Education through Technology: Bridge IT Evaluation Report 
This document was produced for the United States Agency for International Development 
(USAID/Tanzania) by Centre for Research & Development, # 301, Karafuu Street, Kinondoni, Dar 
es Salaam Contract Number Contract Number AID-621-0-13-00018 
Education through Technology: Bridge IT Evaluation Report
February 23, 2014 
This document was produced for the United States Agency for International Development (USAID￾Tanzania) by Centre for Research & Development, Plot No 301, Karafuu Street, Kinondoni, 
Dar es Salaam. Contract Number AID-621-O-13-00018 
i 
Acknowledgements
Centre for Research and Development would like to express its deep appreciation for the guidance
provided by USAID Tanzania throughout the contractual and preparatory process, clearance of the 
Evaluation process with the Ministry of Education and Vocational Training (MoEVT), fieldwork and 
report preparation. Our gratitude goes to the MoEVT for professional guidance and seconding of 
able staff in the persons of Mrs. Lujeko Mwinuka and Mr. Ally Mape to assist our field Assistants in 
the training and other fieldwork operations. 
Particular gratitude is extended to the Regional Administrative Secretaries, District Administrative 
Secretaries, Education Officers, Inspectors of Schools, Bridge IT Coordinators in all the 9 covered 
districts, for their support and insights into the operations of Bridge IT—including its current and 
future operations. Special thanks go to the head teachers, teachers and their pupils in all Bridge IT 
and control schools assessed in this study for their time and response to questions and/or completing 
our questionnaires. Without their cooperation and time, this report wouldn’t have been possible. 
Centre for Research and Development Evaluation Team 
The Centre for Research and Development Evaluation team included 14 field and data 
management assistants, namely: Ally Mape, Anna Magreth Kiula, Caritas Pesha, Ester Joel, 
Hadija Twalib, Johannes Mulokozi, Joyce Chuwa, Leticia Wamara, Lujeko Mwinuka, Lydia 
Sandi, Maurice Egbert Sekabila, Ritha Mongi, Sakina Mgaya and Thabiti Mikidadi and the 
Evaluation Coordinator Joseph Tumushabe. Pictures were taken by Photography Expert Henry 
Bongyereirwe and Caritas Pesha.
Four persons compiled this report and included the Evaluation Coordinator Joseph Tumushabe, 
assisted by Lydia Sandi, Johannes Mulokozi and Maurice Egbert Sekabila. 
ii
List of Acronyms
AIDS Acquired Immuno-Deficiency Syndrome
BIT+LS Bridge IT + Life Skills
BRN Big Results Now
EDGE Enhanced Data for GSM Evolution
FAWE Forum for African Women Educationalists
IT Information Technology
IYF International Youth Foundation
MoEVT Ministry of Education and Vocational Training
NPC National Project Coordinator
PEDP Primary Education Development Program
TAMISEMI Tawala za Mikoa na Serikali za Mitaa (Prime Minister’s Office Regional Administration 
and Local Government (PMORALG)
TEHAMA Teknolojia ya Habari na Mawasiliano
TOT Training of Trainers
TV Television
USAID United States Agency for International Development
iii
Contents
Acknowledgements ......................................................................................................................... ii
List of Acronyms ........................................................................................................................... iii
Executive Summary ........................................................................................................................ 1
Recommendations ................................................................................................................... 4
1.0 Introduction .......................................................................................................................... 5
1.1 Background ...................................................................................................................... 5
1.2 Purpose and Use of Evaluation ........................................................................................ 6
1.4 Scope of work................................................................................................................... 7
2.0 Evaluation Design and Methodology................................................................................... 8
2.1 Evaluation Sampling Design ............................................................................................ 8
2.2 Data Collection Methods .................................................................................................. 9
2.3 Evaluation team .............................................................................................................. 10
2.4 Fieldwork ....................................................................................................................... 10
2.4.1 Teacher perception and Key Informant interviews ................................................. 11
2.4.2 Science and Mathematics Tests .................................................................................. 11
2.4.3 Classroom Observations ............................................................................................. 11
2.4 Document Review ...................................................................................................... 12
2.5 Data Analysis, including gender analysis ..................................................................... 12
2.6 Constraints and Gaps ...................................................................................................... 12
3.0 Findings.............................................................................................................................. 14
3.1 Project Achievements ..................................................................................................... 14
3.1.1 Project Coverage ..................................................................................................... 14
3.1.2 Teacher Training ..................................................................................................... 15
3.1.4 Gender attitudes changes to science and math learning .......................................... 17
3.1.5 Classroom Attendance ............................................................................................ 23
3.2 Monitoring and Evaluation............................................................................................. 23
3.3 Sustainability .................................................................................................................. 24
3.3.1 Changing attitudes to sciences and math teaching .................................................. 25
3.4 Challenges ...................................................................................................................... 26
3.4.1 Monitoring and supervision .................................................................................... 26
3.4.2 Facility and equipment decline ............................................................................... 26
3.4.3 Infrastructure ........................................................................................................... 27
3.4.4 Teacher training ...................................................................................................... 27
iv
3.4.5 Staff-turnover .......................................................................................................... 27
3.4.6 Content .................................................................................................................... 28
3.4.7 Inadequate Community contributions ..................................................................... 28
4.0 Conclusions and Recommendations .................................................................................. 29
4.1 Conclusion ...................................................................................................................... 29
4.1.1 Primary beneficiaries in the Bridge IT project including pupils, teachers. ................. 29
4.1.2 Lessons learned in implementation of Bridge IT .................................................... 29
4.1.3 Benefits of Bridge IT Project methodology ............................................................ 30
4.2 Recommendations .......................................................................................................... 32
Annex 1: Scope of Work............................................................................................................... 35
Annex 2: Supplementary Finding from Classroom Observations ................................................ 41
Annex 3: Teacher Attitude Instruments, Teacher Interview ......................................................... 43
Annex 4: Bridgeit Project Performance Evaluation...................................................................... 44
Annex 5: Tests Administered to Students, Standard V ......................................................................... 50
Annex 6: Tests Administered to Students Standard VI ......................................................................... 54
Annex 7: Key Informant Interview – Teachers ............................................................................ 59
Annex 8. Interview Guide for District Level Officers .................................................................. 60
Annex 9: Bridge IT Environment in pictures ............................................................................... 62
References ..................................................................................................................................... 75
v 
Executive Summary
Introduction
Bridge IT-Tanzania, a project of International Youth Foundation (IYF) in partnership with 
Ministry of Education and Vocational Training (MoEVT), Forum for Africa Women 
Educationalists (FAWE), Nokia Corporation, Nokia Institute for Technology (INdT), Pearson 
Foundation and Vodacom Tanzania commenced operations in 2007. The main goal is to 
significantly increase the educational quality and achievement in mathematics, science and life 
skills among primary school pupils, through the innovative use of cell phones and digital 
technology. Implemented in 150 schools, 17 districts and 7 regions across the country; the 
project has reached over 100,000 pupils and significantly improved the capacity of teachers to 
use information technology (IT) to teach pupils. Although officially closed in March 2012, the 
key elements of the project, notably teaching and learning using IT continues in the pilot schools 
where they were introduced. Bridge IT is an innovation that has a major potential to sustainably 
improve educational quality, through close collaboration of different partners with the MoEVT. 
Purpose and Use of Evaluation 
This evaluation set out to (i) Analyze the Bridge IT’s effectiveness and efficiency in improving 
teachers and pupil’s performance in mathematics, science and life skills; (ii) Assess its 
sustainability in the pilot schools; and (iii) Identify and recommend options for Bridge IT 
institutionalization and the potential for replication in other districts of Tanzania based on 
evidence.
Key evaluation questions 
The evaluation sought information on (i) the extent set targets, objectives and /intermediate 
results of the project were achieved over the project’s four-year time frame; (ii) Whether Bridge 
IT project provided an opportunity to improve teaching/learning methodologies in schools; (iii) 
The extent gender issues were incorporated into the project, whether there was women’s 
empowerment such as improving teacher performance, and focus on increasing learning gains 
with emphasis for girls in the Bridge IT methodology implementation; (iv) Challenges and 
lessons learned during implementation and innovative strategies and interventions resulting from 
implementation of the Bridge IT project; (v) The extent program interventions were successful, 
lessons to draw from the use of Bridge IT to inform school curriculum design in general and for 
teaching science, mathematics and life skills in primary schools in particular; (vi) Positive or 
negative (unintended) results; and (vii) Whether resources were used in a responsible way. 
Evaluation Design and Methodology 
Bridge IT Project was implemented in 150 schools across 17 districts and 7 regions of Mtwara, 
Lindi, Dar es Salaam, Coast, Tanga, Kilimanjaro and Dodoma. The sampling design for this 
evaluation was dictated by earlier studies conducted on the project in 2009 and 2011. As in the 
2011 evaluation, to reduce the margin of error, while keeping costs and time into consideration 
18 Bridge IT schools and 18 control schools were presented resulting into a margin of error of 
±18% at the school level. This high margin of error however was off-set by the large number of 
students who took the math and science tests in the 5th and 6th grades in both the 2011 
1 
Summative Evaluation and this study permits valid statistical comparisons between Bridge IT 
and the control schools with a 95% confidence levels and 5% margin of error. 
Following negotiations with the MoEVT1
, it was agreed that performance assessment tests 
carried out in 2011 Summative Survey should be implemented only in a limited number of 
schools and covering a reduced number of questions. Thus in addition to all the Bridge IT 
schools covered in 2011, one control school per each of the 9 study districts was covered. The 
only exception was in Ilala district Dar es Salaam and Korogwe District in Tanga where owing to 
the larger numbers of Bridge IT Project schools, two control schools were sampled per district.
In sum, findings pertaining to student performance in math and science for the academic year 
have a high degree of reliability; findings pertaining to school--level performance should 
however be interpreted with a much lower degree of confidence.
In total 2687 Standard 5 and 6 pupils (1724 Bridge IT and 963 from control schools) participated 
in the study. The sample had a margin of error of ±18% in relative terms to the total project 
beneficiary population. However given the large number of students who took the math and 
science tests in Standard V and VI, valid statistical comparison between Bridge IT and the 
control schools with a 95% confidence level and 5% margin of error has been realized. 
In addition to document review (Section 2.4) and the science and mathematics test for pupils, 
fieldwork consisted of self-administered attitude questionnaires for pupils and teachers. To select 
a set of 30 questions in science and mathematics to include in the test from the 100 questions 
earlier set in the Summative Evaluation of the 2011 survey, an education and examining expert 
for the mid-primary cognitive domain was engaged. In both subjects, the selected questions were 
arranged from simple to complex and were testing knowledge, understanding, comprehension 
and synthesis. 
In addition, the evaluation used unstructured interviews with district-based education officers 
and inspectors; key informant interviews with Bridge IT teachers and classroom observations
(Annex 3-8). 
Findings
Bridge IT Project initiation in all districts involved equipping schools, training teachers, 
launching the program, creating new videos and accompanying lesson plans, monitoring and 
evaluation. It also required mobilizing district level stakeholders, parents and school 
management. The project was implemented in 150 primary schools in 7 regions of Tanzania 
Mainland. By mid-2009, the project had benefited 38,108 standard five and six pupils. Since 
2009, more than 50,000 new pupils have attended Bridge IT training, each for two years. Thus 
the project target of 10,000 students was attained and an estimated 72,850 pupils2
 had each 
benefitted from 2 years of Bridge IT methodology teaching by July 2013. 
1 The MoEVT were of the view that the test in science and mathematics be abandoned altogether since it would 
disrupt normal school functioning. However, assessment of performance was crucial to the overall objective of the 
study.
2 There were 43 Bridge IT primary schools in Dar es Salaam and 107 in the other 6 regions. On average Primary 
schools in Dar es Salaam have 120 pupils in Standard 5, and schools in the region have on average 50 pupils 
2 
 
A total of 15 school inspectors and 267 teachers (53% female) were trained in three centers of 
Dar es Salaam, Mtwara and Tanga through 4-day seminars. Training covered how to download 
lessons from the mobile phones and connect these to the television sets in class; review and 
understand guidelines, lesson plans, timetable and usage of equipment3 ; and new techniques 
such as how to use teaching materials, control strong emotions and listen to students in need of 
help/support. Project trained teachers in turn trained an additional 1,244 teachers in 2008/2009. 
Self-administered questionnaire findings in this study revealed about two-thirds (68%) of the 
Bridge IT trained teachers had in-turn trained other teachers and, overall 88% of the teachers
were satisfied with the training methods used by their respective trainers. 
On average both male and female pupils in Bridge IT schools perform better than their 
counterparts in non-Bridge IT schools in science and mathematics. While this was only marginal 
for boys, average performance in Science and Mathematics subjects was not only higher for girls 
compared to boys in Bridge IT schools, but even higher compared to the performance of boys 
and girls in Non-Bridge IT schools. Thus Bridge IT methodology indicates a potential for 
improving girls’ learning and understanding of science and mathematics. These are subjects 
which have traditionally been poorly done by girls in Tanzania. 
Nearly 90% of the classroom observations show that teachers speak so that all pupils in the class 
or groups could hear, maintain eye contact with class or group, speak to the children in a 
motivating manner, use the normal vocabulary know and use student’s names, listen carefully to 
all students and encourage silent students to speak. This is not withstanding the fact that the 
current survey was conducted in August 2013 and almost a year and a half after the Bridge IT 
project had officially closed. 
The main challenges to success of the project to date are the decline in monitoring and 
supervision to the program, lack of fresh subject content, facility and equipment decline, 
inadequate furniture and, especially for Dar es Salaam, large numbers of pupils in classrooms 
that cannot easily be accommodated in the redesigned Bridge IT rooms. Others are staff turnover 
and inadequate community contribution to the program. 
It is noteworthy that between the 2011 Summative Evaluation and this survey, there has been 
limited decline, and in some cases improvement in the manner in which Bridge IT trained 
teachers manage lessons. In all but one of the 18 Bridge IT schools studied, there was persistent 
demand for continuation of the methodology. Similarly, in studied control schools and among 
district officials, it was recommended the methodology should not only be continued, but 
expanded in scope to cover other classes than Standard V and VI. 
enrolled in Standard 5 every year. Given that 38108 pupils were in Bridge IT by mid-2009 and an additional 3 years 
2010 – 2012 enrolled more pupils in these classes an estimated minimum of 37,740 new enrollees in Dar es Salaam 
(estimated 15,480) and the other 6 Bridge IT pilot project regions (19,260) had enrolled in Standard 5 over the 
period 2010-2012. 3 The Bridge IT program involved the installation of a program on Nokia cell-phones with support from Vodacom.
3 
 
