


































Global Research in Higher Education 
ISSN 2576-196X (Print) ISSN 2576-1951 (Online) 

Vol. 5, No. 2, 2022 

www.scholink.org/ojs/index.php/grhe 

9 

 

Original Paper 

The Impact of COVID-19 Pandemic on Teaching and Learning 

Process in Higher Learning Institutions in Tanzania: A Case of 

Mwanza Region 

Mwanaidi H. Saidi
1* 

& Demetria Gerold Mkulu
1
 

1
 Department of Educational Foundation, St. Augustine University of Tanzania, Mwanza, Tanzania 

*
 Mwanaidi H. Saidi, E-mail: mwanahosa@gmail.com 

 

Received: May 16, 2022         Accepted: June 2, 2022         Online Published: July 1, 2022 

doi:10.22158/grhe.v5n2p9              URL: http://dx.doi.org/10.22158/grhe.v5n2p9 

 

Abstract 

This study examined the impact of the COVID-19 pandemic on teaching and learning process in higher 

learning institutions in Mwanza, Tanzania. The study intended to explore the negative impact of this 

pandemic on higher education, and also to identify the possible measures to overcome the negative 

impact of this pandemic. The study has adopted a mixed research approach and an explanatory 

sequential mixed design. It has involved 188 participants, and data was collected using questionnaires 

and an interview guide. Content and face validity of research instruments were cross-checked by 

different research experts. Furthermore, the reliability of research instruments was checked using the 

split-half technique. Finally, the study discovered some negative impacts which are; slowing down the 

participation and interaction in teaching and learning which has hindered the attainment of teaching 

and learning goals. The study has put forward some possible measures to overcome the negative 

impact of this pandemic which are: to strengthen the e-learning infrastructures, construct more 

classrooms, and employ more teaching staffs. 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. 

Keywords 

COVI-19, pandemic, teaching, learning,  

 

 

 

 



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1. Introduction 

The education that is provided to learners today, determine the quality of future human resources. This 

means that if learners receive quality education today, the government should expect to have quality 

people to work in different developmental sectors in the future and vice versa. In this, every country 

should make sure that they control everything that might affect the effectiveness of education provision 

(Lekule, 2014). To that note, the United Nations agreed to ensure quality education and lifelong 

learning for all by 2030 (Lugonzo, 2020). This is due to the fact that education is the only aspect of 

human rights that can support the attainment of all the pre-planned developmental goals in a country. 

Being among the valuable aspect of human rights, teaching and learning have continued to be an area 

of concern on the global as it is well known that it plays a vital role in facilitating social competence, 

decision making, problem-solving, and the success of an individual and a particular society (Paschal & 

Mkulu, 2020). So when education is destructed then everything in the society is also destructed (United 

Nations [UN], 2020). So even with a short period of educational interruption will have a long impact 

on the learners’ education growth (Samuel, 2020). However, to achieve, the provision of education that 

is needed to provide with necessary skills to learners, educational institutions need to formulate effective 

strategies that allow teaching and learning to successfully take place (Paschal, Nyoni & Mkulu, 2020). 

Although every nation around the globe has shown a recognizable determination to ensure equitable and 

quality education for all, several challenges are still hindering the efforts (Samuel, 2020). One of the 

salient examples of the challenges is the onset of the COVID-19 Pandemic which has brought several 

remarkable changes to all industries including the field of education (UNDP, 2020).  

