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This study examined the impact of the COVID-19 pandemic on teaching and learning in
higher learning institutions in Mwanza region, Tanzania. The study intended to find out
the positive and negative impact of the COVID-19 pandemic on education, and also to
identify the possible measures to overcome the negative impact of this pandemic on
teaching and learning process. The study was guided by the social impact theory
founded by Bibb Latane (1981). Mixed research approach and an explanatory sequential
mixed design were adopted. The study involved 188 participants, and data was collected
using interview guide. Content and face validity of research instruments were cross checked by different research expertise. Furthermore, the reliability of research
instruments was checked using the split-half technique. The study discovered some
positive impacts of the COVID-19 pandemic on the teaching and learning process
including a catalyst for integrating ICT in education, and it has caused the higher
learning institutions to construct more classrooms. The negative impact of COVID-19
pandemic which was discovered in this study are: slowing down the participation and
interaction in teaching and learning, and it has interfered the teaching and learning
plans. The study has put forward some of the possible measures to overcome the
negative impact of COVID-19 pandemic these are: to strengthen the e-learning
infrastructures, constructing more classes, and employ more teaching staff. Then the
study recommends that the government of Tanzania and all the educational stakeholders
should take education as its number one priority and finance it effectively to ensure a
profitable educational process during and after the pandemic. |
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