Conclusions 
This project has demonstrated considerable success in introducing technology into the teaching 
of science and mathematics. Targets for teacher training, selecting and establishing Bridge IT 
methodology in schools, enrolling pupils and ensuring the teaching of science and mathematics 
using technology were all attained within the initial 2 years of project start-up. 
This study has revealed that teachers and pupils can quickly and within limited resources adopt 
the use of technology in teaching and learning within resource-poor settings in Tanzania.
Benefits of the methodology include enhancing understanding of subjects among students and 
teachers; boosting confidence of pupils, especially girls; and demystifying the myths that math 
and science subjects are ‘difficult,’ especially for girls. It was also reported that the use of the 
methodology has led to reduction of truancy (absenteeism), enhanced understanding life skills as 
a subject and improved pupil’s ability to use technology. Other benefits reported include 
reduction of the teachers’ burden, improving cooperation among teachers and pupil to teacher 
relations. In the majority of schools (14/18) covered in this survey, the Bridge IT methodology 
continues to be used, despite a year and a half of limited access to fresh video supplies. In the 4 
schools, where equipment failure had temporarily stopped video usage, there were expectations
that the project coordination office would get the equipment repaired and/or replaced soon. 
Studies will be necessary to introduce Bridge IT in other parts of the country where the resources 
such as energy supply remains a challenge. Likewise studies in adopting cheaper mechanisms for 
delivering the lessons will be necessary and should take into consideration the rapid changes in 
technology and access of teachers and pupils to mobile phone technology and the networks. The 
suitability and practical ability of scaling up the project to cover all other subjects, as well as
more schools, especially in areas that do not have easy access to electricity, will need to be 
explored with all stakeholders at all levels. 
Overall, while a financial audit of this project was out of the scope of this study, the fact that (i) 
all studied Bridge IT schools had in place facilities, equipment and staff that were still applying 
the methodology one and a half years after the closure of the project; (ii) the high degree of 
support and enthusiasm and attendance of Bridge IT classes among pupils and teachers; (iii) the 
flexibility used by teachers to innovate so as to sustainably use the methods when faced with 
challenges; (iv) the teachers that have continued to train others to use the methods are positive 
indicators of sustainable and efficiency in usage of resources. 
Recommendations
To sustain and scale-up the use of technology methodology in teaching and learning, calls for 
policy direction and sustained government commitment to investment, as well as mobilizing 
stakeholders at all levels (national, regional, municipal and district councils) to understand the 
benefits of the program. Government and her partners will also need to harness the potential of 
private sector investment towards supporting high costs of initial investment in primary 
education. Other key recommendations include sustaining the repair of equipment, improvement 
of furniture, sustaining monitoring and support supervision and, above all, supply of teaching 
materials in form of videos. Resources permitting, there is need to sustain operations in pilot 
schools and also expand into new districts. 
4 
1.0 Introduction
1.1 Background 
In September 2007, the International Youth Foundation (IYF) entered into a cooperative 
agreement with USAID Tanzania, to implement the Bridge IT program in Tanzania. The IYF 
implemented Bridge IT in partnership with the Ministry of Education and Vocational Training 
(MoEVT), Forum for African Women Educationalists (FAWE), Nokia Corporation, Nokia 
Institute for Technology (INdT), Pearson Foundation and Vodacom Tanzania. The main goal 
was to significantly increase the educational quality and achievement among pupils at primary 
school level, in mathematics, science and life skills, through the innovative use of cell phones 
and digital technology. 
In undertaking the implementation of the Bridge IT Project, the IYF and her partners, set out to 
improve the educational quality, through three key objectives, namely: 
1) To work with the MOEVT and other partners to launch and expand Bridge IT in Tanzania 
and integrate it into the education system, at low and affordable costs, with the aim of
reaching out to the greatest number of children and teachers possible; 
2) to improve teacher performance in Bridge IT classrooms, as determined by changes within 
the quality of interaction, teaching and learning in the classroom; and
3) to increase learning gains among upper primary students in math, science, and life skills in 
Bridge IT classrooms, with a particular emphasis on girls.
The Project was designed to achieve three targets including: 
1. Reach out to 150 schools and 10,000 students with education content and training; 
2. Improve teacher performance by 20%, as determined by the Teaching and Learning Quality 
Assessment instrument, which measures quality of interaction and instruction; and
3. Increase learning gains among primary students in math, science and life skills by 20%, as 
compared to a control group. 
The objectives, target results and outcomes expected of the Bridge IT pilot project are indicated 
in Table 1: 
Table 1: Bridge IT Objectives, Results and Outcomes:
Goal and Objectives Results Outcomes
Goal: To increase educational quality and achievement among boys and girls in primary schools in math, 
science, and life skills through the innovative use of cell phones and digital technology.
Objectives
 1. To work with the Ministry 
of Education and Vocational 
Training (MOEVT) and 
others to launch and expand 
Bridge IT in Tanzania and 
(a) 150 schools 
and 10,000 
students reached 
with education 
content and 
training through 
(i) Technical Feasibility study on technology 
component completed.
(ii) 150 schools outfitted with reception package 
(TV, set top box, etc.).
(iii)Expansion plan for additional uses of Bridge IT 
technology developed.
5 
Goal and Objectives Results Outcomes
integrate it into the education 
system, at low and affordable 
costs, in order to reach the 
greatest number of children 
and teachers possible
Bridge IT.
2. To improve teacher 
performance in Bridge IT
classrooms, as determined by 
changes within the quality of 
interaction and instruction in 
the classroom. 
(b) Teacher 
performance will 
improve by 20%, 
as determined by 
the Teaching and 
Learning Quality 
Assessment 
instrument, which 
measures quality 
of interaction and 
instruction.
(i) Teacher training needs assessment completed. 
(ii) 20 pilot school teachers trained in use of Bridge 
IT and lesson plans, and certified as peer 
trainers. 
(iii)Additional 130 school teachers trained in use of 
Bridge IT technology and lesson plans as part 
of pre-service/in-service training program.
(iv) Training institutionalized in MoEVT teacher 
training system through use of teacher training 
modules developed. 
3. To increase learning gains 
among upper primary 
students in math, science, and 
life skills in Bridge IT 
classrooms, with a particular 
emphasis on girls.
(c) Increase 
learning gains 
among primary 
school students in 
math, science and 
life skills by 20%, 
as compared to a 
control group. 
(i) Curriculum map of Pearson Knowledge Box 
content in math, sciences and life skills and 
MoEVT curricula requirements completed. 
(ii) Educational input master plan created. 
(iii)Capacity building training completed for local 
video content providers.
(iv) Adaptation/ localization of Pearson Knowledge
Box content in math, sciences and life skills 
completed. 
(v) Video content and lessons plans pilot tested in 
20 schools. 
(vi) Video content and lesson plans used in 150
schools. 
The introduction of the Bridge IT program was to simplify learning and teaching, especially in 
standard five and six in subjects of mathematics, science and life skills. The main target was to 
make students like these subjects because there was a strong belief that the subjects were 
difficult for most pupils. The project was officially closed at the end of March 2012. 
1.2 Purpose and Use of Evaluation 
This evaluation purpose is to analyze (i) the project’s effectiveness and efficiency in improving 
teachers and pupil’s performance in mathematics, science and life skills , (ii) assess its 
sustainability in the pilot schools (iii) identify and recommend options for Bridge IT’s 
institutionalization and the potential for replication in other districts of Tanzania based on 
evidence. The evaluation assesses the extent to which project targets and objectives were 
achieved. In addition, the evaluation explorers the level of success of program interventions and 
provides lesson learned in the use of Bridge IT in the school curriculum. It highlights and
documents challenges and lessons learned during implementation. The evaluation findings will 
be presented to the MoEVT and her partners in primary education, and hopefully, contribute 
substantially to the necessary review and scale-up of science, mathematics and life skills 
education. 
6 
1.3 Key Evaluation Questions 
The evaluation set out to address the following key questions: 
(i) To what extent were targets for the project objectives and /intermediate results achieved 
over the project’s four-year time frame? 
(ii) Did Bridge IT project provide an opportunity to improve teaching/learning 
methodologies in schools? 
(iii) To what extent were gender issues incorporated into the project? Did the Project 
consider women’s empowerment such as improving women teachers’ performance? Was 
there emphasis towards increasing learning gains with emphasis for girls? 
(iv) What were the challenges and lessons learned during implementation (including any 
innovative strategies and interventions) that resulted from Bridge IT project? 
(v) How successful were program interventions? What lessons were learnt with regard to use 
of Bridge IT in the school curriculum? 
(vi) Were there any unintended results (positive or negative)? 
(vii)Were project resources used in a responsible way? 
1.4 Scope of work
The evaluation team’s responsibilities included: 
 Review all existing project documents and reports and assess the project’s performance in 
achieving targeted goals.
 Develop gender-responsive evaluation design that includes mixed methods approach to 
gather both quantitative and qualitative information that is based on sound social science 
methods and tools used in a manner to minimize potential biases. 
 Recruit, train and make available a team of consultants with one serving as a Team Leader to 
coordinate the overall evaluation efforts and be responsible for editing and compilation of 
evaluation report. 
 Prepare and deliver to USAID/Tanzania a detailed work plan, which will contain a detailed 
schedule of activities, including a detailed outline of responsibilities and proposed sites to be 
visited during the field work portion of the evaluation for each contractor for review and 
approval. 
 Provide USAID the draft travel agenda.
 Undertake fieldwork in at least four regions and ten rural and urban selected districts 
supported by the project in coordination with USAID. 
 Gather and analyze data from interviews, new surveys, or other proposed methods to 
triangulate findings.
 Submit a quality draft report to USAID/Tanzania for review and comments. 
7 
2.0 Evaluation Design and Methodology
2.1 Evaluation Sampling Design 
Bridge IT Project was implemented in 150 schools across 17 districts and 7 regions of Mtwara, 
Lindi, Dar es Salaam, Coast, Tanga, Kilimanjaro and Dodoma. The sampling design for this 
evaluation was dictated by earlier studies conducted on the project in 2009 and 2011. For the 2009
evaluation a sample of 15 schools was used, with a 90% confidence level resulting in a margin of 
error of ±20. In the 2011 evaluation consideration was made to reduce the margin of error to 
±10%. It was noted this would require a sample of 47 schools out of 150. However, cost and time 
considerations did not allow for such a large sample. Thus the partners in the 2011 study agreed to 
use roughly a middle point between the two margins of error with a sample of 28 schools. This 
would have resulted in a margin of error of approximately ±14% and a 90% confidence level. 
However in the end, data were collected from a total of 18 Bridge IT schools and 18 control 
schools. The reduced sample size increased the margin of error to ±18% at the school level, but the 
large number of students who took the math and science tests in the 5th and 6th grades permitted 
valid statistical comparisons between Bridge IT (BIT and the control schools with a 95% 
confidence levels and 5% margin of error. 
To ensure comparison of results with the 2011 Summative Evaluation, this evaluation employed a 
similar quasi-experimental evaluation design covering all the Bridge IT schools included in the 
sample of 2011 survey which had a margin of error of to ±18% at the school level were included in 
this study. 
Following negotiations with the MoEVT4
, it was agreed that performance assessment tests carried 
out in 2011 Summative Survey should be implemented only in a limited number of schools and 
covering a reduced number of questions. Thus in addition to all the Bridge IT schools covered in 
2011, one control school per each of the 9 study districts was covered. The only exception was in 
Ilala district Dar es Salaam and Korogwe District in Tanga. In these two districts, owing to the 
larger number of Bridge IT Project schools, two control schools were sampled per district. 
In sum, findings pertaining to student performance in math and science for the academic 
year have a high degree of reliability; findings pertaining to school-level performance 
should however be interpreted with a much lower degree of confidence.
4 The MoEVT were of the view that the test in science and mathematics be abandoned altogether since it would 
disrupt normal school functioning. However, assessment of performance was crucial to the overall objective of the 
study.
8 
 
 
Thus, out of the 
150 Bridge IT 
schools 18 were 
covered in the 
study as were 11 
Control schools. 
All Bridge IT and 
control schools in 
the study had been 
covered in the 
2011 project 
Summative 
Evaluation. 
Selection of the 
same schools as in 
the 2011 
Summative 
Evaluation was 
aimed at enabling alignment of performance results and classroom observations in Bridge IT 
schools and control schools over the two studies. 
Fieldwork consisted of interviews with district-based education officers and inspectors of the 
Bridge IT project, key informant interviews with teachers, science and math tests with pupils in 
Standard V and VI, classroom observations and document reviews. 
The sample had a margin of error of ±18% in relative terms to the total project beneficiary 
population. In total 2687 Standard 5 and 6 pupils (1724 Bridge IT and 963 from control schools) 
participated in the study. Given the large number of students who took the math and science tests 
in Standard V and VI, valid statistical comparisons between Bridge IT and the control schools with 
a 95% confidence level and 5% margin of error were realized.
2.2 Data Collection Methods 
The evaluation applied a mixed method approach for data collection, including review of key 
project documents and reports of baseline Evaluation of 2009 and the Summative Evaluation 
conducted in July 2011. Key informant interviews of leaders at national, district and school levels
were carried out as well as interviews with teachers. In addition, a semi-coded questionnaire 
survey of teachers and pupils, classroom observations and performance tests in Science and 
Mathematics were conducted among pupils in Bridge IT project and control schools. 
Like the selection of schools, several of the tools used in this study were aligned to the 2011 
Summative evaluation to enable comparison of findings. Aligned tools included the Classroom 
Observations Checklist, Teachers’ attitude Questionnaire Pupil’s Attitude Questionnaire and Math 
and Science Tests for Pupils. This was further informed by the fact that while the pupils that 
Table 2: List of study sample schools
Region District School name
Bridge IT Non-Bridge IT
Kilimanjaro Mwanga Kilongwe & 
Kalambacha
Mwangondi 
Moshi Ashira & Azimio Kaloleni 
Lindi Kilwa Masoko Mkwanyule
Dodoma Chamwino Chamwino Ikulu Mkapa
Coast Bagamoyo Mdaula & Msorwa Mbaruku
Dar es Salaam Ilala Bunge, Muhimbili, 
Airwing & Ilala 
Minazi Mirefu, 
Mnazi Mmoja
Temeke Mji Mwema,
Sandali
Maweni 
Tanga Korogwe Boma Mbeza Mazoezi, 
Magunga 
Tanga Chumbageni,
Maweni & 
Ukombozi
Mnazi Mmoja
9 
undertook the tests in 2011 will have transited to Standard Seven or Secondary, the teachers and 
methods remained. 
At district level, a total of 8 district education officers5
, 9 district-based school inspectors and 9 
Bridge IT Coordinators, were interviewed with a key informant interview guide. Within the
selected Bridge IT and control schools, 1724 Standard 5 and 6 pupils in the 18 Bridge IT schools 
and 963 pupils in the same classes of 11 Control schools, found on the day of the survey, 
participated in completing an attitude questionnaire and a Mathematics and Science Test. The 
attitude Questionnaire, math and science tests were all translated into the local Swahili language. 
All the schools that participated in this evaluation (Table 2) had also been included in the 
summative evaluation conducted in 2011. 
2.3 Evaluation team 
To ensure rapid data collection and minimize interruption of the school calendar, it was necessary 
to have all data collection in one week across all the regions. A team of 14 field assistants were 
thus recruited to seek respondents’ consent, carry out interviews at the district and school levels, 
initiate and supervise the completion of the pupils’ and teachers’ attitude questionnaires, introduce 
and supervise pupil’s tests, and undertake classroom observations. None of the members of the 
evaluation team was associated with the Bridge IT program design or implementation to minimize 
interviewer bias. The team was centrally trained in Dar es Salaam. Fieldwork was coordinated by 
the Team Leader and two Senior Supervisors who coordinated all field teams on a day to day basis 
through phone and internet contact where possible. 
Training included a detailed explanation of the purpose and objectives of Bridge IT Project and of 
the evaluation. It also included a review of the methodology. Pre-testing at district, school and 
classroom levels was undertaken in Ilala District and two Bridge IT and 2 control schools were 
covered in the pre-test. Fieldwork was carried out by 14 field assistants who were divided into 
nine sub-groups, each covering one district. Six (6) people undertook qualitative and quantitative 
data entry. Later, a team including the Evaluation Coordinator, two Research Assistants and a 
Photography Documentation Expert carried out a photo-tour of four districts in 8 selected Bridge 
IT schools that had been covered in the study. 
2.4 Fieldwork 
In all regions, data collection started with the introduction of the evaluation and the evaluation 
team through presentation of a letter of introduction from the MoEVT. Letters of introduction to 
the districts from the Regional Administration offices were thereafter prepared and presented to the 
District Executive Directors. These, in turn, introduced the Evaluation teams and the purpose of 
the evaluation to the technical officers and sampled schools. 
In each case, team members allotted to each district undertook interviews of district education 
officers and inspectors before proceeding to the schools to carry out the school-based field 
activities with head teachers, teachers and pupils of sampled Bridge IT and control schools. 
5 One district education officer in Dar es Salaam was unavailable for interview despite two recall visits. 
10
 
Data collection in each school included requests to teachers to complete the teacher perceptions 
and key informant interviews, administration of the Science and Mathematics tests and 
Classroom Observations. The attitude questions and tests were distributed to the respondents (for 
pupils and teachers) and answered under supervision of the study team’s Field Assistants. 
Fieldwork was undertaken through the above activities in Dar es Salaam on 29th and 30th August, 
2013 by the entire study team and in Bagamoyo, Dodoma, Kilimanjaro, Lindi and Tanga 
between 2nd and 6th September, 2013. 
2.4.1 Teacher perception and Key Informant interviews 
In all Bridge IT schools, a teacher key informant interview guide, as well as a Teacher Perception 
Questionnaire, were administered to Bridge IT trained teachers of Standard V and VI. The tool 
sought information on their experience and perception of the quality of Bridge IT methodology, its 
application and effects on teaching and learning; teacher-pupil interaction and student’s application 
of Bridge IT methods in learning; challenges and recommendations for teaching science and 
mathematics; and resultant gender-related changes among the pupils. 
2.4.2 Science and Mathematics Tests
 
