Abstract

This study investigated the impact of computer studies on academic performance in secondary schools within Siha District, Tanzania. Adopting a quantitative research approach, a cross-sectional survey design was used to analyze data from 300 students, 5 computer studies teachers, 5 head teachers, and the District Education Officer (DSEO). The study employed purposive sampling to select schools offering computer studies and stratified sampling for student selection. Data were collected using questionnaires, documentary reviews of Certificate of Secondary Education Examination (CSEE) results, and semi-structured interviews. The Pearson correlation analysis revealed moderate positive correlations between computer studies exposure and academic performance in Mathematics (r = 0.42), Science (r = 0.38), and English (r = 0.35), all statistically significant (p < 0.05). Key factors influencing the integration of computer studies included inconsistent access to computers, irregular lessons, and inadequate ICT infrastructure in schools. Findings suggest that while computer studies contribute to enhanced academic performance, disparities in ICT access, particularly in rural areas, should be addressed to maximize the benefits of ICT integration in secondary education. The study highlights the need for improved ICT infrastructure, regular teacher training, and equitable access to digital learning resources across urban and rural schools to foster full potential of computer studies in improving student learning outcomes in education.