VOlUME 06 ISSUE 08 AUGUST 2023
1Denis Muhamba, 1Francis Kisandu, 1Seraphine Komu, 2Catherine F. Kemikimba, 2Tabu A.Manyama
1St. Augustine University of Tanzania, Department of Philosophy and Ethics P.O. Box, 307, Mwanza-Tanzania.
2St. Augustine University of Tanzania, Department of Journalism and Mass Communication P.O. Box, 307,Mwanza-Tanzania
DOI : https://doi.org/10.47191/ijsshr/v6-i8-40Google Scholar Download Pdf
ABSTRACT
The use of instructional media, a combination of text, graphics, audio, and animations, has been shown to positively impact students’ learning and retention of memory. This study aimed to explore teachers' perceptions of using instructional media to enhance the academic performance of secondary school students in Civics in Morogoro Municipality, Tanzania. Using a survey research design of twenty respondents using questionnaires and eight structured interviews with heads of schools, data were analysed thematically for qualitative data and descriptive statistics was used for quantitative data. The findings revealed that teachers perceived instructional media as essential tools that deepened students' understanding of content, improved recall, motivated students, provoked curiosity, reduced truancy, and increased creativity and innovation. The study concluded that instructional media are essential for students' academic performance, and recommended the establishment of a conducive environment for schools to use instructional media in the teaching and learning process. Philosophically, this study underscores the importance of incorporating different learning modalities to facilitate students' learning and the need for educators to be aware of the benefits and limitations of various instructional tools to maximize students' academic potential.
KEYWORDS:Philosophical analysis, Teachers' perceptions, Instructional media, Academic performance.
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