As noted in Section 2.1 a total of 2687 pupils in Standard 5 and 6 completed an Attitude 
Questionnaire and a 30-Objective Question Test in Mathematics and Science. Of these, 1724 
(64.2%) were from 18 Bridge IT schools; and 963 (35.8%) from the 9 control schools. 
The selection of the 30 science and mathematics questions to include in the test from the 100 
questions earlier set in the Summative Evaluation of the 2011 survey was carried out by an 
independent education officer involved in curriculum development and examination setting. The 
test included a sample of questions covering the mid-primary cognitive domain arranged from 
simple to complex testing knowledge, understanding, and comprehension with a few questions on 
synthesis for both subjects. 
2.4.3 Classroom Observations 
In the whole study, Bridge IT schools, classroom observations were carried out in Standard V and 
Standard VI using a Classroom Observation Guide. 
Prior to administering the math and science tests, data collectors made classroom observations 
using an observation checklist (Annex 3) that was similar to the one used in the September 2011 
Summative Evaluation. With 12 sections, divided into three groups with four sub-sections, each of 
the checklists had a series of statements in which the observer noted a “yes” or “no” mark after 
observing a particular phenomena or behavior in the class. It sought to establish whether the 
condition existed or was noted during a full class period when the observation was made.
Teachers were informed about the observations, just before the data collectors entered the 
classroom, and asked to carry on normal teaching activities. Data collectors sat at the back of the 
classroom and did not interfere with class activities. Each observation covered one full class period 
in science, mathematics or Life skills.
11
As per requirements of the class observation guide, data collectors completed the full enrollment 
for boys and girls in each Bridge IT class and proceeded to count the actual numbers recorded in 
the register as well as those physically present in class at the time of the observation. These data 
were later used to calculate enrollment ratios of the Bridge IT and control schools as well as 
attendance rates by gender. 
2.4 Document Review
As part of the preparatory and analysis stages of this evaluation, key project documents were 
reviewed. Documents reviewed include: 
(i) Bridge IT Annual Implementation Plan; 
(ii) Bridge IT Technical application Document 2007; 
(iii) Bridge IT program description; 
(iv) Bridge IT activity fact sheet; 
(v) Bridge IT summative evaluation report -2011; 
(vi) Bridge IT project performance reports and the ; and 
(vii) Bridge IT Annual report 2008 – 2009. 
In addition, the USAID-Approved Basic Education Indicators document was also reviewed.
2.5 Data Analysis, including gender analysis 
Data entry was carried out in Dar es Salaam at the Centre for Research and Development office, 
using a template designed with access. Quantitative data analysis was undertaken with SPSS. 
Frequencies and cross-tabulations and measures of central tendency for performance in 
Mathematics and Science for Bridge IT and Control schools were run separately for Standard Five 
and Six and for Gender. Qualitative data notes were transcribed, typed, translated from Swahili to 
English and analyzed thematically. The interpretation of notes and quantitative data, as well as 
comparison, with the earlier survey findings in the earlier surveys is presented in Chapter Three.
2.6 Constraints and Gaps
The main constraint of this evaluation was its timing. Initially scheduled for mid-May 2013, the 
timing coincided with the closure of schools for the mid-year holidays. Moreover, by this time the 
study had not been cleared by the MoEVT6
. In addition, the National Bridge IT Project 
Coordinator in the MoEVT had been promoted and transferred, disrupting the coordination 
function for the evaluation. 
In the process of clearing the study, it was suggested by the directorate of Primary Education in the 
MoEVT, that aspects of the study, that involved conducting a Science and Mathematics test with 
Standard V and VI pupils, be dropped with a reason that the test would disrupt normal functioning 
of the studied schools. In the end, it was decided that the full 100 Mathematics and Science 
question test be reduced to only 30 questions. The change in approach meant a comparative 
assessment of the study with the Summative Evaluation of the project undertaken in 2011, with 
regard to performance of pupils was not feasible without access to the earlier data sets. 
6 The authorization was obtained at the end of August Y2013.
12
 
Moreover, while this evaluation covered the sampled 18 Bridge IT schools, that participated in the 
2011 study, for this survey, it only covered 11 schools of those covered in the 2011 Summative 
Evaluation, implying a higher margin of error for the Control schools. 
Finally, this evaluation was undertaken one and a half years after financial and technical support 
for the Bridge IT Project had stopped, and the project was running on its own initiative. In effect, 
the study is an assessment of the surviving aspects of the Bridge IT project after it had ceased
operating, and given the lag in time, the interpretation of findings should be made in this light. 
13
3.0 Findings
Bridge IT Project was designed as a pilot project to cover 150 primary schools and 10,000 students 
with education content and training; improve teacher performance by 20%, and increase learning 
gains among primary students in math, science and life skills by 20%, as compared to a control 
group. This evaluation set out to assess the extent to which the targets for the project objectives 
and /intermediate results (Table 1) were achieved over the project’s time frame; the manner in 
which Bridge IT project provide an opportunity to improve teaching/learning methodologies in 
schools, gender issues were incorporated into the project and the challenges and lessons learned 
during implementation.
 
This Chapter explores the extent to which the project objectives were attained and the manner in 
which the project results were attained. It also examines the perceptions of different stakeholders 
in the project about the project, the lessons the project generated for the teaching of science and 
math in primary schools and the way the project has shaped perceptions and learning gains of boys 
and girls in the covered subjects. 
3.1 Project Achievements 
The project achievements in this evaluation are measured on the basis of the project targets and 
evidence provided through review of records, interviews with stakeholders and the other 
assessment activities explained in Chapter Two. 
3.1.1 Project Coverage 
In the first year (2007-2008), the project was piloted in 20 schools and rolled out in 2008/2009 to 
cover an additional 130 schools. Schools that were covered had to have an educational need, 
access to electricity, a Vodacom 2.5 EDGE or 3G cellular network, and within the 17 districts 
and 7 regions selected for the Bridge IT project. Initiation of the project in all districts involved 
equipping schools, training teachers, launching the program, creating new videos and 
accompanying lesson plans, monitoring and evaluating the project7
. 
In late 2008 and early 2009, all 150 schools had one of the classrooms renovated and equipped. 
This included minor renovations of one classroom in each school to make it an IT room, through 
mobilizing parents and school management8
 to fit security grills, furniture, windows, fans and 
secure doors where necessary. After installation of equipment, the project was handed over to 
schools. Initially, the teachers received programs from the main server in Dar es Salaam, but 
later these were downloaded and installed in their cell phones. In April 2009, the project was 
launched at Mwenge in Dar es Salaam. 
In 2009, USAID granted IYF a 15-month project extension. This extension provided additional 
time and resources for the project to continue tracking results, enhance its training and 
7 IYF, 2009, Annual Report October 2008 - September 2009, USAID/IYF
8
 Sub-village, village and ward leadership and school committees were trained through seminars. 
14
 
educational materials, and build the capacity of MoEVT staff, district government officials and 
individual schools and communities to take over the project after this period.
Source: annual project report 2008-2009
In terms of coverage, the project was implemented in all the 150 targeted primary schools in 7 
regions of Tanzania Mainland. At the start, due to the high demand of students to enter the 
program, the enrollment was limited to Standard VI students. By mid-2009, the project had 
benefited 38,108 standard five and six pupils (Figure 1). Since 2009, more than 50,000 new 
pupils have attended Bridge IT training, each for two years. Thus, the project target of 10,000 
students was exceeded with the addition of more time. Overall, an estimated 88,500 students had 
by the time of this survey in August 2013 benefitted from the Bridge IT methodology for 2 years. 
3.1.2 Teacher Training
Bridge IT had, as a key objective, to improve teacher-performance as determined by changes 
within the quality of interaction and 
instruction in the classroom. The target was 
to improve by 20% teacher performance as 
determined by the teaching and learning 
quality assessment instrument, which 
measures quality of interaction and 
instruction. Indicators of success with 
regard to teacher-training include (a) A 
teacher training needs assessment completed (b) 20 pilot school teachers trained in use of Bridge 
IT and lesson plans, and certified as peer trainers (c) additional 130 school teachers trained in use 
of Bridge IT technology and lesson plans as part of pre-service/in-service training program and 
Girls
19065
50%
Boys
19,043
50%
Figure 1: Student Beneficiaries, 2008/09 
Table 3: Trained teachers and inspectors, 2008-2009
Female Male Total
Teachers 
Math & Science 137 130 267
Life Skills 15 5 20
Inspectors 4 11 15
Source: annual project report 2008-2009
15
(d) Training institutionalized in MOEVT teacher training system through the use of teacher 
training modules developed. 
In-service teacher training was undertaken in 2008, 2009, 2010 and 2011 for 3 to 4 days to adopt 
the Bridge IT methodology and improve efficiency in teaching among the beneficiaries. At the 
start, the project selected ten of the best teachers and district inspectors from among the 43 
teachers and inspectors earlier trained in the pilot phase (2008). These were trained for a week as 
master trainers9
. The Master trainers, thereafter, carried out a series of training of teachers (ToT) 
workshops in three training centers in Dar es Salaam, Mtwara and Tanga in which 15 school 
inspectors and 267 teachers10 were trained (Table 3). The training was through seminars starting 
with head teachers and two (2) teachers per school and 53% of teachers trained were female. 
Following this training, the 15 trained district inspectors and Master trainers trained additional 
1244 teachers in 2008/2009 making an average of 8 teachers per school. Since 2009, a series of 
refresher trainings for teachers have been carried out in workshops with supportive supervision 
of project coordinators. 
Findings from this evaluation indicate that 32% of the interviewed Bridge IT teachers were 
trained master teachers, 65% were trained by master teachers. More than two-thirds (68%) of the 
trained teachers reported they had trained other teachers in the methodology. Overall, 88% of the 
teachers were satisfied with the training methods used by their respective trainers (Table 4). 
All (100%) teachers interviewed with key informant interviews in the Bridge IT Pilot Project 
schools reported teacher training was beneficial, efficiently delivered, with methods and 
language that was easy to 
understand. Equipment and 
materials (videos) to facilitate 
teaching and learning by 
doing were available. 
Teachers were trained on 
how to download lessons 
from the mobile phones and 
connect to the television in 
class; review and understand 
guidelines, lesson plans, 
timetables and usage of equipment,
11 and new techniques, such as how to use teaching materials, 
control strong emotions and listening to students in need of help/support. 
9 Master trainers were trained in application of the Bridge IT program, including conducting interactive teaching 
session, enhancing students understanding through the use of Bridge IT videos, troubleshooting when equipment 
issues arise, facilitation skills for training adults including fellow teachers.
10 2 From each of the 130 newly selected schools. 11 The Bridge IT program involved the installation of a program on Nokia cell-phones with support from Vodacom.
Table 4: Trained teachers in Bridge IT schools by source of training 
in 2011 and 2013
Description 2011 2013
(n=44)
1 Trained to be a master teacher 22% 32.4%
2 Trained by master teachers 66% 64.7%
3 Trained by a fellow teacher
(not master teacher)
27% 29.4%
4 Trained other teachers to use Bridge IT 82% 67.6%
5 Training to use Bridge IT was appropriate 91% 88.2%
16
 
3.1.4 Gender attitudes changes to science and math learning 
The third main objective of Bridge IT Pilot Project was to increase learning gains among upper 
primary students in math, science, and life skills in Bridge IT classrooms, with a particular 
emphasis on girls. The 
target was to increase 
learning gains among 
primary school students 
in math, science and life 
skills by 20%, as 
compared to a control 
group. Project expected 
outcomes for this 
objective were (a) 
curriculum map of 
Pearson Knowledge Box 
content in math, sciences 
and life skills and 
MOEVT curricula requirements completed; (b) educational input master plan created; (c) 
Capacity building training completed for local video content providers; (d) Adaptation/ 
localization of Pearson Knowledge Box content in math, sciences and life skills completed; (e) 
Video content and lessons plans pilot tested in 20 schools and Video content and (f) lesson plans 
used in 150 schools. 
Prior to the pilot project, pupils’ performance in beneficiary schools was mixed, but reported 
generally poorer than after the introduction of the project in beneficiary schools. A test of 15 
science and 15 math questions was conducted in both Bridge IT and Control schools in Standard 
V and VI. One emerging effect of Bridge IT methodology application is the improvement of 
performance for beneficiaries of the pilot project compared to the pupils in the control schools
especially for girls. While among the boys the difference in performance in either science or 
mathematics was only in Standard 5 Science, for the girls it is notably higher for Bridge IT 
schools in both mathematics and science and for both Standard 5 and 6 (Table 5).
Assessment of performance by gender shows that on average (a) both males and female pupils in 
Bridge IT schools performed better than in the control schools for both standards V (Figures 2 
and 3) and Standard VI (Figures 4 and 5), and (b) Average performance in Science and 
Mathematics subjects is not only higher for girls compared to boys in Bridge IT schools, but is 
higher compared to their counterparts in control schools, including boys and girls. In 
comparison, in Control schools boys’ average higher performance in Mathematics and Science 
subjects is still registered for both Standards V and VI (see also Table 5). These differences in 
comparison of single gender performance for both Standard V and VI reveal a statistically 
significant difference in performance for girls in Bridge IT compared to Control schools (the p￾values for both less than 0.05, assuming 95% level of significance) in both Standard V and VI, 
and for both math and science (Figures 2 – 5). For the boys, the higher performance in science 
and math is not statistically significant, except for Standard V science.
12 Questions answered correctly over 15.
Table 5: Standard V and VI Mean Performance Scores by Gender12 
Standard V Standard VI
N Mean N Mean
Bridge IT Male Math 623 8.8 443 6.2
Science 623 8.2 443 7.6
Female Math 777 8.8 510 6.3
Science 777 8.3 510 8.0
Non￾Bridge IT
Male Math 215 8.7 162 6.0
Science 215 7.4 162 7.6
Female Math 308 8.0 222 5.5
Science 308 7.3 222 7.5
17
 
