The Influence of Instructors Employed Digital Pedagogies on Students’ Learning Outcomes: The Case of Selected Higher Learning Institutions in Tanzania

Abstract

Higher learning institutions in Tanzania is among the sectors that has started capitalizing on digital technology in the course of delivering their training programs. In coping with the digital technology dynamics instructors are at the centres of realizing the change and harnessing its potentials in the learning process.  The instructors’ employed digital pedagogy is of great concern in the process of achieving the desired students learning outcomes. This research article therefore, assessed the influence of instructors’ digital pedagogies on students learning outcomes among the selected higher learning institutions in Tanzania. The study is guided by two theoretical models which include Technology Acceptance Model (TAM) as developed and Technological Pedagogical Content Knowledge (TPACK).The study employed cross- sectional design where data were collected once from two different regions.  583 academic staff population with designation starting from tutorial assistant to full professor who are currently engaging in teaching and research activities in the were identified from two selected higher learning institutions in Tanzania. A sample of 237 instructors were selected randomly for this study. Self-administered questionnaire, key informants interview and focus group discussion were employed as data collection tools. The descriptive and structural equation model (SEM) were performed to analyse the data. The findings indicate statistically positive significant influence’ of digital pedagogy on students learning outcomes. Specifically the path model   analysis indicates that the employment of digital pedagogy contributed the students learning outcomes by 36% s. It is concluded that the digital pedagogy employed by instructors improves students learning outcomes. No significant differences in terms of instructors’ digital pedagogy were noticed across institutions and gender and age. However, the instructors’ use of some specific digital pedagogy recommended for further improvement as it has little contribution to students learning outcomes.