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All Journal EDUCATIO : Journal of Education Edukasiana: Jurnal Inovasi Pendidikan SocioEdu: Sociological Education
Banele, Shima Dawson
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Humanities Education Environmental Science Mathematics Social Sciences Other

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THE STUDENTS COGNITIVE DISCREPANCIES IN ARTIFICIAL INTELLIGENCES UTILIZATION: A CASE OF HIGHER LEARNING INSTITUTIONS Banele, Shima Dawson
SocioEdu: Sociological Education Vol. 4 No. 2 (2023): Sociological Education
Publisher : Sociology Education, Teaching Training and Education Faculty, Muhammadiyah University of Kupang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59098/socioedu.v4i2.1203

Abstract

The humanistic intellectual algorithmic nodes deployment on Artificial Intelligences (AIs) brought significances in undertaking socio-economics activities. Students in higher learning institutions utilized the AIs for education purposes leading to damages in the cognitive process. The phenomenography action research was purposively conducted to assess 113 higher learning institution students’ cognitive discrepancies due to AI utilization. The objectives undertaken were to: assess the attributes leading students’ differences in AI utilization and determine the students cognitive discrepancies in performance resulted by utilization of AI in the learning process. Data were collected through students’ test-re-tested class activity worksheets observations and semi-structured interview. The major findings showed that students were highly rated in utilization of AI to save time, had cognitively worries and less authentic assurance. Also, the findings on students cognitive discrepancies utilization was proved to be ascertained on indicators for cognitive processes, individual differences, feedback and interaction, motivation and engagement, creativity and imagination. The recommendation were made to students and instructors to appropriate utilize and blend AI utilization in teaching and learning process for cognitive wealth so as to overwhelm shortfalls resulted by over utilization of AIs.
The Mathematics Algorithms Gaps from Students Perspectives: A Case of Selected Community Secondary Schools Banele, Shima Dawson
Edukasiana: Jurnal Inovasi Pendidikan Vol. 2 No. 4 (2023)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ejip.v2i4.453

Abstract

The mixed case study research involved 120 students from community secondary schools located at Chanika Ward in Dar es Salaam were selected using non-probability approach deployed purposively technique. Objectively the study intended to determine and examine the school based contextual practices leading gaps in attainability of mathematics algorithms from students’ perspectives. Data were collected using four ranked Likert scale questionnaire and FGD thereafter analysed using Ms Excel and thematic content. The findings showed that students were experiencing mathematics algorithms gaps in 22 concepts supposed to be covered in the syllabus from form one to four; the identified classroom contextual gaps were categorized into ICT resources, pedagogical and students aspects. Recommendations were made for stakeholders to support schools, teachers and students with the digital and technological tools, creating supportive learning environments fostering creativity, collaboration, critical thinking and problem-solving skills built within Mathematics concepts algorithms fore-fronting the 4IR practices.
The GenAI Fuzziness Towards Constructivist Pillars in Higher Education Institutions in Tanzania Banele, Shima Dawson
EDUCATIO : Journal of Education Vol 9 No 2 (2025): November 2025
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29138/educatio.v9i2.1805

Abstract

The paper evaluated the constructivist pillars’ standpoint in the GenAI integration in the classroom settings among students in the selected Higher Education Institutions (HEIs). Objectives covered were to examine the module instructors’ feelings and determine the students’ views on constructivism gaps resulting from utilization of GenAI. The mixed approaches were followed and engaged 5 randomly and the sample size of 150 respondents selected Higher Learning Institutions (HEIs) from Dar es Salaam City, in Tanzania. Data were collected through semi-structured interviews and a four-point Likert scale questionnaire, analysed using thematic content and Microsoft Excel. Findings were presented using quotations of the themes, table, and figures. Findings disclosed that the GenAI deployments disrupted the teaching and learning triangle; instructors required enough time to authentically guide the students on proper usage of GenAI for building constructivism pillars, 90% of Learners are highly depending on GenAI for learning, ChatGPT was found to be the popular GenAI among the students. Still was found knowledge, competences, contextual comprehension, and social attributes continued to perform well in the constructivist pillars. The practice recommendations are made to module instructors and students to ensure there are balance in the use of GenAI to support the acquisition of constructivist pillars.
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