58.8 58.7 57.8 53.1
.0
20.0
40.0
60.0
80.0
Boys Girls Boys Girls
BridgeIT Non BridgeIT
Figure 2: Standard V Maths Average Scores (%)
Boys (BridgeIT vs Non-BridgeIT)
t- value = 0.766; Degrees of freedom = 836; 
p-value = 0.444, 
Girls (Bridge IT vs Non- Bridge IT)
t- value = 4.648; Degrees of freedom = 1083; 
p-value = 0.000
54.7 55.4
49.0 48.4
.0
20.0
40.0
60.0
Boys Girls Boys Girls
BridgeIT Non BridgeIT
Figure 3: Standard V Science Average Scores (%)
Boys (BridgeIT vs Non- BridgeIT)
t- value = 3.863; Degrees of freedom = 836; 
p-value = 0.000
Girls (BridgeIT vs Non-BridgeIT)
t-value = 5.725; Degrees of freedom = 1083; 
p-value = 0.000
18
41.2
42.1
39.7
36.4
32.0
34.0
36.0
38.0
40.0
42.0
44.0
Boys Girls Boys Girls
BridgeIT Non BridgeIT
Figure 4: Standard VI. Maths Average Scores (%)
Boys (BridgeIR Vs None BridgeIT)
t- value = 0.881; Degrees of freedom = 
603; p-value = 0.379
Girls (BridgeIR Vs None BridgeIT)
t-value = 3.991; Degrees of freedom = 
730; p-value = 0.000
50.8
53.0
50.6 50.2
48.0
50.0
52.0
54.0
Boys Girls Boys Girls
BridgeIT Non BridgeIT
Figure 5: Standard VI Science Average Scores (%)
Boys (BridgeIR Vs None BridgeIT)
t- value = 0.110; Degrees of freedom = 
603; p-value = 0.0.912 
Girls (BridgeIR Vs None BridgeIT)
t- value = 2.164; Degrees of freedom = 
730; p-value = 0.031 
19
Table 6: Standard V Mean Average performance in Bridge IT and Control Schools by region and gender 
(marked out of 15)
Region Gender Subject Bridge IT Control Schools
n Mean SD n Mean SD
Dar es Salaam Male Math 269 9.5 16.9 269 8.0 16.9
Science 269 9.0 16.9 269 7.4 16.9
Female Math 389 9.5 17.9 389 7.0 17.9
Science 389 8.9 17.5 389 6.7 17.5
Coast Male Math 32 5.8 15.4 32 8.5 15.4
Science 32 4.7 18.3 32 6.3 18.3
Female Math 29 6.7 18.5 29 8.0 18.5
Science 29 6.0 14.6 29 6.4 14.6
Dodoma Male Math 26 8.2 12.8 26 9.2 12.8
Science 26 7.3 13.6 26 9.1 13.6
Female Math 32 7.6 11.6 32 7.9 11.6
Science 32 7.1 15.4 32 7.8 15.4
Lindi Male Math 41 8.2 16.8 41 7.6 16.8
Science 41 7.8 22.1 41 7.3 22.1
Female Math 35 8.1 12.4 35 7.3 12.4
Science 35 8.3 19.7 35 5.3 19.7
Kilimanjaro Male Math 76 9.8 16.9 76 8.6 16.9
Science 76 9.4 19.4 76 8.4 19.4
Female Math 119 8.8 20.7 119 7.7 20.7
Science 119 8.7 20.4 119 8.0 20.4
Tanga Male Math 179 8.2 12.4 179 9.8 12.4
Science 179 7.3 15.4 179 7.9 15.4
Female Math 173 8.0 15.7 173 9.1 15.7
Science 173 7.4 17.7 173 8.6 17.7
20
An assessment of the regional differentials in performance indicates that in Bridge IT schools, on 
average, in both Standard Five and Six, girls performed better than boys in Mathematics in 
Dodoma, Lindi, Kilimanjaro and Tanga. In Standard Five, the difference was relatively high in 
Kilimanjaro and Dodoma, and marginal in Lindi and Tanga (Table 6). In marked contrast, 
performance in Standard Five for the Control schools indicates that across all regions, boys’ 
performance is better than that of girls. In Standard Six (Table 7) boys performance in 
Mathematics in Control schools remains better than that of girls except in Coast, Lindi and 
Tanga. 
. 
Table 7: Standard VI Mean Average performance in Bridge IT and Control 
Schools by region and gender (marked out of 15)
Region Gender Subject Bridge IT Control Schools
n Mean SD n Mean SD
Dar es Salaam Male Math 194 7.0 21.2 38 7.3 19.3
Science 194 8.1 18.2 38 7.8 21.2
Female Math 201 7.1 19.6 58 4.5 12.7
Science 201 8.7 17.7 58 7.3 14.7
Coast Male Math 47 4.7 13.0 24 6.7 18.9
Science 47 7.4 18.1 24 7.2 19.3
Female Math 58 4.2 12.7 16 6.8 15.8
Science 58 6.4 18.4 16 7.7 14.8
Dodoma Male Math 25 5.5 18.3 19 5.3 14.4
Science 25 7.8 12.2 19 7.1 12.2
Female Math 35 6.3 18.2 32 4.8 10.6
Science 35 8.1 14.9 32 7.0 13.3
Lindi Male Math 59 5.8 17.5 5 4.0 14.9
Science 59 7.4 15.1 5 5.6 12.1
Female Math 70 6.6 17.7 24 5.3 9.8
Science 70 7.8 16.2 24 6.8 10.6
Kilimanjaro Male Math 118 6.1 15.2 41 4.9 14.2
Science 118 7.3 14.9 41 7.4 16.6
Female Math 146 5.4 16.7 51 4.9 11.0
Science 146 7.6 14.9 51 7.2 16.2
Tanga Male Math 194 5.6 21.2 35 5.9 18.5
Science 194 7.0 18.2 35 8.3 15.1
Female Math 201 6.5 19.6 41 7.5 17.6
Science 201 7.7 17.7 41 9.1 14.3
21
Within the Bridge IT schools, in Standard six girls performed better than boys in science across 
all regions except in Coast and Kilimanjaro. In science Standard Five girls performed better than 
boys in all regions except Dar res salaam, Dodoma, and Kilimanjaro, with the difference in Dar 
es Salaam being only marginal. In Standard Six, girls performed better than boys in science in 
all regions except Coast. In control schools on the other hand, boys’ performance was better 
than that of girls in science across all regions for except in Coast, Lindi and Tanga for both boys 
and girls. 
Qualitative interviews with teachers in all Bridge IT schools, however, suggest that teachers, 
district-based education officers and inspectors of the project, who undertook its monitoring, do 
not perceive the gender differences in performance, between boys and girls, although there is 
general agreement that girls have improved their performance considerably compared to the 
period prior to the introduction of the methods. 
Girls seem to perform better than boys in recent years and I think I can connect that 
to the program …They love the subjects and they did better than the boys … They 
loved science subjects and, in general, those schools that were beneficiaries of the 
program … perform well in national exams. The only problem with Bridge IT is that 
they only involved few schools in the project. 
Bagamoyo Education Officer
In Mdaula Primary School, teachers were of the opinion that the improvement for girls has been 
much more significant and their interest in learning Mathematics and Science has improved a lot.
In terms of performance, formerly boys took the lead in mathematics and science examination 
results, but this is no longer certain and the reverse sometimes happens. 
 “Bridge IT lessons are understood by both boys and girls though the 
improvement for girls has been much more significant and their interest in 
learning Math improved a lot … Boys have benefited too as they are no longer 
stubborn and playful as they concentrate and understand when they are in the 
IT room … Formerly, boys took the lead in examination results, but now, it’s 
the reverse. When a boy or girls precedes, the other gender comes next”. 
Mdaula PS Teacher
It was reported that:
 Teachers were trained to encourage the mixing of both boys and girls and to ask questions 
equally to both the female and male. 
 Sometimes there is competition among boys and girls therefore they are separated and given 
an exercise so that they can surpass boys in the end the winners receive gifts. 
 Video content shows no gender bias and this has encouraged participation, perception, 
creativity and confidence of both boys and girls. 
 Girls have become smart and neat since they learn it as a subject in life skills and practice it.
 Life skill videos have also helped to provide answers to gender related questions including 
relationships of girls to boys; and understanding of HIV and AIDS. 
 Videos that show girls taking on leadership roles or narrating and explaining within a 
paternalistic culture have been received positively across the board by teachers and both 
male and female pupils further enhancing gender related culture transformation. 
22
As a consequence of the above, science and mathematics subjects, traditionally deemed to be 
difficult for girls in particular, have ceased to be the challenge they had been. 
3.1.5 Classroom Attendance 
Attendance of Bridge IT lessons remains high and, according to teachers, the program has led to 
improvement in overall school attendance for the classes (Standards 5 and 6) covered.
As observed in the 2011 Summative Evaluation report, at least two or more visits in a month to 
the schools, or even weekly, are necessary to assess reliability of attendance data. This was not 
feasible under this study or the one of 2011 for budgetary reasons. Making a record of the 
attendance, when taken by a teacher without verification by a researcher, is unreliable, as 
inflation of the records is not a rare occurrence. 
3.2 Monitoring and Evaluation 
In all districts, coordinators and inspectors were trained in assessing and reporting program 
progress, the lesson and teaching plan for the whole14 teaching tools/ materials and methodology 
to be used and completion of the subject log-books,15 and classroom observation of teacher￾pupils’ interaction. Initially, a team of three individuals from IYF, FAWE and MoEVT 
monitored the progress of 
the teachers and the 
program. Regional meetings 
of teachers addressed 
implementation challenges 
and discussed lessons 
learned. Each district 
appointed one school 
inspector to be their Bridge 
IT focal person. 
A Bridge IT Help Desk was 
also established to respond to teachers’ challenges and questions, classroom strategies, peer 
training, use of the lesson plans and other project-related areas. During project implementation, 
coordinators received funds to facilitate monitoring and, accordingly, 100% of the teachers in the 
2011 Summative Evaluation reported they received support visits from inspectors. Supportive 
supervision from the Bridge IT help desk and inspectors had declined considerably by the time 
of this study (Table 8). 
Annual performance monitoring was conducted since 2008 by international and local experts, 
and findings helped to strengthen project implementation. Thus, external and internal evaluation 
13 A total of 44 teachers were interviewed 14 The subject preparation with regard to a particular topic. 15 That shows the records of when the teacher started teaching a particular topic and when it was finished and hence 
ensures teacher’s accountability, as well as helping to fill in for a teacher that gets an emergency where his/her 
fellow teacher can assist to teach on their behalf.
Table 8: Support to Teachers
QN Description BIT 
2011
BIT
201313
6 Receives appropriate support from
head teacher and colleagues
85% 88.2%
7 Shares Bridge IT resources with teachers
and classes from other schools
42% 20.6%
8 Receive visits from school inspectors 97% 82.4%
9 Gets prompt responses from Bridge IT
Helpdesk
91% 55.9%
10 Receives support from district inspectors 91.7% 76.5%
23
 
of the program was undertaken in the course of Bridge IT implementation by individuals and 
groups, including Bridge IT professionals, the MoEVT and researchers16. 
3.3 Sustainability
Assessment of the enduring content of teacher training reveals that, between 2011 and the final 
evaluation time, 
there has been 
limited decline 
and, in some 
cases, 
improvement in 
the manner in 
which teachers in 
Bridge IT schools 
conduct their 
lessons. Nearly 
90% of the 
classroom 
observations 
show that teachers 
speak so that all 
pupils in the class 
or groups could 
hear, maintain eye 
contact with class 
or group, speak to 
the children in a 
motivating manner, use the normal vocabulary students know and call out student’s names, listen 
carefully to all students and encourage introvert students to speak out (Table 9). On the other 
hand, there are areas that require improvement including a decline in form of posters and 
illustrations on the wall which have declined from 73% of classrooms in 2011 to 44% of 
classrooms currently, children’s work in the classroom has declined from 67% to 24% and the 
sitting arrangement to allow for ease of movement and interaction among pupils and between the 
pupils and teachers (Table 9). The cause of the latter are not clear, but it is an area that will 
require intervention from coordinators and subsequent training. Others stakeholders may need to 
be included, such as expanding the number of classrooms or changing and modifying furniture to 
allow for ease of group work. 
16 From USA and South Africa, and later professors of this program from Philippines. 17 A total of 44 teachers were interviewed 
Table 9: Teacher Communication
Description 2011 
BIT
2013
BTLS17
The Teacher …
QN
47
Speaks so that all pupils
in the class or group can hear
97% 88.2%
48 Maintains eye-contact with 
Class or group
97% 88.2%
49 Speaks to children in a 
motivating manner
100% 88.2%
50 Talks to the children using 
simple language that most 
children understand.
97% 88.2%
51 Communicates in the local 
language students can understand 
6% 47.1%
52 Knows and calls out students’ names 85% 82.4%
53 Writes legibly on the blackboard 
so all students can see & understand
94% 88.2%
54 Listens carefully to all students 85% 88.2%
55 Encourages shy students to participate by calling on them. 76% 85.3
24
 
3.3.1 Changing attitudes to sciences and math teaching 
Teachers reported that demand for Bridge IT video teaching remains high. Satisfaction with the 
teaching job among Bridge IT teachers has grown from 71% to 79% and similar trends are noted 
with regard to satisfaction with school facilities, which have increased over the last 2 years, from 
43% to 53%. The satisfaction 
with the Bridge IT education 
model, in general, has 
improved, from 76% to 91% 
of all the Bridge IT teachers 
(Table 10).
The demand for the project 
from the non-participating 
schools within the selected 
Bridge IT districts is high, 
both within the public and 
private sector, though both the 
demand and response has 
differed from district to 
district, according to education 
officers and inspectors. 
Likewise, qualitative 
assessments show that there is 
increased demand and support 
for the Bridge IT model from 
pupils and schools who are out 
of the pilot project. Control 
schools are demanding for the 
extension of the program to 
their schools. From the 
beginning of the project, some 
schools needed this program 
and they were able and willing to buy generators or to install solar power, but they were told that 
was not possible to be included in the project at the time.
Within all Bridge IT schools, other subject teachers and classes, not using the Bridge IT 
methodology, are calling for the methodology and pupils of those classes to be taught using the 
methodology: 
“Because when they are taught, they watch videos and listen. For example, 
teaching the blood circulation system using this becomes easy for the students to 
understand”. 
Teacher, Ilala
18 A total of 44 Bridge IT classroom observations made 
Table 10: Classroom environment
QN Description 2011 201318
Teacher Satisfaction
16 With job 36% 79.4
17 With school facilities 33% 52.9%
18 With Cell phone and video equipment 70% 73.5%
19 With Bridge IT education model 82% 91.2%
Class interactive and pupil activities
20 Posters and illustrations on the wall 73% 44.1%
21 Display of children’s work in the 
Classroom
67% 23.5%
22 External noise does not interfere with 
communication and classroom
69% 67.6%
23 Cooperative atmosphere between
students and teacher
97% 91.2%
24 Adequate light for pupils to see
blackboard and read books
100% 91.2%
25 Pupils have an unobstructed view 
of the television
70% 52.9%
26 Posters/diagrams on the walls, have
a gender balance
61% 29.4%
27 U-shape seating arrangement 97% 29.4%
28 Seating arrangements can be altered 
to encourage group work
97% 50%
29 Classroom clean and tidy floor 82% 73.5%
25
 
3.4 Challenges
Progress and sustainability of the program has been mixed. In a few schools (4/18 studied), the 
technology, including telephones and TV sets, are not used as much as before. In one of the 18 
Bridge IT schools studied Bridge IT trained teachers have stopped using the methods, while in 
three schools teachers have since been transferred to schools or posts that have nothing to do 
with the project. However, the main challenges that is affecting sustainability of implementation
of the Bridge IT project is equipment breakdown and inadequate repairs, inability to sustain 
supplies of videos and inadequate monitoring and supervision after the closure of the project. 
Others include inability of some communities to make effective contribution to support the 
project. In Dar es Salaam, also there was a high number of students in classrooms and demand 
more attention to infrastructure expansion. 
3.4.1 Monitoring and supervision 
As of the time of evaluation, project funding had stopped and the government’s usual school 
inspection budget did not effectively accommodate the regular inspection as was the case under 
the project. The key 
informant interviews with 
both teachers in schools and 
district level officers 
reported lack of effective 
supportive supervision as a 
key barrier to sustainable 
teaching using Bridge IT 
methodology. Thus, in this 
evaluation, only 82% of the 
teachers reported getting 
support visits from 
inspectors compared to 97% 
in 2011 and 77% received 
support from monitoring 
visits by coordinators and 
inspectors from the district 
headquarters compared to 
92% in 2011 (Table 8). 
Both teachers in schools and district level officers reported lack of effective supportive 
supervision as a key barrier to sustainable teaching using Bridge IT methodology. Results of the 
decline in supportive supervision are indicated in the decline in application of methods in this 
evaluation compared to 2011 (Table 10) and a notable decline in the reported number of teachers 
that are receiving response from the Bridge IT help desk and sharing resources. 
3.4.2 Facility and equipment decline 
Despite the high enthusiasm by teachers and pupils for usage of the methodology, classroom 
observations of Bridge IT facilities show a general trend in the decline compared to the time of 
19 A total of 44 Bridge IT classroom observations made 
Table 11:Classroom Observation: Facilities and materials
Type of School
Description 2011 201319
30 School has adequate storage space for
teaching/ learning materials
85% 58.8%
31 Each child has enough space to work 88% 67.6%
32 Classroom has a working TV to videos 88% 79.4%
33 Cell phone has a functional security cable 91% 73.5%
34 Classroom has a functional cell
 phone hooked up to TV 
88% 55.9%
35 Materials for enrichment and extra help
 (ref. books, maps, diagrams) available. 
58% 38.2%
36 All children have note books or slates 61% 73.5%
37 Enough textbooks available for each child 34% 23.5%
38 There is a useable blackboard and chalk 100% 91.2%
26
 
the Summative Evaluation of 2011 (Table 11). In the classroom observation, it was noted that 
compared to the 2011 summative evaluation equipment failure has adversely affected about 
20%-25% of the teachers and classroom operations in Bridge IT schools (Table 10). Coupled 
with equipment failure, power cuts and failure of the cell phones to charge, has been a challenge 
to most Bridge IT schools. Several schools reported equipment failure and inadequacy of 
replacement system as a challenge. Lack of an efficient repair mechanism for equipment 
compounds the challenge. In this study, four of the 18 Bridge IT schools covered had either a 
television or cell phone not working, because of lack of repair or replacement for a minor part.
In some schools, teachers have adopted innovative approaches to meet this challenge. For 
example, in three schools where the network cable got spoilt or stolen, the alternative was to use 
CDs/DVDs before obtaining a replacement. However, in the absence of clear instructions on 
what to do in case of equipment breakdown and lack of response from the central coordinating 
authority, a lot of this depends on individual school administration and the teacher’s initiative. 
However, the CDs/DVDs take long time and also have poor audio-visual output. 
3.4.3 Infrastructure
Inadequate infrastructure applies in particular to Dar es Salaam where there is limitation in 
classrooms to accommodate the number of pupils. The government recommends a maximum of 
40 pupils per class; Bridge IT methodology requires a change in seating arrangements to a U￾shaped form to enhance visibility, pupil-teacher interaction and group participation. However, in 
Dar es Salaam, in particular, there are schools with more than 140 pupils in one classroom. 
Moreover, in all schools there is one Bridge IT classroom, and teaching the three subjects for 
several classrooms and streams of pupils becomes a challenge. Sharing classrooms facilities not 
only for Bridge IT lessons but between Bridge IT covered and non-covered subjects endangers 
the safety of the delicate nature of the equipment. A teacher from a Dar es Salaam school 
reported lack of desks to sit on and the hot and humid weather without air conditioning as a 
practical challenge. 
3.4.4 Teacher training
Challenges to teacher training were largely logistical in nature, including the tight scheduling of 
training activities, inadequacy of training equipment, power-cuts with no backup and phone 
breakdown. Others were inability of some of the trainers to use teaching aids with a large 
number of trainees and long distances travelled to the training events without participants getting 
adequate transport fare, accommodation and meals20. During the Korogwe, Kibaha and Mtwara 
training seminars transport and accommodation arrangements for trainees were also reportedly 
unsatisfactory. 
3.4.5 Staff-turnover
Although only a few schools have been affected by teacher transfers, this is a challenge that is 
facing schools where Bridge IT methods have been introduced. Teacher transfers and retirement 
have caused interruptions and waste in the program where some of the trained teachers have 
either been transferred to schools where Bridge IT methodology is not applied and their 
20 A teachers monthly salary in Tanzania is about USD 150-200. 
27
 