The outbreak of the COVID-19 pandemic has affected all aspects of human beings (Lugonzo, 2020); 

and according to United Nations (UN) (2020), the education sector is among the aspects of life that 

have received a huge impact from this pandemic in almost all countries, as it was estimated that the 

pandemic has affected 94 percent of learners globally and approximately 99 percent of learners in 

developing countries. In the year 2020, the world has witnessed the cancellation of face-to-face modes 

of education delivery in different educational institutions in more than 171 countries (Agbele, 2020); 

Ibrahim, Luzinge, and Kapanda (2020). The closure of all educational institutions has revealed the 

inequalities that exist in the provision of education worldwide because while some of the institutions 

were able to shift their education to distance through different e-learning platforms including zoom and 

Moodle, some were not (Ali, 2020; Alemu, 2018). The institutions were encouraged to adopt distance 

education. Unfortunately, some institutions were not able to shift to e-learning because of poor 

technological backgrounds (Radu et al., 2020). African countries were also trying to cope with the 

international strategies to combat the spread of the coronavirus something that made learners and their 

instructors be sent back home (Mangisite, 2020). Along with this, the education system in African 

countries was expected to be more affected (Lone & Ahmad, 2020). For example, Tanzania reported its 

first person who tested the corona virus positive on 16
th

 March 2020, and from there the virus started to 



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spread to different regions within the country (Tarimo & Wu, 2020). As a result, the government of 

Tanzania closed all schools, colleges, and universities on 18, March 2020 to control the spread of the 

disease (UNDP, 2020). Moreover, different educational institutions were encouraged to adopt an online 

mode of education delivery to ensure educational continuity because a face-to-face instructional model 

was not possible (Ibrahim, Luzinge & Kapanda, 2020); The Guardian Reporter (2020); Balandya et al. 

(2021). However, the shift to online instruction in Tanzanian higher learning institutions did not 

succeed in most of the institutions as they faced a lot of challenges including poor technological 

know-how, unstable electricity power, poor internet connections, and a shortage of e-learning 

equipment (Nkata, 2020; Msigwa, 2020). Organizational management has been affected; teaching 

pedagogy as well as the curriculum implementation (Mchome et al., 2021; Citizen News, 2020). 

The pandemic has become a great problem for higher learning institutions globally (Nkata, 2020). The 

pandemic has raised many questions to people on the effectiveness of the teaching and learning as it 

has brought many issues that were not there before, including social distance in education (Paschal & 

Mkulu, 2020). Being transmitted through air, coronavirus disease has led to the cancellation of physical 

classes which is followed by the strict imposition of social distancing in all levels of education 

including the higher learning institutions in Tanzania. To control the spread of the coronavirus, 

educational institutions were closed temporally by the government and online classes were emphasized 

(Johnson, 2020; Citizen News, 2020). However, due to the poor technological background of the 

Tanzanian education system, teaching and learning in higher education faced a great challenge (Nkata, 

2020). It has been little known how the COVID-19 pandemic has affected the teaching and learning 

process in higher learning institutions in Tanzania, specifically in Mwanza where this research study 

was conducted (Upoalkpajor & Upoalkpajor, 2020). Then it is from this standing point that this study 

examined how the outbreak of the COVID 19 pandemic has affected the teaching and learning process 

in higher learning institutions. The research study was conducted with the hope that its findings will 

help the educational stakeholders such as teachers, administrators, policymakers and government 

during their educational planning. 

 

2. Method 

2.1 Research Approach and Design  

This is a mixed research study that has involved collecting both qualitative and quantitative data 

(Saunders, 2012). In this study, an explanatory sequential mixed design that involved collecting data 

from the field two times was adopted (Cresswell, 2014). The approach was selected because it helps to 

understand better the problem, by involving visiting the study area two times. For instance, collecting 

qualitative data in the second visit helped the researchers to explore better the topic. 

 

 



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2.2 Population and Sampling Procedures 

The sample size of this study was selected from the target population. According to Elfil and Negida 

(2017), the target population refers to the total individuals whom the researcher draws the sample for 

the study; while Kothari and Garg (2019) defined a sample size as a manageable number of individuals 

that a researcher chooses from the target population. The target population of this study was 2375 

individuals, and the study involved a sample size of 188 respondents of which 164 were students, 20 

teaching staffs and 4 administrators. Teaching staffs and students were sampled using stratified simple 

random sampling, while administrators were sampled using simple random sampling.  

