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.