replacement have not been trained. Others, who were trained, have already retired and the new 
teachers have not yet been trained. 
3.4.6 Content 
Three key challenges were faced by teachers and schools using Bridge IT methodology with 
regard to subject content. First, there has been a gap in content improvement, especially after the 
end of the project in March 2012. Second, several topics in the curriculum are not yet available 
in Bridge IT videos; there are no new incoming videos or some videos are not available. Third, 
some videos are too short and they are not audible enough. Others have poor quality pictures and 
some video clips are not easily downloaded and difficult to play. As a result, teachers have been 
forced to repeat available videos leading to pupil fatigue and boredom. Some teachers also 
reported lack of synchronization of the lesson plan and videos to match with the Bridge IT 
methods. 
3.4.7 Inadequate Community contributions
Notwithstanding the fact that one of the objectives of the project was to “deepen the collaboration 
with the MoEVT and local communities to build their management capacity in order to expand 
and enrich Bridge IT in Tanzania and lay the foundation for long-term sustainability of the 
project”, in half of the schools assessed it was reported that local community support from 
community and parents towards Bridge IT project such as in meeting maintenance costs was not 
forthcoming. Likewise, inspectors noted lack of prioritization of the methods at district and 
regional administration levels. This was attributed to inadequate sensitization of the potential of 
the method in making positive changes in the quality of learning, teaching and gaps in policy 
direction towards its application. 
28
4.0 Conclusions and Recommendations
4.1 Conclusion 
4.1.1 Primary beneficiaries in the Bridge IT project including pupils, teachers. 
School administrators and inspectors have noted that not only was the Bridge IT project a very 
useful innovation at a time when grades in primary and secondary schooling are facing a 
challenge but also as a means of making schooling attractive and more meaningful for pupils. 
Even in non-participating schools where teachers, administrators and community leadership are 
aware of the ongoing program, the demand for Bridge IT methodologies is high. Some local 
governments and private schools have suggested resourcing components of the program if only 
the Bridge IT materials and videos can be availed to all schools. 
Program expansion has not been possible for different reasons. First it was designed as a pilot 
and though it has been accepted and indicated a high level of demand and considerable success 
especially for the girls’ achievements in science and math, its future is yet to be decided between 
the Government of Tanzania and her partners. Second, without funding and support and follow￾up from the central government there is limited motivation at the district level to scale-up the 
methodology. But the majority of schools (14/18 in this study) are identifying innovative ways of 
sustaining the Bridge IT methodology. 
4.1.2 Lessons learned in implementation of Bridge IT
This study was conducted 18 months after the end of funding for the project in March 2012. In 
effect it’s an assessment of the sustainability of the Bridge IT methodology beyond development 
partner support. The sustainability of Bridge IT methods depends on access and durability of the 
technology, adequate and sustained supply of videos, the ability of the MoEVT to maintain 
quality supportive supervision for teachers and implementing schools 
Bridge IT has proved a highly popular model among pupils and teachers. Despite setbacks in 
form of reduced supportive supervision, and lack of fresh videos after the end of the project 
funding 18 months prior to this evaluation, teachers continued to apply the methodology,
students’ participation and attendance had not fallen. An assessment of the frequency and state 
of application of Bridge IT methodologies among trained teachers in a sample of 18 studied 
schools revealed that in most schools, mathematics is taught using Bridge IT methodology 
throughout provided the topic being covered is available in the videos and other materials of the 
project. Mathematics is taught everyday of the week. Science is taught about twice every week 
and the application of Bridge IT methods in both subjects depends on the availability of videos 
covering the topic. Life skills as a subject taught using Bridge IT methodology is in fewer 
schools (less than a quarter of the Bridge IT schools covered in this study). For these subjects, in 
all schools, except one school in Dar es Salaam, all teachers expressed willingness and demand 
to have the subjects taught using Bridge IT methods. Even where access to the Bridge IT room is 
limited, teachers reported having to defer their lessons to well after the timetable schedule, for 
the purpose of having unlimited access to the facilities. 
29
The time lag between the end of the project and the time of this study notwithstanding, between 
62% and 74% of Bridge IT classrooms continue to use the available videos and methodologies as 
provided while the project was active. There is also a push factor from pupils that have accessed 
Bridge IT methods. It was reported in about two-thirds of the schools that teachers find a 
problem reverting to traditional methods of teaching as pupils dislike being taught with 
traditional methods. So when there is technological failure or videos are not available, it becomes 
a big problem to teach pupils who hate the traditional method. 
4.1.3 Benefits of Bridge IT Project methodology 
Use of the Bridge IT methodology several attendant benefits and lessons from the perspective of 
teachers, education officers, inspectors and Bridge IT coordinators as explained in the different 
key informant interviews summarized below. The challenges to the program are presented in 
Chapter Three of this report. The benefits of the program, several of which are supported by 
evidence from Chapter 3 and the rest drawn from discussions and interviews with primary 
beneficiaries include: 
(a) Enhancing understanding of subjects: Pupils see the reality of things, remain attentive while 
teaching is ongoing, understand the subject much faster, easily and clearly, conclude earlier and 
keep memory of what they see. This has in turn made subjects taught more enjoyable and 
boosted their performance. Pupils who view and discuss the videos understand and are able to 
memorize them better than those who do not. The same applies to hitherto poorly internalized 
subjects and topics such as AIDS, which has led to the reduction of stigmatization of AIDS 
among pupils. In one school in Dar es Salaam, the topic on geometry was very well understood 
and helped pupils to make their own shapes easily by using boxes. 
Reports from Inspectors and teachers further reveal that across all schools in the study where 
Bridge IT methodology has been adopted, levels of performance have increased as revealed in a 
test to Bridge IT schools and control schools where Bridge IT schools are generally performing 
better and pupil-motivation to learn has increased (Figures 1-4). In one school in Temeke district 
the pass rate in Science has increased from 83% to 95%. 
“The method stimulates pupil participation during teaching, pupils have become 
creative; the teaching and learning process becomes interactive. Pupils have 
become more attentive, there is tranquility in class and pupils’ creativity and 
intuition is high" (Teacher Msolwa PrimarySchool, Bagamoyo). 
 
(b) Enhancing confidence among pupils: In Bridge IT implementing classrooms pupils’ 
confidence has increased. The fact that generally Bridge IT pupils performed better than the 
control school counterparts and that girls in Bridge IT schools in particular had more significant 
better performance than their counterparts in control schools provides preliminary evidence of 
the significance of Bridge IT methodology in enhancing pupils’ confidence and assertiveness. 
Teachers’ interviews and attitudes indicated that:
“… both girls and boys are more assertive and probe a lot in class … pupils now 
believe in themselves and their ability to express themselves has increased …the 
level of response to oral questions has risen … the spirit of working hard in class 
activities has become high and success in examinations has increased 
30
considerably and … slow learners capacity to participate is enhanced and they 
fully participate through listening and watching videos.” 
(c) Changing perceptions of difficulty of subjects: Key informant interviews with teachers and
inspectors in all districts indicate that perception of science and mathematics subject as being
hard among the pupils has been reversed and the penchant for these subjects has been boosted 
increasing the popularity and consultation with Bridge IT teachers. As one math teacher from
Bunge Primary School in Ilala District noted: 
“Children usually come to my office to remind me of class time, this shows that 
children are eager to learn”. 
In Ilala Primary School, Ilala District a teacher reported that:
 “Pupils from other classes are not taught using Bridge IT methodology so they
tend to watch through the windows, for example, if they see how their fellows
express themselves they wish also to be part of the class and express themselves
as well.”
(d) Reduction of truancy (absenteeism): Absenteeism has reduced because pupils like Bridge IT 
videos and they don’t like to miss class or else they miss the videos and lessons. For example 
Masoko and Kivinje primary schools reported school attendances prior to the introduction of 
Bridge IT were low but after Bridge IT Project attendance has increased
. 
(e) Understanding life skills as a subject: The Bridge IT project has enhanced the quality of 
teaching and learning life skills as a subject at primary level. Some teachers reported it is the 
only program which is focusing on supporting teaching life skills to students at primary schools. 
In primary schools where the subject is taught, its popularity is such that (i) students remind the 
teacher of the time for learning (ii) where it is scheduled for teaching after the school has closed
students are willing to stay at school to learn (iii) Bridge IT teachers of life skills in particular are 
consulted more by the pupils who open up to them whenever there is a problem rather than other 
teachers (iv) Teachers report that pupil’s anti-social habits such as quarreling, fighting and theft 
have decreased. (v) Pupils attending the Bridge IT methodology are able to sit, discuss, help, 
teach and educate each other on specific topics even when the teacher is absent from class. 
(f) Enhancing pupil’s ability to use technology: Pupils can now operate the teaching and learning 
technology introduced by Bridge IT. This is particularly significant for pupils hailing from 
poorer backgrounds whose access to technology at home is limited. 
(g) Reduction of Teachers’ burden: Bridge IT methodology reduces the burden to the teacher 
because the videos prove sufficient in enabling pupils to understand the covered topics. This has 
reduced the teachers’ burden for preparatory work including preparing teaching aids and verbal 
communication. Teachers listen and watch videos instead of reading the books, writing on the 
blackboard and teaching at the same time. In addition the method encourages the use of 
participatory learning and teaching enabling many pupils to learn simultaneously.
(h) Teacher to teacher cooperation: Teacher training and the project strengthened positive 
relationships among trained Bridge IT teachers and promoted cooperation as teachers exchange 
videos and ideas on teaching and trouble shooting on a day-to-day basis. Across the board 
teachers report the Bridge IT methodology simplified work through the use of the videos and cell 
31
phones; enhanced teacher-pupil interaction and cooperation and enabled teachers to access to a 
package of materials for teaching including materials, lesson plans.
(i) Improving Pupil progressive assessment and addressing challenges: With Bridge IT 
methodology a teacher’s time is liberated to enable monitoring of pupils performance. 
Currently, a teacher is sure that the pupils have understood after showing the video. 
(j) Expansion of teachers’ knowledge base and expertise: Through training the teacher’s 
expertise to apply technology in teaching and their daily lives has been tremendously improved. 
In the course of viewing the videos and applying them as well as participatory exercises with 
pupils, teachers’ understanding of the subjects they teach has been boosted. 
“As teachers, we get access to new knowledge that was unknown before and 
clarity about stuff that was only known theoretically or vaguely.” 
Teacher, Kilongwe Primary School, Mwanga District 
(k) Improvement of Teacher-pupil relations: The training has to a large extent improved teacher￾pupil interaction; it facilitates cooperation between teachers and pupils and teachers are better 
liked by pupils. More than 85% of all Bridge IT teachers showed positive communication skills 
on most aspects of classroom practices (Table 11). 
(l) Ease of Applying Bridge IT: The Bridge IT methods correspond with the curricula in the 
subjects covered by the methods. This does not only simplify teaching activity but also makes 
integration into the science and math lesson planning easy. 
4.2 Recommendations 
This pilot project has demonstrated that teachers and pupils can quickly adopt the use of 
technology in teaching and learning in resource poor settings of Tanzania. However, to sustain this 
methodology and scale it up, calls for policy direction and sustained government commitment to 
investment. It also requires mobilizing stakeholders at all levels (national, regional, municipal and 
district councils) to understand the benefits of the program. Government and her partners will also 
need to harness the potential of the private sector investors towards supporting the high costs of 
initial investment in primary education for life-long gains of working with beneficiary pupils and 
teachers. Thus policy direction is critical as a basis for expansion of the program beyond the pilot 
phase and resource injection to ensure the necessary changes in the system and the realization of 
benefits.
However, for this to happen, challenges outlined in Chapter Three need to be addressed and the 
program further improved. Recommended changes by teachers, inspectors and education officers 
include: 
(a) Financing Bridge IT: The central government should finance the program within the Primary 
Education Development Program (PEDP). This is likely to involve the Ministry of Education 
working together with other ministries such as PMORALG21 to ensure faster implementation 
of the program. A formal engagement in form of meetings, a workshop or both between 
government and her partners should be organized to discuss the future of the Project. Such a 
21 In Swahili abbreviated as TAMISEMI
32
 
meeting should also identify aspects of leveraging the support of local councils, ward 
executives, parents and the private sector in contributing to technology expansion in the 
schools as well as other means of support to the program. 
(b) Class for commencing of Bridge IT: Bridge IT teaching methodologies should be used from 
standard one to the end of primary schooling22.
(c) Facilities, equipment and Furniture: Class furniture should be improved with tables and chairs 
replacing fixed benches and desks to allow for re-organization for group discussions and U￾Shape arrangements. In some schools, laboratories will need cabinets to keep files and 
equipment such as cell phones and remote controls. In addition, stable power sources including 
solar, inverters should be provided either as the primary or backup once there is a power cut. 
There should be a solar power to schools with no electricity supply. In the long run, equipment 
should be improved and every class should start using its own TV and Mobile set. 
Alternatively, DVD, CD or flash players, which are more easily available, should be used 
rather than phones, and if possible introduce projectors other than TV sets. In addition, for a 
program of this magnitude, it is inevitable that equipment will break down and repairs will be 
necessary. Considering the number of people affected when equipment breaks it is important to 
have in place an efficient 24-7 repair company to fix telephones, television sets and power 
supply equipment. This is an aspect that needs to be emphasized as it caused concern in a 
number of schools where Bridge IT methodology was applied.
(d) Expansion to non-participating schools: Some districts are in position to purchase cell phones 
and television sets for their schools which have electricity. But there are many schools that are 
not on the national grid which will need to be supported with solar power. Other schools 
cannot afford to pay electricity bills. The MoEVT promised to supply cheap telephones, which 
can be able to download the videos, but delivery on the promise remains outstanding. While 
several district councils may be in position to pay for electricity and support the program, they 
need to be sensitized to make the program a priority.
(e) Teacher Training: Teacher training needs to be progressively improved with new topics as 
technology changes and new global developments occur daily. There is a need for training of 
new teachers and re-fresher training not only to fill gaps created by transfers and promotions 
but also if the program is to be expanded to cover more classes and schools. One of the 
challenges in the pilot phase was for Bridge IT teachers to be required to use their meager 
resources to facilitate transport and accommodation during the training. This puts a strain on 
teachers and the program school or district administration should provide for in-service teacher 
training within the budgets as a priority.
(f) Coordination and Monitoring: Initially as the program enters the expansion phase there will be 
a need for close physical supportive supervision in all implementing districts. However as the 
program takes hold and teachers and coordinators skills for online reporting improve this cost 
should reduce considerably. Some of the district councils lack vehicles or fuel and allowances 
for initial coordination and supportive supervision. The government and her partners should 
provide the necessary logistical support to district councils to ensure effective implementation 
of the program.
(g) Content: Teachers and school administrators recommend that (i) more subjects should be 
included, for example: Geography, History, English, Civics, Social Skills, and ICT23. (ii) 
22 This recommendation was given by several head teachers and teachers although some recommended the starting 
of the methods in Standard III
23 In Swahili abbreviated as TEHAMA
33
 
