Multimedia integration in Physics education in Tanzania secondary schools: challenges and opportunities

Abstract

This study investigates the integration of multimedia in Physics education within Tanzania secondary schools, focusing on challenges and opportunities in a resource-constrained context. Grounded in Mayer’s cognitive theory of multimedia learning and Vygotsky’s social constructivism, the research employed a qualitative case study design, involving semi-structured interviews and classroom observations with eight participants (four Physics teachers and four heads of schools) from four government secondary schools in Mbeya Region. Findings reveal significant barriers, including inadequate infrastructure (e.g., lack of projectors, computers, and electricity), limited teacher training, large class sizes, and gaps in lesson planning and curriculum integration. These constraints force reliance on traditional teaching methods, reducing student engagement and science literacy. However, teachers demonstrate adaptability by using their personal smartphones and low-cost technologies to deliver multimedia content and contextualise Physics concepts, enhancing relevance and motivation. Opportunities for improvement include targeted professional development, structured curriculum guidelines, and partnerships with NGOs for sustainable resource provision. The study highlights the need for infrastructure investment and teacher support to scale these efforts, aligning with global recommendations for inclusive integration of educational technology to improve Physics learning outcomes.