Availability and Reliability of Internet Connectivity for Instructional Purposes in Primary Schools in Kyela District, Tanzania

Author

Theckla Payovela, Dr. Frola Kasumba , Dr. Hebert Wanga

Abstract

 Reliable internet connectivity is increasingly important for teachers who use digital resources to prepare lessons, access instructional materials and enrich classroom practice. However, the educational value of internet technology depends on whether teachers can access it consistently and at an acceptable quality. This study assessed the availability and reliability of internet connectivity for instructional purposes in primary schools in Kyela District, Tanzania. The study used a quantitative approach supported by qualitative evidence and adopted a descriptive research design with a concurrent embedded mixed-methods orientation. The target population comprised approximately 420 primary school teachers and head teachers. A sample of 205 respondents was determined using Yamane’s formula, of whom 187 provided usable questionnaire responses. In addition, 10 participants were purposively selected for interviews. Data were collected through questionnaires, interviews and documentary review and analysed using descriptive statistics and thematic analysis. The findings show that school-based internet access was very limited. Only 9.6% of respondents reported access to dedicated broadband or Wi-Fi, while 47.6% depended on personal mobile data and 42.8% had no internet access. Reliability was also poor: only 15.5% described their connection as good or very good, compared with 84.5% who reported fair, poor, or no connectivity. Personal smartphones were considerably more accessible than school-owned digital devices. The study concludes that the major constraint to internet-supported instruction in Kyela is not teachers’ lack of interest alone, but a wider infrastructure gap involving connectivity, electricity, devices, affordability and technical support. Sustainable digital integration therefore requires institutional investment rather than continued dependence on teachers’ personal resources.

Keywords

Internet connectivity, reliability, digital technology, instructional practices, primary education, Kyela District, Tanzania

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References

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