Regarding videos and the content it was recommended by teachers that colored videos should 
be used more; all videos should correspond with the reality of Tanzania circumstances and 
there should be less cartoon videos; more videos should be supplied and changed from time to 
time as children get tired of them; Discussion questions should be included with the videos so 
that teachers should not have to entirely use their own questions to give to pupils. (iii) The 
lesson plan should be comprehensive but also give teachers room for modification. There 
should be more communication and exchange of content and discussions among those schools 
that have Bridge IT program to assess the promising performers and exchange ideas for 
improvement.
(h) Performance Assessment: While this study and its predecessors in 2011and 2009 included 
pupils cognitive assessment of the subject content in Mathematics and Science as at the time of 
study, the ultimate goal of investment in the Bridge IT project is to increase understanding and 
performance in the covered subjects. The best way of doing this is to make a follow-up of 
students performance at the end of the primary school cycle and tracing those students that 
were exposed to Bridge IT methodology or not and finding out how many enrolled in 
Secondary schools and still do well in these subjects. Though falling out of the scope of this 
evaluation, such a study will reveal the ultimate value of investing in learning through the use 
of technology.
34
Annex 1: Scope of Work
SOW: Performance Evaluation of Bridge IT Cooperative Agreement #621-A-00-07-00018-
00 Evaluation service to USAID Bridge-IT project in Tanzania
Purpose
USAID/Tanzania requires contractor to perform an end of program evaluation of the Bridgeit 
project. The primary purpose of the evaluation is to assess the project’s effectiveness and 
efficiency in improving teachers and student’s performance in mathematics, science and life 
skills; assess institutionalization within MoEVT and assess potential for replication in other 
districts of Tanzania based on the evidence provided. The evaluation will address the following;- 
(i) Assess the extent to which targets for the project objectives and /intermediate results were 
achieved over the project’s four-year time frame.
(ii) Evaluate whether Bridgeit project provided an opportunity to improve teaching/learning 
methodologies in schools. 
(iii) Examine the extent to which gender issues were incorporated into the project including 
women’s empowerment such as improving teacher performance (for objective two) and 
increased learning gains with emphasis for girls.
(iv) Highlight and document challenges and lessons learned during implementation (including 
any innovative strategies and interventions) that resulted from Bridgeit project.
(v) Explore the level of success of program interventions and provide lesson learned in the 
use of Bridgeit in the school curriculum. 
(vi) Assess whether or not the resources were used in a responsible way. 
(vii) Assess any unintended results (positive or negative) 
2: Program Background 
In September 2007 the International Youth Foundation (IYF) was awarded a cooperative 
agreement by USAID/Tanzania to implement the Bridgeit program in Tanzania, after a 
successful initial implementation of the Bridgeit program in the Philippines. In Tanzania, IYF is 
implementing Bridgeit in partnership with the Ministry of Education and Vocational Training 
(MoEVT), the Forum for African Women Educationalists (FAWE), the Nokia Corporation, the 
Nokia Institute for Technology (INdT), the Pearson Foundation and Vodacom Tanzania. The 
main goal of the Bridgeit program is to significantly increase the educational quality and 
achievement among the students at primary school level in mathematics, science and life skills 
through the innovative use of cell phones The project has reached over 15,000 students and has 
been implemented in 150 schools across the country. The program continues to improve 
educational quality through close collaboration with the MoEVT and other stakeholders to 
integrate Bridgeit into the education system in a cost effective way and to include significant 
capacity building activities for transferring skills.
35
Overall Program Objectives:
• 1: To deepen the collaboration with the MoEVT and local communities to build their 
management capacity in order to expand and enrich Bridgeit in Tanzania and lay the 
foundation for long-term sustainability of the project;
• 2: To create a system for integrating Bridgeit approaches into Tanzanian primary school 
classrooms to improve teacher performance, as determined by changes within the quality 
of interaction and teaching and learning in the classroom 
o Teacher performance will improve by a statistically significant margin, as determined by 
the Teaching and Learning Quality Assessment instrument, which measures quality of 
interaction and instruction.
• 3: To increase learning gains among Standard V and VI students in Mathematics, Science, and 
Life Skills in Bridgeit classrooms, with a particular emphasis on girls.
o Standard V & VI students’ learning gains in math, science, and life skills will increase by 
a statistically significant margin. 
3: Performance Information Sources 
The contractor shall review all existing project documents and reports - including: 
(i) USAID Approved Basic Education Indicators 
(ii) Bridgeit Annual Implementation Plan. 
(iii) Bridgeit Quarterly Reports 
(iv) Bridgeit Performance Monitoring and Evaluation Plan. 
(v) Bridgeit internal evaluation
(vi) Baseline information
These documents will be provided to the successful bidder by the COR. 
4: Methodology 
The contractor will review all available documentations, and assess their performance in achieving 
targeted goals. The contractor should generate the highest quality and most creditable evidence that 
corresponds to the evaluation questions being asked. Available data to be provided to the evaluation team 
are enlisted under performance information sources.
In addition, the contractor will also need to gather data from interviews, new surveys, or other proposed 
methods to triangulate findings. The contractor will be required to develop an evaluation design and data 
collection methods; using a mixed methods approach to gather both quantitative and qualitative 
information that is based on sound social science methods and tools used in a manner to minimize 
potential biases. Furthermore the contractor will be required to develop a gender responsive evaluation 
design and data collection methods. The proposed evaluation design and data collection methods will be 
submitted to USAID/Tanzania 5 business days after signing of the task order in the consultative meeting.
The evaluation team will need to closely coordinate with the COR for the logistics in the fieldwork. The 
contractor will be responsible for scheduling its own appointments, hotels, etc. USAID/Tanzania will 
offer limited support including contact information for primary implementers, and a list of officials to 
interview. The review intends to answer some of the following questions:
Capacity of the MoEVT to maintain and expand work
(i) What can be learned from the design and implementation of Bridgeit program as a low 
cost model? (Do the curriculum/materials comply with MoEVT guidelines for ICT?) 
36
(ii) Were there any synergies or linkages with other parties’ e.g., USAID-supported 
programs?” 
(iii) Have project activities been appropriate and effective in contributing to improved 
capacity of the school management committees to strengthen community participation?
(iv) Were the technical areas of Bridgeit project appropriate for follow-on programming? If 
not what were the gaps and why? 
Teacher Training support
(v) How effective was the interventions in reaching/achieving the program intended 
objectives?
(vi) Did the project succeeded in improving technical and management capacity of teachers?
(vii) Were there any notable improvements in performance? State how the situation was 
before and after the project with particular reference to girl’s results.
(viii) Highlight and document challenges, lessons learned and best practices (including any 
innovative strategies and interventions) that resulted from the Bridgeit program and pupil 
performances.
Teachers and students performance results
(ix)Were there any notable improvements in performance? State how the situation was 
before and after the project with particular reference to girl’s results.
(x) Highlight and document challenges, lessons learned and best practices (including any 
innovative strategies and interventions) that resulted from the Bridgeit program and pupil 
performances.
Gender equality and women’s/girls’ empowerment
(xi)What change or impact did the program had in addressing gender equity? 
Relevancy
(xii)To what extent did the Bridgeit activities and outputs consistency with the overall goal 
and objectives?
(xiii) Were the activity costs as planned or did they exceed or were they lower than expected 
and why? 
The evaluation shall provide an opportunity for the involvement of key stakeholders of the project such as 
District Education Officers, parents, school teachers, communities and other key officials involved in the 
program. It is expected that the findings of this evaluation will be based on the views of the project 
stakeholders, available data and other project information.
37
Field visits: The project was implemented in seven regions of Tanzania Dar es Salaam, Pwanial, 
Lindi, Mtwara, Dodoma, Tanga and Kilimanjaro. The Contractor will be supposed to visit at 
least four regions and ten selected districts supported by the project in coordination with USAID. 
The selected districts will included a representative sample of Urban and Rural districts and 
should represent variety along the following dimensions: geographical location; technical focus 
of activities. The COR shall provide assistance when required to arrange for meetings at National 
and regional/district level.
Where possible the Contractor will be accompanied by a staff member from USAID/Tanzania. The site 
visits will involve interviews with both Regional and District education authorities including Regional/ 
District Education Officer, Heads of schools, teachers, parents and pupils. The purpose of these site visits 
in addition to seeing the program implementation is to gain a better understanding of the degree of 
coordination, collaboration with Government at national and district levels. 
5. Evaluation Contractor Composition Qualifications and Participation
The contractor will provide a team of consultants with one serving as a Team Leader who will coordinate 
the overall evaluation effort and be responsible for editing and compilation of evaluation report. At least 
one member of the team will have an advanced degree in either field of education or monitoring and 
evaluation with a minimum of five-year professional experience in project evaluation and monitoring, 
project design and implementation, education, and community mobilization. Gender mix and gender 
analysis skills (e.g. on gender equality, women’s girls’ empowerment, constructive male involvement to 
support the process etc.) will be an added advantage to the evaluation team. Also care should be taken to 
ensure that evaluators have no potential biases or vested interest in the evaluation outcomes. At least one 
member of the team must be fluent in Kiswahili.
6: Deliverables
The contractors shall provide the following deliverables;- 
(i) A Work Plan 
The work plan, which will be due to USAID/Tanzania for review and approval within 5 days after signing 
the contract, will contain a detailed schedule of activities including a detailed outline of responsibilities 
for each contractor. It will also specify which proposed sites will be visited during the field portion of the 
evaluation. 
(ii) Along with the work plan, the contractor shall also provide USAID the draft travel agenda. 
(iii) Evaluation Design, Methodology and tools. 
Final draft of evaluation design tools will be submitted and discussed at the consultative meeting for 
approval three days after signing the contract.
(iv) Reporting procedures and standards:
Contractors will submit a quality draft report to USAID/Tanzania for review and comments, five business 
days prior completion of evaluation The evaluation report shall have the following criteria;- 
The evaluation report should represent a thoughtful, well-researched and well organized effort to 
objectively evaluate what worked in the project, what did not and why.
38
• Evaluation reports shall address all evaluation questions included in the scope of work. 
• Evaluation methodology shall be explained in detail and all tools used in conducting the 
evaluation such as questionnaires, checklists and discussion guides will be included in an Annex 
in the final report.
• Evaluation findings will assess outcomes and impact on males and females and changes or impact
in bridging identified gender gaps as per project objectives.
• Limitations to the evaluation shall be disclosed in the report, with particular attention to the 
limitations associated with the evaluation methodology (selection bias, recall bias, unobservable 
differences between comparator groups, etc.). 
• Evaluation findings should be presented as analyzed facts, evidence and data and not based on 
anecdotes, hearsay or the compilation of people’s opinions. Findings should be specific, concise 
and supported by strong quantitative or qualitative evidence. 
• Sources of information need to be properly identified and listed in an annex.
• Recommendations need to be supported by a specific set of findings. 
• Recommendations should be action-oriented, practical and specific, with defined responsibility 
for the action.
Format for the evaluation report should include the following;- 
1. Executive Summary—concisely state the most salient findings and recommendations (1.5pgs);
2. Table of Contents (1 pgs);
3. Introduction—purpose, audience, and synopsis of task (1 pgs); 
4. Background—brief overview of Bridgeit project in Tanzania, USAID project strategy and 
activities implemented in response to the problem, brief description of Bridgeit , purpose of the 
evaluation (2–3 pgs); 
5. Methodology—describes evaluation methods, including constraints and gaps (1 pgs); 
6. Findings/Conclusions/Recommendations—for each objective area; and also include data quality 
and reporting system that should present verification of spot checks, issues, and outcome (17–20 
pgs);
7. Issues—provide a list of key technical and/or administrative, if any (1–2 pgs); 
8. Lessons Learned
9. References (including bibliographical documentation, meetings, interviews and focus group
discussions). 
Final report will be submitted electronically and in hard copy to the COR five business days after 
completion of evaluation, and shall be in English, no longer than 30 pages (excluding annexes). 
The report should be single spaced, Times New Roman, size 12 font in Microsoft. 
References (including bibliographical documentation, meetings, interviews and focus group discussions).
All annexes including the evaluation methods, schedules, interview lists and tables should be succinct, 
pertinent and readable.
NOTE: USAID/Tanzania will conduct a meeting with the Consultants to provide background 
information, and a list of key stakeholders to interview, among other things. The contractors will also 
need to present the evaluation design and methodology prior to selection.
39
7: Time schedule
This evaluation is expected to take 35 days in total, from the day of signing the contract to the day of the 
submission of the final report. 
Task/Deliverables Duration
Task/Deliverables Duration
Review background document and developing a work plan
including travel agenda.
3 days
Meet with USAID/Tanzania Education team 0.5 day
Meeting with MoEVT officials 0.5 day
Developing Evaluation design methods and tools 2 days
Data collection and analysis phase 20 days
Initial findings 3 days
Out brief with USAID 1 day
Submission of draft report 2 days
Final report preparation and submission 3 days
Estimated time span for activities in Tanzania {November - December, 2012}. 
8. Evaluation Logistics: 
The contractor will need to closely coordinate with COR for the logistics of fieldwork. It will be up to the 
team to cover its own office space, car, equipment. The team will be responsible for scheduling its own 
appointments, hotels, etc.
40
Annex 2: Supplementary Finding from Classroom Observations
Table 11: Available facilities 
QN Description 2011
BIT
2013
BTLS
11 Lunch program for children (1-from 
community 2-from outside organization
46% 26.5%
12 Separate toilet facilities for boys and girls 100% 85.3%
13 The toilet facilities are clean 
(Go take a careful look!)
84% 38.2%
14 Classroom is secure (windows,
watchman and doors can be locked)
91% 88.2%
15 There is reliable clean water 72% 55.9%
Table 12: Questioning skills
QN Description 2011 BIT 2013BTLS
61 The teacher gives opportunity to 
all students, boys and girls, to present
97% 61.8%
62 The teacher poses questions clearly 
and one at a time
94% 79.4%
63 The teacher provides specific useful 
feedback after an incorrect
88% 83.3%
64 The teacher asks questions that require
more than a simple answer
85% 67.6%
65 The teacher affirms a correct oral 
response, probing as necessary to
73% 79.4%
66 The teacher waits sufficient time for 
students to respond
79% 82.4%
Table 13: Teachers practice feedback and remediation
QN Description 2011 BIT 2013
BTLS
67 The teacher moves about the classroom during class work to check 
students, and reduce the psychological distance
79% 70.6%
68 The teacher checks for understanding 
before assigning practice
64% 88.2%
69 The teacher regularly marks and 
provides feedback, written or verbal, on students’ work.
73% 73.5%
70 The teacher can prepare activities 
for children of different abilities
46% 58.8%
41
Table 14: Grouping and group works
QN Description 2011BIT 2013
BTLS
71 The teacher sometimes works 
with particular subgroups of students
72% 52.9%
73 Students sometimes work independently 
in groups on activities
75% 64.7%
74 The teacher circulates among the 
groups to help and monitor activities
76% 58.8%
75 Students sometimes work in a co-operative learning group situation 
is distinct from working individually in small groups
79% 64.7%
76 Generally, there is gender balance in 
the groups organized by the teacher.
88% 58.8%
Table 15: General teaching methods
QN Description 2011
BIT
2013
BTLS
77 Verbal – linguistic (Using written and spoken words) 82% 64.7%
78 Logical – mathematical (Using numbers/abstract patterns problem 76% 82.4%
79 Spatial – visual (Using visual imageries/graphic diagrams) 70% 47.1%
80 Musical – rhythmic (Using rhyme/rhythm/repetition 50% 41.2%
81 Body Kinesthetic-movement (Using physical movement/games 55% 20.6%
82 Interpersonal – people skills (Using group, leadership, co-operative skills 79% 44.1%
Table 16: Classroom Atmosphere
QN Description 2011
BIT
2013
BTLS
83 The teacher talks to the children in a
positive and friendly way
88% 55.9%
84 There appears to be a supportive 
learning environment in the classroom
97% 91.2%
85 The children seem to respect the teacher 97% 76.5%
86 Generally the teacher uses participative 
teaching methods
100% 88.2%
87 The teacher uses positive verbal and 
non-verbal communication
97% 88.2%
88 The children appear to enjoy being 
at school
100% 88.2%
89 In general, boys and girls appear to 
be treated equally
100% 85.3%
90 The children seem to respect their peers 97% 88.2%
42
Annex 3: Teacher Attitude Instruments, Teacher Interview
1. Carefully read each statement 
2. Circle your answer
3. Make sure to circle only one answer
4. When finished, check to make sure you have answered all the questions
5. Enumerator will fill items 1--‐6 and then hand the questionnaire to the teacher
1 School Name
2 School Number
3 District
4 Type of School
 1--‐BIT 2 BIT+LS 
3=Con
5 Grade Std.5 Std.6
5 & 6 
Both
6 Gender Male Female
7 Have you shown Bridge IT videos in your class?43 Yes No
8 How many days ago did you show the last video? No. days
9 A teacher should be serious and not joke too much? Yes No
10 Students should be encouraged to speak as much as possible Yes No
11 Only teachers should use tools and resources for demonstrations.3 Yes No
12 Teaching boys and girls sometimes requires different strategies34 Yes No
13 Students should only speak when called upon44 Yes No
14 Videos can be distracting 11 Yes No
15 Boys understand videos better than girls 38 Yes No
16 Students should do independent group work at least twice a week 3 Yes No
17 Students should learn how to use tools and resources 12 Yes No
18 It is better to teach without videos 39 Yes No
19 Boys and girls understand the videos equally well 0 Yes No
20 Use of technology can enhance learning among students Yes No
21 Videos help both boys and girls to learn Yes No
22 Students frequently break or destroy resources Yes No
23 Videos work well together with other teaching aids. Yes No
24 Girls are more reluctant to participate in class than boys Yes No
25 Cell phones are unreliable for showing videos Yes No
26 The videos integrate well into lesson plans Yes No
27 Videos are just for entertainment and not for learning Yes No
28 Girls understand videos better than boys Yes No
29 Students learn better and faster with video lessons Yes No
30 Students learn better when they work together in groups Yes No
31 Boys and girls should be encouraged to participate equally in class Yes No
43
Annex 4: Bridgeit Project Performance Evaluation
Classroom Observation (post-test)
Instructions: 
• Prior to doing the observation of a complete math class and a science class, complete 
items 1 through 41. 
• For item 13, get the enrollment figures from the teacher’s class list, and then 
determine the number of boys and girls present for item 14; count the number of 
students yourself. Do not depend on what the teachers may tell you. 
• For items 13 and 14, ask the teacher to show you the attendance records, so you can 
see if it is kept on a daily basis and mark in item 15. 
• For items 15-41, ask the teacher the questions and record the answers yourself. 
 Do not give the teacher this form to fill out. 
• For item 22, fill in the date as day/month/year—ddmmyy 
• If you do not see a particular behavior, it did not occur, so mark it as NO. In other words do 
not leave anything blank. 
School _____________________number
1. Jina la mchunguzi
2. Tarehe ya uchunguzi C2.1 Day C2.2 month C2.3 Year
3. Jina la shule C3
4. Jina la wilaya C4_____DistNum
5. Mahali shule ilipo-kijijini\mjini 1=rural 2=urban (circle location)
6. Aina ya shule 1=BIT 2=BIT+LS 3=control
7. Muda gani umeanza kufanya uchunguzi? C6.1 Hour C 6.2 min
8. Muda gani umemaliza uchnguzi? C7.1 Hour C 7.2 min
9. Darasa\madarasa gani yanayofundishwa? 5=standard 6=standard (circle standard)
10. Jina la mwalimu
11. Ulishawai kuhojiwa wakati wa utafiti wa awali wa 
mradi huu 1=yes 2=no
12. Masomo yapi yanayofundishwa? 1=math 2=science (circle subject)
Class Enrollment Total Boys Girls
13. Ni wanafunzi wangapi wameandikishwa darasani?(kwa mkondo 
unaochunguzwa tu)
C=10T C=10B C=10G
44
14. Ni wanafunzi wangapi waliohudhuria leo?(Idadi halisi ya 
waliopo)
C11T C11T C11G
15. Is a register of attendance updated on a daily basis 1. yes 2. no
Teacher Background and Qualifications
16. Is this teacher male or female? 1. M 2. F
17. Mwalimu anaishi kwenye jamii?(mwendo wa saa moja kwa 
kutembea) 1=yes 2=No
18. Mwalimu ana kazi nyingine,Kuna shughuli nyingine ya
kukuingizia kipato? Taja …………………………. yes 2. no
19. Ni kwa muda gani umekuwa unafundisha? Years
20. Una kiwango gani cha elimu? 
Shahada 
Stashahada ya elimu
Daraja A 
Daraja B
Daraja C
1. Deg
2. Dip
3. A
4. B
5. C
Training and Support
21. Ulipata mafunzo ya bridgeIT? yes no
22. Lini ulipata mafunzo ya bridgeIT? Tarehe: 22.1 dd 22.2 mm 22.3 yy
23. Je ulipewa mafunzo ya kuwa mkufunzi mkuu wa bridgeIT? 1. yes 2. no
24. Je ulipewa mafunzo ya bridgeIT na wakufunzi wakuu? yes no
25. Je ulipewa mafunzo ya bridgeIT na mwalimu mwenzako (siyo mkufunzi
mkuu) yes no
26. Je ulishawahi kuwafundisha walimu wengine jinsi ya kutumia mbinu hii ya
bridgeIT? yes no
27. Unadhani kwamba mafunzo ya kutumia bridgeIT yalikuwa yanafaa? yes no
28. Unafikiri mwalimu mkuu na walimu wenzako wanakupa ushirikiano 
stahili shuleni? yes no
29. Unafikiri wakaguzi wa shule katika wilaya yako wanakupa 
ushirikiano stahili? ? yes no
30. Huwa unatembelewa na wakaguzi wa shule? yes no
31. Je unapata msaada wa haraka kutoka ofisi ya bridgeIT? yes no
32. Je unatoa vifaa vyako vya bridgeIT kwa walimu na madarasa katika
shule nyingine? yes no
Available Facilities
45
33. Chakula cha mchana kwa wanafunzi (1- kutoka kwenye Jamii
2- kutoka mashirika ya nje) yes no
34. Separate toilet facilities for boys and girls. yes no
35. The toilet facilities are clean (Go take a careful look!). yes no
36. There is reliable clean water. yes no
37. Classroom is secure (windows, watchman and doors can be locked). yes no
General Satisfaction
38. Je unaridhika na kazi yako? Kama ni hapana toa maelezo yes no
39. Je unaridhika na miundombinu ya shule?(Majengo, zana za kufundishia
 
