Factors Affecting Implementation of Ict Education in Public Primary Schools in Kajiado North Sub- County, Kenya
The general purpose of this study was to examine factors affecting implementation of ICT education in public primary schools in Kajiado North sub- county, Kenya. The study was guided by the following specific research objectives: To establish how the teachers level of training affects implementation of ICT education at primary schools in Kajiado North sub county, To determine the effect of infrastructural facilities on implementation of ICT education at primary schools in Kajiado North sub county, To examine the influence of administrative support on implementation of ICT education at primary schools in Kajiado North sub county, and To assess how the school ICT policy affects implementation of ICT education at primary schools in Kajiado North sub county. The study adopted a descriptive survey research design for its appropriateness in reaching out to a large representative sample and generalization of the findings. The target population included three hundred and ninety teachers; fourteen public primary school and one thousand five hundred and forty five pupils. Random sampling techniques were used to select five schools, seventy eight teachers and one hundred and fifty five pupils. Questionnaires were the main data collection instruments. The collected data was analyzed with the help of Statistical Package for Social Science (SPSS). Descriptive statistics was used to analyse the quantitative data while qualitative data was analysed based on themes and merged in quantitative data. From the analysis, the study concluded that: majority (73%) of the respondents indicated that poor infrastructural facilities affected implementation ICT, (63.85%) of the respondents stated that administrative support had influenced ICT implementation, More than half (53.9%) of the respondents indicated that good match of training and skills are important to support ICT implementation in schools and poor school ICT policies have negatively affected implementation ICT education. The following recommendations are given: government should improve ICT infrastructural facilities will promote better ICT implementation in primary school, secondly, education stakeholders should try to organize for internal training which reinforces the ICT skills of the teachers and head-teachers, thirdly there is need by government for provision of all necessary material, conducive environment and financial injections for ICT implementation and lastly, government in collaboration with education institutions needs to sit down and formulate policies which are geared towards educational development on ICT trained pupils in primary schools.
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