2.3 Instruments for Data Collection 

Data was collected using questionnaires and an interview guide. For an effective data collection 

process, the research instruments were checked for validity and reliability. Validity is the extent to 

which the research instruments collect accurate data (Saunders, 2012). In this study, content and face 

validity were cross-checked by different research experts; while the reliability of the research 

instruments was tested using the split-half technique. Since this is a mixed research study, the 

trustworthiness of qualitative data was ensured; by involving people of different categories as well as 

cross-checking the data collected with different research expertise (Hadi & Closs, 2016; Gunawan, 

2015).  

2.4 Data Collection, Analysis and Presentation Procedures 

Data were collected personally by the researchers and it involved two phases. In the first phase, 

researchers collected quantitative data using questionnaires, while in the second phase, researchers 

collected qualitative data using an interview guide. Qualitative data were collected in the second phase 

to help explaining more the quantitative data (Cresswell, 2014). Quantitative data was analyzed in the 

first phase with a support of a computer program known as the Statistical Package for Social Sciences 

(SPSS) version 20 and data are presented using frequency distribution tables, graphs and explanations. 

In line with this, thematic analysis was used to analyze qualitative data, and the data are presented 

using explanations and the use of direct quotations from the respondents.  

 

3. Results 

The results of the study are analyzed based on the objectives that guided the data collection process. 

Figure 1 and 2, Table 1 and 2, shows the responses from teaching staffs and students about the negative 

impact of the outbreak of the COVID-19 pandemic on teaching and learning process; as well as the 

ways forwards to mitigate these impacts. Figure 1 shows that 39 percent of teaching staffs have pointed 

out that the outbreak of the COVID-19 Pandemic has made the teaching process to be ineffective, 

while 33 percent have claimed that the pandemic has reduced consultation in education. Parallel to that, 

28 percent have claimed that the mode of testing students’ academic performance was changed due to 

this pandemic. On the other hand, table 1 show that 27.4 percent of students have stated that the 



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pandemic has slowed down participation and interaction in their learning while 47.3 percent have 

stated that it made them fail to achieve their learning goals. Moreover, 25.3 percent have shown that the 

presence of this pandemic has made them lose learning morale and hence fail in exams. Besides, figure 

2 shows that large numbers of teaching staffs (85 percent) have agreed that there is a need to employ 

more teaching staffs in different higher learning institutions in Tanzania, whilst 80 percent approved 

that the curriculum of higher learning institutions should be reviewed and modified. In line with that, 

100 percent have established that teaching staffs in higher learning institutions need to be trained on the 

use of e-learning technology, while a large percent of them have opposed the COVID-19 vaccine to be 

compulsory in their institutions. Students were also asked to rate the identified ways to mitigate the 

negative impact of this pandemic on their learning process. It was revealed that 100 percent of students 

have agreed that e-learning infrastructures need to be strengthened, while 94.6 percent have approved 

higher learning institutions to construct more classrooms and more outdoor learning areas. Yet again, 

96.3 percent have agreed that higher learning institutions in Tanzania need to have emergence funds, 

while 93.3 have accepted that researchers should conduct more research to discover new techniques for 

supporting education during the emergency.  

 

 

Figure 1. Teaching Staff’s Responses on the Negative Impact of COVID-19 Pandemic on 

Teaching Process 

 

 

 

 

 

 



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Table 1. Students’ Responses on the Negative Impact of COVID-19 Pandemic on their Learning 

Process 

Items Frequency Percentage 

Slowed down participation and interaction in 

learning 44 27.4 

The learning goals are not achieved 78 47.3 

Loss of learning morale 42 25.3 

 

Figure 2. Teaching Staff’s Responses about the recommended Ways to Mitigate the Negative 

Impact of COVID-19 Pandemic on the Teaching Process 

Key: SD (Strongly Disagree), D (Disagree), N (Neutral), A (Agree), SA (Strongly Agree). 

