Investigating the impact of ICT tutorial strategies to promote improved Database knowledge acquisition

Retention of students in IT courses has become a problem in South Africa. This paper employs a Rasch item response model to examine the effectiveness of utilising ICT tutorial tools in database knowledge acquisition within the South African higher education context. The study applied a 2X2 factorial quasi-experimental design. Data was analysed quantitatively using the QUEST Interactive Test Analysis estimate. Results indicate that utilisation of ICT tutorial tools positively impacts on students' performance. Furthermore, instructional support using the Blackboard learning management system was more effective than mobile learning using WhatsApp instant messaging. The significance of this paper lies in its potential to provide insights for possible alternatives that have potential to improve Science, Technology, and Engineering (SET) instructional outcomes. Such enhanced cohort retention could reduce persistent SET skill job market shortages. The major implication of the study involves encouraging adoption of ICT tutorial tools.