Mining Students’ Data to Analyse Usage Patterns in eLearning System of Secondary Schools in Tanzania

The adoption and use of various eLearning systems to enhance the quality of education in secondary schools in Tanzania is becoming common. However, there is little evidence to suggest that students are actually use them. Existing studies tend to focused on investigating students’ attitude towards us...

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Bibliographic Details
Published inJournal of learning for development Vol. 6; no. 3; pp. 228 - 244
Main Authors Mtebe, Joel S., Kondoro, Aron W.
Format Journal Article
LanguageEnglish
Published Commonwealth of Learning 19.11.2019
Subjects
Barriers
Behavior Patterns
Biology
Chemistry
Educational Data Mining
elearning secondary schools
eLearning systems
Electronic Learning
Foreign Countries
Geographic Regions
Integrated Learning Systems
Learning Analytics
Multimedia Materials
Physics
Rural Areas
Secondary School Mathematics
Secondary School Science
Secondary School Students
Student Behavior
Tanzania
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Summary:The adoption and use of various eLearning systems to enhance the quality of education in secondary schools in Tanzania is becoming common. However, there is little evidence to suggest that students are actually use them. Existing studies tend to focused on investigating students’ attitude towards using these systems through surveys. Nonetheless, data from surveys is normally subject to the possibility of distortion, low reliability, and rarely indicate the causal effects. This study adopted WEKA and Keel as data mining tools to analyze students’ usage patterns and trends using 6,8827 individual records from log file of Halostudy system implemented in secondary schools in Tanzania. The study found that the system usage is moderate and, in the decline. There is also variability in the usage of multimedia elements with biology having the highest number while mathematics had the lowest. Students from Dar es Salaam, Mwanza, and Arusha in that order had the highest system usage with the lowest being from the peripheral regions. The possible challenges limiting system usage are discussed. These findings show that data mining tools can be used to indicate usage patterns of systems implemented in sub-Saharan Africa and help educators to find ways of maximizing systems usage.
ISSN:2311-1550
2311-1550
DOI:10.56059/jl4d.v6i3.350