| dc.description.abstract | Information and Communication Technology play a very vital role in
dissemination of knowledge and presenting content in a sequenced manner.
However, concerns about the ICT integration in the teaching of sciences have
been reported widely as a global phenomenon. In Kenya, conventional
methodologies of teaching which are teacher centered and less interactive
continue to dominate classroom lesson delivery. The integration of ICT in
teaching is very critical to the development of quality education delivery,
especially in the light of changes in the system generally and demands placed
on education to steer realization of Vision 2030. The study sought to establish
the determinants of ICT integration in the teaching of sciences in Public
Secondary Schools in Kisumu East district, with a view to suggest strategies to
be employed to enhance integration of ICT in teaching of Sciences. The study
was guided by four objectives: to determine availability of ICT infrastructure
in public secondary schools in the teaching of sciences, to determine ICT skill
level of Science teachers, to establish the frequency of ICT use in the teaching
of Science and to identify strategies used by Secondary Schools to promote
ICT use in the teaching of Science in Kisumu East District. The determinants
were related through a conceptual framework. The study used social
constructivism theory which state that the instructor assumes the role of a
facilitator and a co-learner and guides, plans, organizes and provides direction
to the learner who is accountable for his or her own learning. The study
adopted descriptive survey design where qualitative and quantitative data were
collected. Using simple random sampling method, the researcher sampled 16
schools, 16 principals, 16 science teachers and 100 science teachers. Primary
data were collected using principals, science HoDs and science teachers
questionnaires that were pretested to ensure reliability and validity. Data
collected were analyzed using a combination of statistical computations. These
included frequencies, tables and percentages. The analyzed data were
interpreted and presented using tables and texts for clarity. The study found
that availability of ICT infrastructure influenced ICT integration and schools
that offer Computer Studies in their curriculum had well established
infrastructure and the study found out that majority of their lessons were ICT
integrated. The findings established that majority of science teachers were not
well equipped with ICT skills and knowledge and this limited their ability to
integrated ICT in their lessons. On frequency of use to deliver lessons, it was
established that Science teachers rarely use ICT to deliver their lessons. The
study also found out that schools have strategies to improve on ICT integration
especially by in servicing of Science teachers, building and equipping science
laboratory and purchasing of more ICT equipments. The recommendation
from this study were that the Board of management should include in their
strategic plan ICT infrastructure, Ministry of Education should prioritize inservicing
of science teachers to improve on their ICT skills in order to
embrace ICT in delivery of their lessons. The study concluded that ICT
infrastructure influenced ICT integration as schools that had well established
infrastructure had majority of their lessons delivered with ICT. | en |
