Teacher-based factors influencing integration of information communication technology in teaching of English language in public secondary schools in Vihiga sub county, Kenya
Kadiri, Benard M
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ntegration of Information Communication Technology in teaching English language in public secondary schools is dependent on various related factors. The purpose of this study was to establish teacher-based factors influencing integration of ICT in teaching of English language in public secondary schools in Vihiga sub-county, Kenya. The study was guided by the following objectives: determining influence of teachers’ gender, ICT competency, attitude and workload on ICT integration in teaching of English language. The study was guided by the Rand Change Agent Theory of curriculum implementation. A descriptive survey design was adopted, utilizing both qualitative and quantitative research methods. The study targeted population was 109 participants comprising of 26 Head teachers, 26 Heads of Department, and 57 Teachers of English. A sample size of 67 participants was sought using purposive and random sampling technique. Data collected using two types of instruments; questionnaire for teachers of English and English Heads of Department while interview schedule was used for head teachers. Data were analyzed using both descriptive and inferential statistics. Gender was established to have no significant influence on integration of ICT in teaching Enlish. Teachers’ attitude was established to be one of the main factors influencing integration of ICT in teaching, most teachers had a negative attitude towards ICT. On ICT competency, many teachers were found to have inadequate skills for ICT integration. Teachers’ workload was a barrier to effective ICT integration, all the teachers under study indicated having a high number of lessons per week, an indicator of overload. From the findings, the study concluded that teacher’s gender did not influence integration of ICT in teaching of English. On ICT competency, the study concluded that majority of teachers of English did not have the required knowledge and skills needed for effective integration of ICT in teaching English. Teachers positive attitude was concluded to be one of the main factor influencing integration of ICT in teaching English, for a positive attitude led to frequent ICT integration unlike a negative one. Teachers workload affected integration for the lesser the number of lessons per week the more frequent ICT could be integrated while the higher the number of lessons per week the lesser the integration of ICT in teaching English. The study therefore recommended for equal opportunities and utility of ICT equipment to both teachers’ gender. A recommendation was made for there to be frequent capacity building courses for in-service teachers as well as intensifying pre-service training in ICT matters. A recommendation was done for school administrators to create a conducive working atmosphere that motivated teachers of English integrate ICT in their teaching. The study recommended for hiring of more teachers to reduce teachers’ lesson load. The study also recommended that further research be carried out focusing on students to establish their views on ICT integration in learning. Final recommendation was on the study being carried out in other selected parts across the country as the study was only carried in Vihiga sub-county.
University of Nairobi