Factors influencing integration of ict in teaching and learning in public secondary schools in Githunguri sub-county, Kiambu county, Kenya
Abstract
This research focuses on factors influencing integration of ICT in teaching and Learning in
secondary schools in Githunguri Sub County, Kiambu County, Kenya. Research has not been
exhaustive especially on the area of ICT integration in teaching and learning in secondary
schools. In particular, not very much research has been conducted on levels of ICT integration in
teaching and learning in secondary schools has been conducted in Githunguri Sub County. To fill
this gap, this study focused on teachers and head teachers and carried out an in-depth study into
the extent of their integration of ICT in teaching and learning process in Githunguri Sub County.
The main purpose of the study was to establish factors influencing integration of ICT in teaching
and learning in secondary schools in Githunguri Sub County. The study was guided by the
following objectives; to establish the extent to which teacher related factors influence the
integration of ICT in teaching and learning, the extent to which school management influence the
integration of ICT in teaching and learning and the extent to which ICT infrastructure influences
integration of ICT in teaching and learning. The sample comprised of head teachers and teachers
in selected schools in Githunguri Sub County, Kiambu County. Data was collected by use of
questionnaires. The independent variables of the study were factors influencing integration of
ICT in teaching and learning in secondary schools while the dependent variable of the study was
Integration of ICT in teaching and learning. Data analysis was done using statistical package for
social sciences (SPSS) and presented in tables. Relevant interpretation, discussions and
recommendations were drawn from the analyzed data. A major finding of the study is that
training on ICT influences integration of ICT in teaching and learning because such trainings
make teachers acquire more knowledge which makes them more confident and competent. A
major recommendation of the study is the need to have regular in-service training on ICT as the
findings revealed that not all teachers had acquired computer skills. Further, there is need to avail
the required ICT infrastructure as lack of it negatively affected integration of ICT. The findings
of the study may be adopted by administrators and stakeholders in the field of education to
improve integration of ICT in teaching and learning process. Furthermore, the findings of the
study may contribute to the deeper understanding on levels of ICT integration in teaching and
learning with the aim of meeting vision 2030 in our education.
Publisher
University of Nairobi
Rights
Attribution-NonCommercial-NoDerivs 3.0 United StatesUsage Rights
http://creativecommons.org/licenses/by-nc-nd/3.0/us/Collections
- Faculty of Education (FEd) [5964]
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