Factors Influencing the Integration of Information Communication Technology in Teaching and Learning in Secondary Schools: a Case of Matungulu Sub County, Machakos County
Kanyoi, James K
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In the present world, the use of information technology is inevitable in all sectors of development. All levels of teaching institutions have no option but to fit in the wave of using IT in their daily activities. The purpose of this study was to establish the factors that influence the integration of ICT in secondary schools in Matungulu Sub County, Machakos County. The study sought to determine the influence of infrastructure availability and accessibility; teachers’ ICT competence; teacher’s attitude; and teaching experience on integration of ICT in education in secondary schools. The research design for the study was descriptive survey design. The target population was 4912 respondents comprising of 11 principals, 168 teachers, 22 support staff and 4711 students. The sample size was 343. The sample comprised of 2 support staff, 328 students, 1 principal and 12 teachers in selected schools in Matungulu Sub County, Machakos County. Data was collected by use of questionnaires and interview guides. Statistical Package for Social Sciences was used to analyse the quantitative data which is presented in tables while qualitative data from interview guide is analysed by use of content analysis. The major findings are the existence of a large number of staff who have no prior training in ICT and could not help in the integration of ICTs, inadequate ICT infrastructure, principal leadership and ICT literacy that play significant role in ICT integration in teaching and learning. The ratio of learners to computers is 1:11 meaning that computers are inadequate. Both principals and teachers agreed that there were computer laboratories in schools but computers were inadequate for use in teaching and learning. In regards to teacher’s ICT competence and ICT integration, the study found that majority (58.3%) of respondents were able to use word processing and spread sheets in preparation of lesson, (33.3%) disagreed, (8.3%) strongly disagreed and (0.0%) strongly agreed to the statement. In respect to teacher’s attitude and ICT integration, (25.0%) of respondents agreed, (66.7%) disagreed, (8.3%) strongly disagreed and (0.0%) strongly agreed that ICT tools are difficult to use. This implied that there was no statistical significant relationship between the categorical variables since the Cramer’s V is 0.098 approximately 0.1 (Small effect), hence teachers’ attitude on ICT integration has a small effect size in this study. The study also established that, (58.3%) of the teachers had experience of less than 10 years in teaching, (33.3%) of teachers had experience in teaching between 15-24 years, while those with experience of 10-14 years were (8.3%) and there were no teachers with an experience of more than 24 years. The researcher recommends that the government through the Ministry of Education should ensure adequate ICT infrastructure in all public secondary schools. Teacher training should also involve compulsory ICT training to enable teachers to possess required ICT skills necessary for integration in teaching and learning.
University of Nairobi
RightsAttribution-NonCommercial-NoDerivs 3.0 United States
- Faculty of Arts 
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