yes no
40. Je unaridhika na vifaa vya bridgeIT yaani simu na video na video? yes no
41. Je unaridhishwa na ufundishaji kwa njia ya bridgeIT? yes no
Classroom Environment
42. There are posters and illustrations on the wall.
(either teacher’s work or commercially produced) yes no
43. There is a display of children’s work in the classroom. yes no
44. If there are posters/diagrams on the walls, do they have a gender
balance? yes no
45. There is a cooperative atmosphere between students and teacher. yes no
46. There is adequate light for each child to be able to see the blackboard 
and read their books. yes no
47. The children have an unobstructed view of the television yes no
48. External noise does not interfere with communication and classroom
activities yes no
49. Seating arrangement facilitates participation by all the students (U- shape) yes no
50. Seating arrangements can be altered to encourage group work yes no
51. The classroom is clean and tidy.
 
yes no
Facilities and Materials
52. The school has adequate storage space for teaching/learning materials. yes no
53. Each child has enough space to work (crowded together or have some
open space for working). yes no
54. The classroom has a working television to show BridgeIT videos yes no
55. The cell phone has a functional security cable yes no
56. The classroom has a functional Nokia cell phone with hookup to TV yes no
57. There are materials available for enrichment and extra help
 
yes no
58. All children have workbooks, note books or slates yes no
46
59. There are enough textbooks available for each child yes no
60. There is a useable blackboard and chalk yes no
Observation of Students
61. Children pay attention when the teacher gives instructions. yes no
62. Children ask questions (both boys and girls) yes no
63. Boys ask more questions than girls. yes no
64. Girls ask more questions than boys. yes no
65. Boys and girls are given equal time and attention. yes no
66. Most of the children (more than 80%) participate in class activities. yes no
67. All children are given the opportunity to present ideas/answers to the
class. yes no
68. Children who need help get that help from the teacher or their peers. yes no
69. The children are given responsibility for tasks within the classroom. yes no
Teacher Communication
70. The teacher speaks so that all children in the class or group can hear. yes no
71. The teacher maintains eye-contact with class or group. yes no
72. The teacher speaks to children in a motivating manner. yes no
73. The teacher talks to the children using normal vocabulary that most 
students can understand. yes no
74. The teacher communicates in the local language. (in addition to Swahili) yes no
75. The teacher knows and uses students’ names. yes no
76. The teacher writes legibly on the blackboard so that all of the students
can see and understand. yes no
77. The teacher listens carefully to all students. yes no
78. The teacher encourages silent students to participate by calling on them. yes no
Lesson Planning and Implementation
79. The teacher has materials, supplies, and equipment for the lesson ready
at the start of the lesson. yes no
80. The teacher enters the class with a written plan. yes no
81. While teaching, the teacher makes use of the available space in the
classroom instead of remaining in front. yes no
82. A BridgeIT video was shown during the observation. yes no
83. If yes, the teacher prepared the students for the video lesson. yes no
84. Upon completion of the video, the teacher carried out related activities. yes no
47
Questioning Skills
85. The teacher gives opportunity to all students, boys and girls, to present
Individual and group work to the class. yes no
86. The teacher poses questions clearly and one at a time. yes no
87. The teacher provides specific useful feedback after an incorrect,
Incomplete, or non-response in a helpful way (praise, further probing). yes no
88. The teacher asks questions that require more than a simple answer. 
(more than yes/no or a single word or number) yes no
89. The teacher affirms a correct oral response, probing as necessary to 
enhance learning. yes no
90. The teacher waits sufficient time for students to respond. (A rule of 
thumb—count 1 to 5.) yes no
Practice, Feedback and Remediation
91. The teacher moves about the classroom during class work to check 
performance of all students, and reduce the psychological distance. yes no
92. The teacher checks for understanding before assigning practice. yes no
93. The teacher regularly marks and provides feedback, written or verbal, on 
students’ work. yes no
94. The teacher can prepare activities for children of different abilities. yes no
Grouping
95. The teacher sometimes works with particular subgroups of students. yes no
96. Students sometimes work independently in groups on activities. yes no
97. The teacher circulates among the groups to help and monitor activities. yes no
98. Students sometimes work in a co-operative learning group situation. (This 
is distinct from working individually in small groups.) yes no
99. Generally, there is gender balance in the groups organized by the
teacher yes no
General Teaching Methods
100. Children experience a variety of activities in the different learning styles so 
they can actively involve at least six of their intelligences. yes no
101. Verbal – linguistic (Using written and spoken words) yes no
102. Logical – mathematical (Using numbers/abstract patterns problem
solving) yes no
103. Spatial – visual (Using visual imageries/graphic diagrams) yes no
104. Musical – rhythmic (Using rhyme/rhythm/repetition) yes no
105. Body Kinesthetic-movement (Using physical movement/games) yes no
106. Interpersonal – people skills (Using group, leadership, co-operative 
skills) yes no
Classroom Atmosphere
107. The teacher talks to the children in a positive and friendly way. yes no
48
108. There appears to be a supportive learning environment in the classroom. yes no
109. The children seem to respect the teacher. yes no
110. The children seem to respect their peers. yes no
111. The teacher uses positive verbal and non-verbal communication. yes no
112. The children appear to enjoy being at school. yes no
113. In general, boys and girls appear to be treated equally. yes no
114. Generally the teacher uses participative teaching methods. yes no
Below write a brief narrative about the class you just observed (include teachers’ comments if any):
49
Annex 5: Tests Administered to Students, Standard V
SEHEMU A: Mtazamo wa Mwanafunzi
Soma maelezo yafuatayo kwa makini na kisha chagua jibu sahihi kwa kuzungushia neno 
Ndiyo au Hapana au kuandika idadi ya siku ama filamu (video)
Darasa DRS.5 DRS.6
1. Je, wewe ni mvulana aumsichana? Mvulana Msichana
2. Umeshawahikuonafilamu(video)ikitumikadarasani? Ndiyo Hapana
3. Kama ni ndiyo, umeshawahi kuona filamu (video) ngapi? Idadi
4. Kamanindiyo,nisikungapizimepitatanguuonefilamu(video) ya mwisho? Idadi ya
ik 5. Wazazi wangu ndio husababisha niende shuleni lakini mimi sipendi kwenda. Ndiyo Hapana
6. Napenda kuchezamichezo shuleni Ndiyo Hapana
7. Filamu(video) zinazotumika darasani hunichosha. Ndiyo Hapana
8. Kufanya kazi na wanafunzi wenzangu hunisaidia kuelewa vizuri zaidi. Ndiyo Hapana
9. Ni mara chache sana mwalimu hunitaja jina darasani. Ndiyo Hapana
10. Filamu (video) hizi hunichanganya zaidi. Ndiyo Hapana
11. Mwalimuhutusaidiakuelewavemasomolinalotumiafilamu (video). Ndiyo Hapana
12. Napenda kufanya kazi na wanafunzi wenzangu katika vikundi. Ndiyo Hapana
13. Kwa kawaida hunyosha mkono kujibu maswali darasani. Ndiyo Hapana
14. Ningependa kuendelea na masomo ya sekondari. Ndiyo Hapana
15. Filamu (video) hufanya somo la Hisabati kuwa rahisi. Ndiyo Hapana
16. Filamu (video) hunisaidia kuielewa somo la Sayansi kirahisi. Ndiyo Hapana
17. Ninafurahia kwenda shuleni. Ndiyo Hapana
18. Mwalimu wa somo la hisabati huwashirikisha wavulana zaidi kuliko wasichana. Ndiyo Hapana
19. Mwalimu wa somo la sayansi huwashirikisha wavulana zaidi kuliko wasichana
20. Baada ya kumaliza elimu ya msingi ningependa kufanya kazi. Ndiyo Hapana
21.. Baada ya kumaliza elimu ya msingi ningependa kuoa/kuolewa. Ndiyo Hapana
22. Mwalimundiyehutawalamaongeziyotedarasani. Ndiyo Hapana
50
SEHEMU B: HISABATI
 CHAGUA JIBU SAHIHI KWA KUANDIKA HERUFI KATIKA KISANDUKU 
1. 5634 + 2245 =
(A) 7879 (B)7778
(C) 8797 (D)7877
2. 649462
+ 3749
(A) 211356 (B)787400
(C) 6352 (D)653211
3. 889 -726=
(A) 208 (B) 163
(C) 137 (D) 108
4. 376
 x 3 
(A) 2127 (B)1128
(C) 4316 (D) 526
5. 1985 x 9 =
(A) 2007 (B)8765
(C) 17865 (D)2151
6. 3069 ÷ 99 =
(A) 99 (B) 48
(C) 31 (D) 51
7. Gawanya kipeuo cha p ili cha 144 kwa kipeuo 
cha pili cha 16 
(A) 9 (B) 27 
(C) 3 (D) 313
8. 41/2 - 33/4 =
(A) ¼ (B) 3/6
(C) -2/5 (D) 3/4
9. 0.13
 - 0.07
(A) 0.6 (B) 0.06
(C) 0.8 (D) 0.02
I. Orodhesha namba shufwa iliyopo kati ya 
19 na 21 
(A) 20 (B) 18
 (C) 22 (D) 17
II. Tafuta thamani ya 7 +√225
(A) 52
(C) 32
 (B) 42
 (D) 22
III. Tafuta namba mraba ya 18
 (A) 324 (B) 248
 (C) 524 (D) 369
IV. Tafuta wastani wa 85, 25, 46
(A) 52 (B) 24
(C) 72 (D) 102
V. Sophiahuchapamanenohamsinikwadakika,Jeatachapamanenomangapikwasaa moja?
(A) 58 (B)3000
(C) 2850 (D)3001
51
VI. Tafuta b; 30
 b 
5 
3
 2
 (A) 4 (B) 12
 (C) 6 (D) 8
SEHEMU C: SAYANSI STD V 
CHAGUA JIBU SAHIHI KWA KUANDIKA HERUFI KATIKA KISANDUKU 
2yafuatayo ni mambo yanayofanaya mfumo wa
mzunguko wa damu isipokuwa;
(A) Damu yenyewe (B) Moyo
(C) Mate (D) Mishipa ya damu
3 Kazi ya vyakula vifuatavyo mwilini matunda na
mboga za majani ni;
(A) Kujenga mwili (B) Kutia joto
(C) Kulinda mwili (D) Kuupa mwili nguvu
4 Njia nzuri ya kuepuka maambukizi ya
Ukimwi 
 (A) Kutumia kondom kila napofanya 
 (B) Kuwa mwaminifu kwa mpenzi tendo la 
ndoa mmoja tu asiyeambukiswa.
 (C) Kuacha kabisa kujamiiana 
 (D) Majibu yote (A), (B) na (C) ni sahihi
5 Tunafanya majaribio ya kisayansi ili:-
(A) Kutatua tatizo 
(B)Kujifurahisha
(C) Kujichangamsha 
(D) Majibu yote ni sahihi
6 Viumbe hai vimeundwa kwa:-
 (A) Chembe sahani. 
 (B) Tungamo
 (C) Damu
 (D) Seli
7 Mishipa inayotoa damu kutoka kwenye moyo 
huitwa;
(A) Ateri 
( B) Kapilari
(C) Vena 
(D) Vena Kava
52
8 Njia rahisi ya kupika chakula kwa haraka
katika mafuta ya moto ni;
(A) Kuchemsha 
(B) Kukaanga
(C) Kuoka 
(D) Kupika na mvuke
9 Metamofosisi ni;
(A)Hatua za kufa kwa mdudu
(B)Hatua za kuzeeka kwa mdudu
(C) Hatua za kukua kwa mdudu 
(D)Hatua za kutembea kwa mdudu
10 Kazi ya kulinda miili yetu 
isishambuliwe na magonjwa ovyo 
hufanywa na 
 (A) Chembe hai nyekundu za damu.
 (B)Chembe hai nyeupe za damu.
 (C)Chembe hai sahani za damu.
 (D) Ute mzito wa damu
11 Dalili mojawapo ya kupunguza uzito kwa
10% bila sababu maalamu ni mojawapo kati 
ya dalili kuu ya ugonjwa wa;
• Kaswende 
• Kwashiakoo
(C) Ukimwi 
(D) (D)Kisonono
12 Kazi ya maji mwilini ni;
• Kuharibu chakula
• Kusaga chakula
• Kufanya chakula kiwe kigumu
(D) Kusafirisha chakula mwilini
13 Chakula cha mtoto mdogo chafaa kiwe na
 (A)Wingi wa wanga 
 (B)Wingiwaprotini
 (C)Wingi wa vitamini
(D) Wingi wa mafuta
14 Sehemu kubwa ya mwili wa binadamu ni;
• Mifupa 
• Nyama
(C) Maji 
(D)Ngozi
15 Vituvyote vinavyomzunguka mwanadamu ni;
• Nyumba 
• Mazingira
(C) Wanyama 
(D) Ndege
16 Kuwepo kwa chumvichumvi baharini husababishwa na;
• Chumvi nyingi iliyopo katikati ya baharí
• Madini ya chumvi yanayobebwa na mito na kuingia baharini
• Chumvi nyingi zinazotupwa baharini
• Vinyesi vya wanayama na binadamu
53
Annex 6: Tests Administered to Students Standard VI
Section A: Mtazamo wa Mwanafunzi
Soma maelezo yafuatayo kwa makini na kisha chagua jibu sahihi kwa kuzungushia neno 
Ndiyo au Hapana au kuandika idadi ya siku ama filamu (video)
Darasa DRS.5 DRS.6
1. Je, wewe ni mvulana au msichana? Mvulana Msichana
2. Umeshawahikuonafilamu(video)ikitumikadarasani? Ndiyo Hapana
3. Kama ni ndiyo, umeshawahi kuona filamu (video) ngapi? Idadi
4. Kamanindiyo,ni siku ngapi zimepitatangu uonefilamu(video)
i h ?
Idadi ya
ik 5. Wazazi wangu ndio husababisha niende shuleni lakini mimi
sipendi kwenda.
Ndiyo Hapana
6. Napenda kucheza michezo shuleni Ndiyo Hapana
7. Filamu (video) zinazotumika darasani hunichosha. Ndiyo Hapana
8. Kufanya kazi na wanafunzi wenzangu hunisaidia kuelewa vizuri
zaidi
Ndiyo Hapana
9. Ni mara chache sana mwalimu hunitaja jina darasani. Ndiyo Hapana
10. Filamu (video) hizi hunichanganya zaidi. Ndiyo Hapana
11. Mwalimu hutusaidia kuelewa vema somo linalotumia filamu Ndiyo Hapana
12. Napenda kufanya kazi na wanafunzi wenzangu katika vikundi. Ndiyo Hapana
13. Kwa kawaida hunyosha mkono kujibu maswali darasani. Ndiyo Hapana
14. Ningependa kuendelea na masomo ya sekondari. Ndiyo Hapana
15. Filamu (video) hufanya somo la Hisabati kuwa rahisi. Ndiyo Hapana
16. Filamu (video) hunisaidia kuielewa somo la Sayansi kirahisi. Ndiyo Hapana
17. Ninafurahia kwenda shuleni. Ndiyo Hapana
18. Mwalimu wa somo la hisabati huwashirikisha wavulana zaidi kuliko wasichana. Ndiyo Hapana
19. Mwalimu wa somo la sayansi huwashirikisha wavulana zaidi kuliko wasichana Ndiyo Hapana
20. Baada ya kumaliza elimu ya msingi ningependa kufanya kazi. Ndiyo Hapana
21. Baada ya kumaliza elimu ya msingi ningependa kuoa/kuolewa. Ndiyo Hapana
