Extent Usability of Whatsapp Platform in Enhancing Student Teachers’ Interaction with Learning Materials in Public Teachers’ Colleges in Northern Zone, Tanzania

This seminar paper two aims to investigate the usability of WhatsApp platforms on enhancing student teacher interaction with learning materials in public teachers’ college in Northern Zone, Tanzania. The study employed a convergent research design under a mixed-methods research approach, guided by the Social Theory. The target population included 1,041 student teachers, 302 tutors, and 7 principals, totaling 1,350 participants. The sample included six teachers’ colleges from the Northern Zone, with 312 student teachers, 91 tutors, and 6 principals, making a total of 409 respondents. Quantitative data were collected through questionnaires, while qualitative data were collected through interview guides. Validity of data collection instruments was ensured by Mwenge Catholic University (MWECAU) research experts in Educational Planning and administration. Pilot study was conducted in 1 teachers’ college within the Northern Zone to refine the instruments. The Reliability of the Likert-scale questionnaires was assessed using Cronbach’s Alpha, yielding coefficients of 0.872 for student teachers and 0.914 for tutors, indicating high internal consistency. The trustworthiness of the qualitative data was ensured through triangulation techniques to confirm the findings' credibility. Data analysis was performed with the aid of Statistical Package for Social Sciences (SPSS) version 27. Descriptive data were analyzed using means, frequencies, and percentages, while qualitative data were analyzed using thematic analysis following the seven stages outlined by Creswell and Creswell. Ethical considerations included obtaining a research permit, informed consent, and ensuring anonymity and confidentiality during the study. Findings indicate that the usability of the WhatsApp platform significantly enhances student–teacher interaction with learning materials in Public Teachers Colleges in the Northern Zone of Tanzania. However, its full potential hindered by challenges such as intermittent internet connectivity and digital distractions. The study concludes that the study concludes that WhatsApp’s user-friendly functionalities make it a highly usable platform for fostering frequent and meaningful student–teacher interactions in Public Teachers’ Colleges across the Northern Zone of Tanzania. The platform enhances interaction to a high extent, particularly for sharing resources and providing feedback. However, unreliable internet connectivity and the potential for digital distractions reduce its overall effectiveness as a consistent pedagogical tool. The study recommended that, college management should formally set up WhatsApp groups for each course or class, ensuring that both tutors and student teachers actively participate. Additionally, colleges should organize hands-on training workshops on using WhatsApp effectively covering how to share learning materials, create discussions, and use WhatsApp features to support collaborative learning.