Factors Influencing Teacher Participation In Integration Of ICT In Teaching And Learning In Public Secondary Schools In Gatundu South Sub-County.
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Date
2018Author
Njoroge, Leonard K
Type
ThesisLanguage
enMetadata
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This research focuses on factors influencing integration of ICT in teaching and Learning
in secondary schools in Gatundu South Sub County, Kiambu County, Kenya. Research has
not been exhaustive especially on the area of ICT integration in teaching and learning in
secondary schools. In particular, not very much research has been conducted in Gatundu
South Sub County on levels of ICT integration in teaching and learning in secondary
schools. To fill this gap, this study focused on teachers and principals and carried a study
into the extent of their integration of ICT in teaching and learning process in Gatundu South
Sub County. The study was guided by the following objectives; to determine the extent to
which the teacher lesson workload influence integration of ICT in teaching and learning,
to explore how ICT infrastructure influence teacher participation in integration of ICT in
teaching and learning, to establish the extent to which teacher training influences
integration of ICT in teaching and learning and to assess how the school administration
influence ICT integration in teaching and learning in Gatundu South, Kiambu. The study
adopted a descriptive survey design. The target population for this study was 448 teachers
and principals. A sample size of 143 participants comprising of 11 principals and 132
teachers was used for the study. The data for this study was collected using two types of
questionnaires one for teachers and the other for principals. Data analysis was performed
using descriptive statistics, frequencies and percentages were used to analyze quantitative
data. From the study it was established that teacher demographics (age, gender, academic
qualifications and experience) are not the only factors that determine the use of ICT. It was
established that majority of the teachers had used ICT in one way or the other and were
able to apply the same in class. 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. There were
inadequate computers in most schools and unreliable internet connection as the main
infrastructural challenges. It was also established that school management support in
integration of ICT in teaching and learning was below average. From the findings, it was
concluded that integration will only be successful if all schools are equipped with adequate
and modern computers as well as a reliable internet connectivity. Teachers be increased by
the Teacher Service Commission to reduce teacher workload and school managers to
support the programme in their schools by providing clear policies and required
infrastructure. It was recommended that the MOE should ensure that all secondary schools
are provided with ICT infrastructure of high quality, ICT training of teachers, employment
of more teachers and school partnership with NGO’s for provision of facilities.
Publisher
University of Nairobi
Rights
Attribution-NonCommercial-NoDerivs 3.0 United StatesUsage Rights
http://creativecommons.org/licenses/by-nc-nd/3.0/us/Collections
- Faculty of Education (FEd) [6020]
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