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ORCID

Fatuma Simba Ikuja, https://orcid.org/0000-0002-6574-759X

Idrissa Said Amour, https://orcid.org/0000-0002-6180-8498

Abdi T. Abdalla, https://orcid.org/0000-0002-6333-410X

Abstract

Effective learning requires engagements with both learning contents and instructor’s personalized support. Large class sizes often limit opportunities for personalized instruction and timely feedback. Digital resources offer a viable solution to enhanced engagement and independent learning. This study investigated the affordability and usability of online digital learning resources for mathematics tutorials, specifically targeting engineering students at the University of Dar es Salaam. A quasi-experimental research design was adopted, focusing on digitization of undergraduate course: Matrices and Basic Calculus for Non-Majors (MT161). The course was delivered through the Moodle Learning Management System integrating STACK to support Mathematics questions. Data was collected via online surveys from 658 student respondents and analysed using quantitative and qualitative methods. Findings show that 86.3% of students accessed tutorials using smartphones, with 96.8% of those devices being self-owned. Mobile data costs were considered affordable by most students, and 72.7% agreed that the cost was justified by the benefits gained. Usability responses were largely positive, with 77.7% of students recommending the continued use of online digital tutorials. However, challenges such as poor internet connectivity and the moderate usability of the STACK system were noted. Key recommendations include institutional investment in digital infrastructure, fostering partnerships to reduce access costs, and provision of subsidized internet. The findings provide valuable insights for policy makers and academic community, offering evidence to support scaling digital learning in resource-constrained environments and integrating digital tools into Mathematics and engineering curricula.

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