 

Table 2. Students’ Responses about the Suggested Ways to Mitigate the Negative Impact of 

COVID-19 Pandemic on Their Learning  

Items 
SD D N A SA 

F (%) F (%) F (%) F (%) F (%) 

Strengthening the e-learning 

infrastructures 
- - - 91(55.5) 73(44.5) 

More classrooms and outdoor learning 

areas 
5(3) 3(1.8) 1(0.6) 84(51.2) 71(43.3) 

Presence of emergence funds - - 6(3.7) 87(53) 71(43.3) 

More research should be done  - 3(1.8) 8(4.9) 80(48.8) 73(44.5) 

 

 



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4. Discussion  

The outbreak of the COVID-19 pandemic has affected negatively the provision of education in 

different higher learning institutions but data reveals that there are some of the ways we can do to make 

remedies as well as to prepare ourselves for the future. The pandemic has made the teaching process to 

be ineffective. It was discovered that most the higher learning institutions had a challenge of inadequate 

teaching staff, while at the same time students have been divided into streams to observe the social 

distance. Because of this, teaching staffs were spending less time teaching so that they can be able to 

teach several streams. They have explained that for a profitable educational process, they need to have 

enough time to discuss the course content with students in the classroom but this has become difficult 

during the pandemic.  

On this issue, one interviewee has commented that: 

Every institution has its pre-planned teaching goals but the COVID-19 pandemic has affected 

negatively the attainment of these goals. This is because teaching staffs had no time to discuss 

things deeply with students because of the heavy workload that has become a result of dividing 

students into streams and also fear of being infected. So it is clear that during the COVID-19 

pandemic, students were not learning effectively. (Interviewee Y, August 2021). 

From this standing point, it was also revealed that even students fail to achieve their learning goals 

because teaching staffs were teaching partially. So together with this, all the COVID-19 precaution 

measures inadequate classrooms and outdoor learning areas, students reported a loss of their learning 

morale and then end up getting low GPAs. This result concurs with what was discovered in the United 

States by Son, Hegde, Smith, Wang and Sasangohar (2020) who observed that the pandemic has 

lowered the learning morale of students because of worries about their health, educational performance 

and course practice. The fear and worries have affected learners negatively as they were not able to 

settle and do their studies effectively. Consequently, every higher learning institution must have a 

professional counselor, whose work will be to talk with students and advise them on the importance of 

being patient during any education emergence like this pandemic to make them study well. 

One interviewee was quoted commenting that: 

Some of the teaching staffs have reported poor performance of students in exams which means 

that students were not getting what they were supposed to get because of inadequate teaching 

staffs, few classrooms, and inadequate outdoor learning areas. Some of our students were 

doing their private studies under the trees a place which is not good for learning, so we are 

trying to make sure that more classrooms are constructed and more teaching staffs are 

employed to solve this problem currently and in the future (Interviewee X, August 2021). 

 

 

 



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Another interviewee was quoted adding that; 

We have inadequate teaching staff and classrooms but as an institution, we can’t just wake up 

in the morning and plan to add more resources because we are using the government budget. 

Therefore, we are calling on the government of Tanzania to help add more classrooms and 

more teaching staffs to our institution (Interviewee W, August 2021). 

When asked about this, one interviewee was quoted pointing out that: 

As an administrator, I have come across several challenges during this period; my advice is that 

all higher learning institutions should direct their funds to support education, including 

classroom construction. Again, the government of Tanzania and all other education stakeholders 

should support classroom constructions and outdoor learning areas in different higher learning 

institutions, purposely to support the effectiveness of education during the pandemic and in 

future (Interviewee Z, September 2021). 

Administrators in higher learning institutions were all eagerly to employ more teaching staffs during 

the pandemic, constructing more classrooms, as well as to establish an e-learning instructional 

methodology but it was discovered that inadequate funds were a great challenge. This data supports a 

study by Lekule and Kalokora (2019) who have also established that most higher learning institutions 

in Tanzania have a challenge of inadequate funds, teaching staffs, as well as the lecture rooms. This 

result implies that during the pandemic, the institutions struggled a lot to support the continuation of 

education because money was highly needed, instructors were highly needed, as well as the classrooms; 

things that are very scarce in these institutions. In that case, a large number of students (96.3 Percent) 

have suggested that in every educational organization, planning for unexpected future problems is the 

best strategy, especially in the matter of finance. Students have explained that during the pandemic, 

hand washing types of equipment were not enough, classrooms were not enough, and also teaching 

staffs were not enough but their institutions could not add more quickly. Then the presence of 

emergence funds in all higher learning institutions is a must not an option. 

