Assessing the implementation of Computer Studies Curriculum in selected Secondary Schools in Dar es salaam Tanzania
The purpose of this study was to assess the Implementation of Computer Studies Curriculum (CSC) in Secondary School Dar es Salaam Tanzania. Specifically, the study investigated teachers and students perception about Computer Studies Curriculum (CSC), organization of Computer Studies Curriculum (CSC), its implementation, experiences (knowledge) of both teachers and students about Computer Studies Curriculum (CSC) and finally the challenges encountered during implementation of CSC. The study used Multiple holistic case study research design. Structured questionnaires were used to collect data from 84 teachers and 375 students drawn from 15 secondary schools in three districts Temeke, Ilala and Kinondoni. Data were analyzed by using SPSS Software. Results revealed that unlike students, teachers are aware about organization and content present in CSC. Teachers perceive the CSC positively as they like teaching Computer Subject. Students also are interested to learn Computer Subject because it can simplify their learning activities. Although most of Secondary Schools included in this study does not teach Computer Subject but challenges investigated from both Teachers and Students were fear about lack of competent teachers, expenses to purchase computers, running cost and power interruption as the main challenges that may affect implementation of CSC excluding electricity because most of the schools involved in this study are connected to National Grid. Specific recommendations as related to practice, action, policy and for further research are also suggested.
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