Levy Vygosky, which holds that students understand better when they interact with the society and the content. A mixed-methods approach of convergent design was adapted under pragmatism philosophy. Data were collected through the use of questionnaire to Teachers and interviews to Heads of Schools (HoS). A total sample of 33 respondents, including 3 Heads of Schools and 30 Teachers were used in data collection. Data were analyzed descriptively using SPSS version 20 and thematically to enrich quantitative and qualitative data. The study found high teacher perceptions of e-learning fostering independent learning thematic, personalized learning experiences, and collaboration, but lower confidence in enhancing academic competencies, digital literacy, and critical thinking. School heads reported positive impacts, supported by robust infrastructure. The study concluded that teachers had mixed perceptions of e learning platforms' effectiveness in competence development of students. The study recommended that educational administrators in the region collaborate with stakeholders to strengthen teachers' professional development in using e-learning platforms to enhance teaching and learning. Selected private schools should ensure the supply of necessary ICT facilities and devices and improved access to maximize e-learning’s potential for competency-based curriculum delivery.