Utilisation of WhatsApp as a Learning Tool Among Pre-Service Teachers in Tanzanian Universities

Abstract

This study investigated the pedagogical application of WhatsApp among pre-service teachers enrolled in selected universities within the Dar es Salaam region
of Tanzania. The research specifically examined the extent to which WhatsApp was employed for academic engagement and identified the challenges associated with its use. A qualitative methodology was adopted, employing an exploratory case study design to gain in-depth insights into the phenomenon. A total of 28
participants were selected through purposive and convenience sampling techniques. Data collection was conducted via focus group discussions and in-depth interviews with pre-service teachers. The findings indicated that WhatsApp served as an effective medium for academic communication between students and
lecturers. It facilitated collaborative learning through the formation of electronic discussion groups and enhanced access to educational resources. Moreover, the platform enabled peer-to-peer learning, whereby students shared diverse perspectives and experiences, thereby enriching the learning process and making it more engaging, enjoyable, and motivational. Despite these benefits, several challenges were identified. These included inappropriate use of the platform, high data costs, unreliable internet connectivity, non-compliance with group norms, and excessive message traffic, all of which impeded the optimal use of WhatsApp for academic purposes. The study concludes that while WhatsApp holds significant potential as a supplementary educational tool, it should not be viewed as a
replacement for traditional classroom instruction. Instead, it ought to be integrated as a complementary resource that accommodates varied learning preferences and strategies. To enhance its utility, the study recommends the expansion of Wi-Fi infrastructure across university campuses to reduce the financial burden associated with mobile data usage and to promote more equitable access to digital learning platforms.