Teacher factors influencing integration of information communication technology in teaching Of English in public secondary schools in Mumias sub county, Kenya

Abstract

The purpose of this study was to investigate teachers‟ factors influencing integration of Information Communication Technology in teaching of English in public secondary schools. The study sought to address the following objectives: To examine the extent to which the teachers‟ demographics influenced integration of ICT in teaching of English, to determine the extent to which the teachers‟ attitudes influenced integration of ICT, to establish the extent to which teacher training influenced integration of ICT and to assess the extent to which the teachers‟ lesson workload influenced integration of ICT in the teaching of English in public secondary schools. The study adopted a descriptive survey design making use of both quantitative and qualitative approaches. The target population for this study was 3320 participants involving head teachers, teachers of English and students. A sample size of 1660 participants comprising of 20 head teachers, 80 teachers of English and 1560 students was used for the study. The data for this study was collected using two types of instruments, that is, questionnaires for the teachers of English and students and interview schedules for head teachers. The researcher used the test retest method to estimate the degree to which the same results could be obtained within a repeated measure of the same concept. Correlations of 0.76 for teachers of English and 0.72 for students were obtained. Data analysis was performed using descriptive statistics such as frequencies and percentages were used to analyze quantitative data. From the study it was established teacher demographics (age, gender, academic qualifications and years of experience) are not the only factors that determine the use of ICT. It was further established that majority of the teachers of English,, head teachers and even students all have a positive attitude towards the use of ICT. It was established that majority of the teachers did not receive adequate training on ICT. It was also established that many teachers had many lessons to teach in a week thus had inadequate time to prepare for ICT related lessons. From the findings, it was concluded that integration will only be successful if all teachers are taken through ICT training as this will shape their attitudes, equip them with the relevant skills and be able to plan properly for ICT related lessons. It was recommended that the MOE should ensure that all secondary schools are provided with ICT infrastructure of high quality. Teachers should be given basic ICT training conducted through in service courses and seminars. In addition, teacher with proficiency knowledge in computers should be employed to reduce lesson workload. The study also recommended that further research be carried out in other parts of the country as the study was limited to Mumias Sub County.