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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Autores principales:	Joel S. Mtebe, Aron W. Kondoro
Formato:	article
Lenguaje:	EN
Publicado:	Commonwealth of Learning 2019
Materias:	educational data mining learning analytics elearning systems elearning secondary schools Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/d398b6892a9743dc980eae396e685d06
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spelling	oai:doaj.org-article:d398b6892a9743dc980eae396e685d062021-12-02T23:28:27ZMining Students’ Data to Analyse Usage Patterns in eLearning System of Secondary Schools in Tanzania2311-1550https://doaj.org/article/d398b6892a9743dc980eae396e685d062019-11-01T00:00:00Zhttps://jl4d.org/index.php/ejl4d/article/view/350https://doaj.org/toc/2311-1550The 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.Joel S. MtebeAron W. KondoroCommonwealth of Learningarticleeducational data mininglearning analyticselearning systemselearning secondary schoolsTheory and practice of educationLB5-3640ENJournal of Learning for Development, Vol 6, Iss 3, Pp 228-244 (2019)
institution	DOAJ
collection	DOAJ
language	EN
topic	educational data mining learning analytics elearning systems elearning secondary schools Theory and practice of education LB5-3640
spellingShingle	educational data mining learning analytics elearning systems elearning secondary schools Theory and practice of education LB5-3640 Joel S. Mtebe Aron W. Kondoro Mining Students’ Data to Analyse Usage Patterns in eLearning System of Secondary Schools in Tanzania
description	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.
format	article
author	Joel S. Mtebe Aron W. Kondoro
author_facet	Joel S. Mtebe Aron W. Kondoro
author_sort	Joel S. Mtebe
title	Mining Students’ Data to Analyse Usage Patterns in eLearning System of Secondary Schools in Tanzania
title_short	Mining Students’ Data to Analyse Usage Patterns in eLearning System of Secondary Schools in Tanzania
title_full	Mining Students’ Data to Analyse Usage Patterns in eLearning System of Secondary Schools in Tanzania
title_fullStr	Mining Students’ Data to Analyse Usage Patterns in eLearning System of Secondary Schools in Tanzania
title_full_unstemmed	Mining Students’ Data to Analyse Usage Patterns in eLearning System of Secondary Schools in Tanzania
title_sort	mining students’ data to analyse usage patterns in elearning system of secondary schools in tanzania
publisher	Commonwealth of Learning
publishDate	2019
url	https://doaj.org/article/d398b6892a9743dc980eae396e685d06
work_keys_str_mv	AT joelsmtebe miningstudentsdatatoanalyseusagepatternsinelearningsystemofsecondaryschoolsintanzania AT aronwkondoro miningstudentsdatatoanalyseusagepatternsinelearningsystemofsecondaryschoolsintanzania
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Mining Students’ Data to Analyse Usage Patterns in eLearning System of Secondary Schools in Tanzania

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