One interviewee was quoted commenting that: 

The outbreak of the COVID 19 pandemic has taught us a lesson that we need to have 

emergency funds. This is because everything has happened abruptly and we were not prepared 

to add more teaching staff, or more classrooms, and we were not planning to buy hand washing 

types of equipment and hand sanitizers. For sure, changes are happening every day so every 

higher learning institution should have emergency funds to be able to deal with future 

unexpected educational problems (Interviewee Z, September 2021). 

It was also discovered that the COVID-19 pandemic has reduced interaction between teaching staff and 

students. The respondents have explained that the issue of keeping social distance because of fear of 

being infected has made the teaching staffs isolate themselves in their offices and students’ consultation 

was reduced. Also, students have reported an absence of participation and interaction in learning. 



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Normally, students in higher learning institutions need to interact with one another so that they can 

learn effectively; so lack of interaction has affected their academic and will also affect their job 

performance. Similar to this conclusion, Mengisite (2020); Areba (2020) have also found out that the 

outbreak of the COVID 19 pandemic has created isolation and inequalities among learners. The 

COVID 19 lockdown has separated educational instructors from their students, as well as students from 

their peers. So generally speaking, participation and interaction between learners and their instructors 

as well as between learners themselves were destructed. The authors have also discovered that the 

pandemic has posed a sense of separation and segregation in the provision of education among students 

and teaching staffs because no one was ready to come close to the other because of the fear to be 

infected. Although a large number of teaching staffs (85 percent) have disagreed to make COVID-19 

vaccine compulsory, the vaccine seems to be helpful because if provided, it will help to reduce worries; 

and hence allows effective interaction in teaching and learning. 

This strategy was explored more in an interview with administrators where one interviewee was quoted 

explaining that: 

I think the COVID-19 vaccine for all people within the higher learning institutions and the 

whole country could be the best strategy to avoid tension among people. I think you also visit 

the internet where people share bad news about this vaccine, but I think the vaccine might be 

the best strategy to ensure that students and teaching staff perform their duties comfortably 

(Interviewee Y, August 2021). 

Moreover, it should be understood that the major modes of assessing the student’s academic 

achievements in higher learning institutions in Tanzania is through individual work (s) and group work 

(s), but the study has found out that the outbreak of this pandemic has made the mode of assessment 

involve only individual assignments because group assignments were not possible due to fear of being 

infected. Yes, teaching staffs were blaming that individual assignments gave them a heavy workload 

but the problem for the Tanzanian education system is poor technological background because, with 

strong technology, group assignments can be conducted on e-learning platforms like zoom. This 

implies that there is a need to strengthen technological infrastructures as reported by the research 

participants like strong internet connections, availability of e-learning infrastructures, and strong 

electricity supply to support the implementation of education technology. Besides, educational 

technology needs people who are skilled and knowledgeable enough about the Information and 

Communication Technology. Therefore, it was suggested that teaching staffs and students need to be 

trained on the use of e-learning technology. For this to succeed, teaching staffs have recommended that 

the curriculum in higher learning institutions should be reviewed and modified to fit with the changes 

that are happening every day. The outbreak of the COVID-19 pandemic has revealed that the 

curriculum of the higher learning institutions in Tanzania was prepared only for offline instructions. 

