Exploring the Utilisation of Mwabu Interactive Tablets by Teachers and Pupils: A Case Study of Primary Schools in Lusaka District

In recent years, both pupils and educators have increasingly adopted technologies such as interactive tablets to enhance learning and teaching processes. The use of interactive tablets in classrooms has enriched pupils’ engagement and collaborative activities by offering access to a variety of instructional content and applications. This study explored how Mwabu interactive tablets are utilised by teachers and pupils in eight selected private primary schools in Lusaka District. The study employed the Technology Acceptance Model 2 (TAM2) as a theoretical framework to assess the perceived usefulness of the tablets in facilitating teaching and learning. A survey research design was adopted, using both quantitative and qualitative methods. Data were collected from 208 participants, including 64 teachers and 144 pupils. Simple random sampling was used to select pupils, while purposive sampling was applied for teachers. Data collection tools included structured questionnaires and observation. Quantitative data were analysed using the Statistical Package for the Social Sciences (SPSS), while qualitative data were analysed thematically. Findings revealed that 47.4% of teachers used the tablets often for reading and listening to books, while 18.0% of pupils used them for taking quizzes. The study recommends increasing awareness and training to enhance the effective use of Mwabu tablets and encourages schools to promote their use at home through parental support.