Integrating E-Learning in Botswana Junior Secondary Schools: A Case of Religious Education

Abstract

This study assumes that teaching and learning where Information and Communication Technology (ICT) is incorporated makes a big difference in the learner’s educational performance. However, there is generally a limited integration of technology in the education process in Botswana junior secondary schools. Therefore, this study explores how the integration of E-learning tools can improve Religious Education (RE) students’ academic performance. Data were collected using interviews, classroom observations and focus groups and later thematically analysed. The sample was based on a junior secondary school in an urban area and consisted of three teachers and three focus groups comprising ten students in each. The findings of the study indicate that E-learning tools are largely user-friendly, efficient and can enhance the academic performance of the students. Even though the use of ICT is desirable and preferable, there is presently limited access to computers in schools as well as inadequate support on its use; hence this affects the teachers’ content delivery and consequently students’ academic performance.