Therefore, there is a need of reviewing it and modifying it so that it can be taught for offline and online 



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instructions. This will help to ensure that the instructional process can continue even during the abrupt 

closure of the educational institutions in future. A study conducted in India by Sahu (2020) has also 

discovered that, although the teaching staffs were trying to adopt an e-learning methodology, they faced 

a great challenge on how to convert the contents that were prepared to be taught offline to fit on an online 

instruction. It was also hard for them to monitor exams online and be sure of whether students were 

honest. All these happened because they were not prepared for online instruction before. These findings 

concur with what was also discovered by Toquero (2020) who has also suggested that higher learning 

institutions should review and modify their curriculum to include health and environmental courses for 

all levels so that they can help to widen the students’ knowledge about environmental policies and 

hygiene practices. 

One interviewee was quoted asserting that: 

We are working hard to integrate ICT into our education provision but we don’t have such 

kind of curriculum. Our curriculum was prepared for offline instruction but because of the 

changes that are happening in our daily life like the outbreak of the COVID-19 pandemic, the 

curriculum planners should think about reviewing and modifying the curriculum and let it 

allow offline and online instruction (Interviewee Z, September 2021). 

When asked about their plans to strengthen the technological infrastructures, one interviewee was 

quoted saying:  

We are trying our best to insist our students to learn some of the things online, we encourage 

our teaching staffs to try integrating e-learning in their teaching process but the challenge is 

poor technological background. We cannot solve this by ourselves, but we call on the 

government of Tanzania and all other educational stakeholders to support our work by 

strengthening the technological infrastructures including strong power supply, strong internet, 

as well as supplying some e-learning equipment to students (Interviewee Y, August 2021).  

Similarly, Ali (2020) has also established that to ensure the best educational provision during and after 

the pandemic, every government in each country should strengthen its technological infrastructures. 

Higher learning institutions must ensure the availability of e-learning types of equipment to the 

institutions, the instructors as well as the students. The author has also added that for the following 

academic years, e-learning equipment must be a requirement for each student’s entry so that everyone 

has either a laptop or tablet for online instruction. These results imply that strengthening technological 

infrastructures is the best strategy to ensure an effective learning process for students, and therefore, 

administrators should work hard to implement this strategy. Looking on these observations, UNESCO 

(2020) has established that administrators in higher learning institutions should promote international 

collaboration so that the institutions can learn from each other, about what has or has not worked in 

other institutions during the pandemic. This can be ensured through sharing of educational resources, 

knowledge and technological innovations in education. In this, educational administrators should not 



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work on their own but involve different educational stakeholders for input, within and from outside 

their institutions. In general, some countries have succeeded to provide online education effectively 

during the pandemic. So higher learning institutions should sponsor some of their teaching staffs to go 

to these countries and learn this skill.  

From this discussion, it is clear that teaching staffs and students encountered a lot of challenges when 

looking on the best way in which education can be provided during the pandemic. Thus educational 

professionals are encouraged to conduct different educational researches to discover new instructional 

techniques for effective educational provision currently and in the future. In an interview, 

administrators were asked whether they are doing any research to discover new techniques for 

providing education during and after the pandemic. 

One interviewee was quoted commenting that: 

We are reading different published research papers on the internet to discover what has worked 

in other countries so that we can try adopting the strategies. Our students and teaching staff are 

also researching how effective education can be provided during this pandemic, and we are 

sure the results will support us (Interviewee W, August 2021). 

Based on the findings of this study, the outbreak of the COVID-19 pandemic has affected negatively the 

higher learning institutions, although there must be some positive impacts. Then the study recommends 

that another study be conducted to discover the positive impacts of this pandemic in different 

educational institutions. In line with this, the adoption of online teaching methodology was seen as a 

possible strategy for higher learning institutions to prepare themselves to deal with unexpected 

educational closures in the future. Based on this outcome, this study recommends another research be 

conducted on how the higher learning institutions are prepared for the use of e-learning technology. 

Lastly, the government of Tanzania should take education as its number one priority and finance it 

effectively, which will include financing classroom constructions, employing enough teaching staffs, 

strengthening the technological infrastructures, as well as providing loans to all students in higher 

learning institutions. 

 

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