Factor influencing effective use of information and communication technology on adult learning in Sumbawanga Municipality- Rukwa Region, Tanzania

Luhuvilo Lupondo; Fadhili Ngalawa; George Kihamba; Hebron Nyamboga

doi:10.51867/AQSSR.2.3.5

Auteurs-es

Luhuvilo Lupondo Institute of Rural Development Planning (IRDP), Tanzania Auteur-e https://orcid.org/0009-0008-9168-698X
Fadhili Ngalawa Institute of Rural Development Planning (IRDP), Tanzania Auteur-e https://orcid.org/0000-0003-3927-9742
George Kihamba Institute of Rural Development Planning (IRDP), Tanzania Auteur-e https://orcid.org/0009-0000-0539-0093
Hebron Nyamboga Institute of Rural Development Planning (IRDP), Tanzania Auteur-e https://orcid.org/0000-0002-4900-9845

DOI :

https://doi.org/10.51867/AQSSR.2.3.5

Mots-clés :

Adult Learning, ICT, Factors Influencing ICT Use, Malcolm Knowles, Sumbawanga Municipality, Tanzania

Résumé

This study investigated the factors influencing the effective use of Information and Communication Technology (ICT) in adult learning in Sumbawanga Municipality, where all enrolled adult learners at the Sumbawanga Center were involved. The study involved Adult Learning Theory (Andragogy) of Malcolm Knowles.The theories help explain how adults learners interact with technology, and what factors affect ICT effective use of ICT in adult education. In addition the theory focuses on how adults learn differently from children emphasizing self-direction, prior experience, and goal orientation was particularly relevant. This theory explains how adult learners engage with ICT tools (e.g., e-learning platforms) and emphasizes that ICT use must align with adults’ need for autonomy and the application of knowledge to real-life tasks. The study involved all 94 adult learners registered at the Sumbawanga Adult Learning Center, who were selected purposively. A cross-sectional research design was employed, as it allowed for the collection of data at a single point in time. Interviews, document reviews, and focus group discussions were used as data collection methods, while questionnaires and checklists were administered to capture all necessary data for the study. For data analysis, descriptive statistics were used to analyze the demographic characteristics of respondents where frequencies and percentages described the characteristics of respondents in addition likert scale was used to determine the level of using ICT among adult learners. Moreover on determining factors for effective use of ICT, inferential statistical analysis, specifically multiple linear regression, was applied. The study concluded that the level of ICT use among adult learners was low. Furthermore, factors such as learners’ ICT competency, availability of ICT tools at the learning center, unreliable internet, and unstable power supply significantly influenced ICT use, with statistical significance at the 0.01 and 0.05 levels. The study recommends that the Government of Tanzania strengthen adult education institutes by providing adequate ICT tools, ensuring reliable internet access, and improving power supply. These improvements would enhance the effective use of ICT in adult learning.

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