22. Mwalimundiyehutawalamaongezi yotedarasani. Ndiyo Hapana
SEHEMU B: HISABATI STD VI : CHAGUA HERUFI ILIYO SAHIHI
1. 175 X 14 = 2. 200-41.86 =
54
(A) 2451 (B)2450
(C) 2575 (D)2452 
(A) 241.86 (B)158.14
 (C) 341.8 (D)241.96
3. 1.44 ÷ 0.12 = 
(A) 12 (B) 6.6
(C) 6 (D) 1.2
4. 15 ÷ 3/4 =
(A) 5/4 (B) 11/4
(C) 20 (D) 60
C. TafutaKKScha18,32na25
(A) 3 (B) 5
(C) 2 (D) 1
D. Papaa alitumwa sokoni akiwa na shilingi
6000/= kununua yafuatayo , Nazi 6 @ Shs 
120/= , Karoti mafungu 4 @ Shs 150/=,
nyanya 5 @ Shs 240/=, vitunguu mafungu 6 
@ mafungu 2 Shs 200/=, Je manunuzi hayo 
alirudisha Shs ngapi?
 (A) Shs 3860 (B) Shs 2880
 (C) Shs 1741.60 (D) Shs 4121
E. Eneo la umbo hili ni Sm2 120, tafuta urefu wa CD
A 
Sm 24
D C
 (A) Sm 14 (B) Sm 6
 (C) Sm 10 (D) Sm 8
55
F. Tafuta eneo la umbo hili 
Sm 6 
Sm 3 
Sm 4 
(A) Sm2 60 (B) Sm2 25 
(C) Sm2 15 (D) Sm2 72 
G. Andika katika vipeo 256
1. 28 (B) 26
(C) 24 (D) 27
H. Eneo la mraba ni Sm2 49, tafuta mzingo wake
1. Sm 28 (B) Sm 30
(C) Sm 60 (D) Sm 70
I. Bei ya ng'ombe w 3 ni shilingi 1800/=, tafuta 
bei ya ng'ombe wa 5; 
(A) Sh 1500 (B) Sh 4500
(C) Sh 6000 (D) Sh 3000
J. Kuku hutaga mayai 125 kwa siku, Je kwa wiki 3 
atataga mayai mangapi?
1. Mayai 37 (B) Mayai 2000
 (C) Mayai 112 (D) Mayai 2625.
K. Tafuta urefu wa CN
C D
dm 12
y dm 9 N 
1. Sm 25 (B) Sm 20
(C) Sm 9 (D) Sm 15
56
L. Rubani aliondoka Entebe saa 1645 kuelekea Nairobi, akafika baada ya dk 30.
Andika muda aliofika kwa mpango wa saa ya 
kawaida 
(A) 5:15 AM (B) 0500 PM
(C) 11:15 Jioni (D)1715
M. E G
F 
EFG ni aina gani ya pembe?
(A) Pembe butu (B) Pembe kuu
(C) Pembe kali (D) Pembe mraba
SEHEMU C: SAYANSI: CHAGUA HERUFI ILIYO SAHIHI
• Kazi muhimu za damu kati ya hizi ni;
• Kuyeyusha Kabondioxide 
• Kuyeyusha Oksijeni
• Kusafirisha chakula na oksijeni katika sehemu 
zote za mwili
• Kutupa joto
• Katika hali tatu za maada ina
uwezo wa kubadilika katika hali zote.
• Maada ya gesi
• Maada ya yabisi
11 Maada ya vimiminiko
12 Majibu yote (A), (B) na (C) ni sawa
• Yafuatayo ni baadhi ya magonjwa ya
kuambukiza yanayotibika;
• Kisonono,Ukimwi na Malaria
• Kisonono,Kaswende,Trikonomia
• Kipindupindu, Taifodi,Kisukari
• Athma , Ukimwi na Kisukari
• Mojawapo katika njia zifuatazo si ya kutoa
uchafu mwilini:-
(A) Kutema mate 
(B)Kukojoa 
(C) Kupumua 
(D) Kutoa jasho
57
• Si vizuri kuweka mimea inayokuwa chumbani
wakati wa usiku kwa sababu
(A) Harufu ya maua huleta maumivu ya tumbo 
(B) Hutoa unyevu
(C) Oksijeni hutolewa 
(D) Kabomdioksaidi hutolewa
• Ni udongo gani unaopitisgha maji kwa haraka
zaidi?
(A) Mfinyanzi 
(B) Tifutifu
(C) Kichanga na Mfinyanzi 
(D) Mfinyanzi 
• Tafuta n.
sm 5 sm n
Kg 50 Kg 25
(A) Sm 15 (B) Sm 10
(C) Sm 50 (D) Sm 25 
• Mwanasayansi anapaswa kuwa na tabia
gani ya 
(A) Kuongea sana (B) Uvivu
(C) Udadisi (D) Uongo
• Viini vya magonjwa huingia mwilini kupitia ;
(A) Mdomoni tu (B) Kwenye ngozi
(C) Kwenye damu (D) Sehemu mbalimbali za mwili
• Mama mjamzito anashauriwa;
(A) Kuvaa nguo zisizobana ili aweze kupumua 
bila shida
(B) Kula vyakula vyenye lishe 
(C) Kutofanya kazi ngumu
(D) Majibu yote ni sahihi
• Mwale unaoelekea katika uso wa kioo huitwa :
(A) Mwale akisi (B) Mwale mtuo
(C) Pembe akisi (D) Pembe mtuo
• Ni nini kinachopambana na sumu
zinazoingia mwilini;
(A) Figo (B) Mapafu
(C) Nyongo (D) ini
• Kabonidayoksaidi na maji ni;
(A) Gesi na kimiminika zinazotolewa moyoni 
(B) Taka zinazotolewa na mapafu
(C) Taka mwili zinazotolewa na mwili
(D)Takamwili zinazotolewanangozi
• Ugonjwa utokanao na mabadiliko
yaliyo ya kawaida ya mawimbi ya 
umeme ya neva za ubongo ni;
(A) Kifua kikuu (B) Kifafa
(C) Kikohozi (D) Kisukari
• Ni zao gani kati ya yafuatayo huifadhi rutuba;
(A) Korosho (B) Minazi
(C) Miembe (D) Mimea jamii ya kunde
58
Annex 7: Key Informant Interview – Teachers
• Did you undergo Bridge IT training? In which year and for how long was the training? 
Who taught you Bridge IT methods? Did you like the training on Bridge IT? Why? What 
was it that you liked most about the Bridge IT training? (Teachers, handout, tools, 
classroom environment in which you trained, practicals, time table, Time) was there 
anything else apart from this that you liked most in your Bridge IT training? Of these 
what has been most helpful in making you a better science/math teacher / life skills.
• What were the challenges in Bridge IT training you received? In what way has Bridge IT 
training improved your level of interaction with the students? What would you want 
changed or improved in the Bridge IT? In what way are the methods that you learnt in 
Bridge IT training a challenge to teach to your students? In what way has it been easy to 
integrate Bridge IT methods in the science and math lessons for your class? What should 
be changed?
• Are you using the Bridge IT methods in the teaching of science/math/Life Skills in your 
class? In a week how many times do you teach science/math/Life skills to your students? 
Out of these times you teach science/math/Life skills how many times do you use Bridge 
IT methods? 
• Using the Bridge IT methods what changes have occurred in the way you interact with 
the students and in the way students interact with you in the learning process? What 
advantages are there in using Bridge IT methods compared to the traditional way of 
teaching science/math/Life skills? What difficulties do you meet in using Bridge IT 
methods? Was the method understood by the student? Is it the boys or the girls who find 
the Bridge IT methods interesting compare to the traditional methods? How have the 
methods enabled the students to put into practice the lessons they learnt in 
science/math/Life skills?
• Between boys and girls who has benefited more from the teaching of science/math/Life 
skills in your class? In what way have boys benefited and what way girls benefited? Give 
examples.
59
Annex 8. Interview Guide for District Level Officers
UTANGULIZI
Kama ujuavyo, program ya Bridgeit ilitekelezwa kartika shule 150, mikoa 7 na wilaya 17 
Tanzania kutoka mwaka 2008 hadi 2012, Bridge It Ni Program ya International Youth 
Foundation na Ilikuwa Inatekelezwa Kwa Ushirikianao kati ya Wizara ya Elimu na Mafunzo ya 
UfundI (MoEVT) pamoja na washirika wengine. 
Lengo la program hii ilikuwa kuongeza ubora na mafanikio ya elimu kwa wanafunzi katika 
shule za msingi katika masomo ya Hisabati,Sayansi na Stadi za Maisha,kwa kutumia teknolojia 
ya simu ya mkononi.Program hii hasa ililenga kuongeza ufanisi kwa walimu kutumia teknolojia 
kuwapa wanafunzi maarifa na ujuzi. 
Lengo kubwa la ufuatiliaji huu ni kupima mafanikio kwa walimu na wanafunzi katika masomo 
tajwa hapo juu na kupima namna ambavyo njia hii inaweza kutumika na katika kuboresha 
ufundishaji na kujifunzapamoja na kueneza program hii katika wilaya nyingine Tanzania baada 
ya kuona matokeo chanya na yaliyo wazi.
Tunapenda kukuhoji ili kupata uzoefu wako kuhusu Bridge it na ufundishaji wa masomo ya ya 
hisabati, sayansi na stadi za maisha katika shule za majaribio (Pilot Schools).tunatarajia kupata 
ukweli kuhusu program hii na namna ilivyotekelezwa katika shule zako.
Ushiriki wa ufuatiliaji huu ni wa kujitolea tu unaweza kujibu au kuacha swali ambalo huko 
tayari kulijibu au kusimamisha mahojiano wakati wowote
Iwapo utaamua kutoshiriki katika mahojiano ya leo hakutakuwa na adhabu yoyote.Majibu ya 
hojaji hizi yatakuwa ni siri,jina na utambulisho wako havitakuwa sehemu ya ripoti 
itakapoandikwa. Napenda kujua iwapo una swali lolote kabla ya kuanza mahojiano 
MWONGOZO WA MAHOJIANO KATI YA WATENDAJI WA WIZARA, MKOA NA 
WILAYA. 
In General, how can you explain about BrightIt Technology? The main objective of this program 
was to increase quality of education and good performance for standard five and six students by 
using Bridge It. How was the situation?
- Before the program
- During the program,
- The current situation after lapse of the program
Changes in Bridge IT 
Which is an important thing we can learn from the implementation of this program and whole 
system of that program? Is that program corresponding with the ministry curriculum which is 
applicable to teaching? How the implementations of this program have brought efficiency in 
teaching relevant subjects for teachers?
60
How this program has helped or has brought positive changes in learning for; 
- Girls
- Boys 
What are good things was revealed in teaching by using this technology. Give examples of a 
school and good thing which was revealed. This program was costing. If it expands to all 
primary schools in your District or Municipal; will your district or municipal be able to incur 
costs for running this program? Or what are items can the district or municipal incur or 
contribute, and what are items it cannot? 
How will the situation be if other subjects (eg Geography) be included in the Bridge IT?
In your view, Bridge IT should start from which class? And what subjects are relevant to be 
offered? Who will be the main stakeholders and who will do what to ensure this program is 
implemented? In implementing this program, what were the challenges? Which good thing you 
learnt and what should be continued in this program? 
With above questions, program coordinator at the district level should be asked in addition 
with the following questions;
i. How many schools involved with Bridge IT Program?
ii. Amongst those schools, which schools have shown high efficiency in using that 
technology? 
iii. Which schools have shown low efficiency in implementing this program? 
iv. Teachers underwent this program, are they still working to those schools or do they still 
continue applying those methods? Have they managed to train other teachers?
v. Teachers need empowerment so that they continue with this Project; 
vi. What are important things or which methods should be applied to implement this 
program? 
61
Annex 9: Bridge IT Environment in pictures
The study covered 18 Bridge IT schools and 11 control schools in 9 districts and six regions 
62
A total of 2687 pupils in completed an Attitude Questionnaire and Test in Mathematics and 
Science
63
The study was 
undertaken one 
and a half years
after financial 
and technical 
support for the 
Bridge IT Project 
had stopped and 
the project was 
running on its 
own initiative. 
64
More than 80% of all Bridge IT teachers show positive communication skills with pupils in the classroom in each of the classroom 
observation in 18 Bridge IT schools 
65
Improvement for girls has been much more significant and their interest in 
learning Mathematics and Science has improved a lot 
66
Teachers were 
trained to 
encourage the 
mixing of both 
boys and girls 
and to ask 
questions 
equally to both 
sexes.
67
In Temeke district, out of 1063 pupils who sat for primary leaving examinations 504 were girls and 559 
were boys they all passed well and went to secondary schools. Among these, 409 pupils excelled in 
Mathematics and science subject’s girls were 220 and boys were 189 respectively. Teachers in all Bridge 
IT schools attributed the better performance to high regular attendance of students, reduction of 
absenteeism and improved interests of students in the subjects delivered with Bridge IT methodology 
68
In some schools teachers have adopted innovative approaches to meet equipment failure and lack of 
central repair mechanisms. In three schools where the network cable got spoilt or stolen the alternative 
was to use CDs in a DVD before obtaining a replacement. 
69
In Bridge IT 
implementing 
classrooms pupils’ 
confidence has 
increased.
70
Pupils see the reality of things, remain attentive while teaching is ongoing, 
understand the subject much faster, easily and clearly, conclude earlier and keep 
memory of what they see. This has in turn made the subjects taught more enjoyable 
and boosted their performance. 
71
videos prove sufficient in enabling pupils to understand the covered topics 
72
Bridge IT methodology reduces the burden to the teacher because the 
videos prove sufficient in enabling pupils to understand the covered 
topics. 
73
DVD, CD or flash players which are more easily 
available should be used rather than phones and if 
possible introduce projectors other than TV sets. 
74
References
Bridge IT, 2007, Bridget IT Project in collaboration with MoEVT: Detailed Implementation Plan 
and Activities by Phase
Enge K., Y2011, Elimu kwa Teknolojia Summative Evaluation, Full Report, USAID/IYF, July 
25, Y2011 
International Youth Foundation with MoEVT, Nokia Corporation, Pearson Foundation
Vodacom Foundation, FAWE, 2007, Bridge IT in Tanzania: Increasing the Quality of Education 
through the Innovative Use of Digital Technology; Technical Application
International Youth Foundation with MoEVT, Nokia Corporation, Pearson Foundation
Vodacom Foundation, 2007, BRIDGE IT in Tanzania: Increasing the Quality of Education 
through the Innovative Use of Digital Technology, Attachment D. Program Description
USAID, 2007, Bridgeit, Elimu kwa Teknolojia, Improving Primary Education through 
Innovative Mobile Technology, Activity Fact Sheet, USAID, Education Office.
IYF, 2009, Annual Report October 2008 - September 2009, USAID/IYF 
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76