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The study explored the WhatsApp platform's effectiveness as an alternative to traditional classroom learning during the COVID-19 pandemic in Tanzania by examining parents, students, and teachers’ perspectives regarding its use in education. The study employed the descriptive survey design. The design was particularly useful as the researchers sought to explore patterns or trends of its use in education. The study sample comprised parents, students and teachers who voluntarily participated in the study, reflecting a range of viewpoints from Tanzanian school communities. The study involved 125 participants from four schools. Data were acquired through a combination of telephone interviews, online group discussions and an online questionnaire, providing a comprehensive understanding of the participants' experiences and opinions on the use of the platform during the pandemic. Descriptive statistics, including frequencies and percentages, were applied to the quantitative data, whereas qualitative data analysis employed the thematic approach. The results indicate that WhatsApp is an effective classroom-learning platform, facilitating connectivity among students, parents and teachers during the pandemic. The study highlights benefits like improved parental involvement, enhanced student inquiry skills and subject mastery. The study recommends integrating WhatsApp into the curriculum and, during teaching, combining it with other digital tools for comprehensive student-directed learning.
Nyinondi et al. (Wed,) studied this question.