Factors Influencing Integration of Information Communication Technology in Teaching Geography in Secondary Schools in Rachuonyo South Sub-county, Kenya

Abstract

The purpose of this study was to investigate factors influencing integration of information communication technology in teaching Geography in secondary schools in Rachuonyo South Sub-County, Kenya. The objectives of the study were; to establish the extent to which teachers’ level of ICT literacy, teachers’ pedagogy, teachers’ attitude and formulation of students’ assessments in Geography influence integration of information communication technology in teaching of Geography in secondary schools in Rachuonyo South Sub-County Kenya. The study adopted descriptive and correlational research designs. It targeted 32 principals, 128 Geography teachers and 1,378 form four students in Rachuonyo South Sub-County, Kenya. The sample composed of 10 principals, 39 Geography teachers and 138 form four Geography students from selected schools. The tools used for collecting data comprised of observation check list, interview guide and questionnaires. The university supervisors checked and advised on the instruments to ensure their validity. The reliability of the instruments was achieved through test-retest method. Data was analyzed through descriptive and inferential statistics. Quantitative and qualitative data were analyzed by correlation and regression through mean and standard deviations. The results were presented in tables of percentages and frequencies. Statistical Package for Social Sciences version 23.0 was used for data analysis. The major findings of the study were as follows; from the first objective, it was established that teachers’ level of ICT literacy influences integration of information communication technology in teaching of Geography. From the second study objective, it was established that teachers’ pedagogy influences integration of information communication technology in teaching of Geography. From the third study objective, it was established that teachers’ attitude towards ICT influences integration of information communication technology in teaching of Geography. From the fourth study objective, it was established that formulation of students’ assessments in Geography influences integration of information communication technology in teaching of Geography. This study concludes that integration of information communication technology in teaching Geography is influenced by teachers’ level of ICT literacy, teachers’ pedagogy, teachers’ attitude, and formulation of students’ assessments. The recommendations are as follows; the ministry of education should avail enough computers in schools and also to ensure stable internet connection for easy and effective access of teaching and learning materials. Curriculum developers should design teachers’ pre-service and inservice training programs that promotes effective integration of ICTs in teaching and learning of geography. The school principals should be aware of educational national ICT policies as this would enable them develop school ICT polices that would ensure proper integration of ICTs in teaching and learning of geography.