Developing Multimedia Enhanced Content to Upgrade Science and Mathematics Subject Content Knowledge of Secondary School Teachers in Tanzania

Authors

  • Joel S. Mtebe University of Dar es Salaam
  • Elia Y. Kibga Tanzania Institute of Education
  • Alfred A. Mwambela University of Dar es Salaam
  • Mussa M. Kissaka University of Dar es Salaam

DOI:

https://doi.org/10.56059/jl4d.v2i3.101

Keywords:

multimedia, subject content knowledge, teachers education, ICT in education

Abstract

The failure rates and lack of interest amongst students in science and mathematics in secondary schools in Tanzania is a serious problem. The Ministry of Education and Vocational Training (MoEVT) implemented the project to enhance and upgrade the pedagogical knowledge and subject content knowledge of teachers in selected difficult topics in science and mathematics at secondary education. This article reports on the process involved in the development of multimedia enhanced content that involved teachers, facilitators, and technical staff. The developed content was evaluated for its satisfaction using a sample of 72 experts that included teachers and instructors after using the content for 10 days. Generally, respondents were satisfied with the quality of the developed multimedia enhanced content. However, accuracy had minimum percentage of users’ satisfaction with 37%. This shows that the majority of the content had spelling and grammatical errors that were supposed to be corrected before producing the final product. Although this is ongoing work, we believe that the lessons learned from our efforts can be useful to similar organizations planning to develop multimedia enhanced content for educational purposes. 

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Published

2015-11-08

How to Cite

Mtebe, J. S., Kibga, E. Y., Mwambela, A. A., & Kissaka, M. M. (2015). Developing Multimedia Enhanced Content to Upgrade Science and Mathematics Subject Content Knowledge of Secondary School Teachers in Tanzania. Journal of Learning for Development, 2(3). https://doi.org/10.56059/jl4d.v2i3.101

Issue

Vol. 2 No. 3 (2015): Issue 3

Section

Reports from the Field

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Received 2015-02-07
Accepted 2015-07-16
Published 2015-11-08