FACTORS INFLUENCING ICT INTEGRATION IN TEACHING AND LEARNING IN PUBLIC SECONDARY SCHOOLS IN GUCHA SOUTH, KISII COUNTY, KENYA

Abstract

Over the last few decades, Information Communication Technology (ICT) has become increasingly important in all organizations in modern societies including schools. Information technology has played a big role in accelerating the movement of learning opportunities to all parts of the world, to learners of all cultures and nationalities. Expectation about ICT and its role in developing and transforming the educational process through its inclusion in the daily school environment is increasing in many developed and developing countries. The growth of the ICT sector has challenged teachers to prepare for effective use of the new teaching and learning tools. On the contrary, many developing countries in Africa are living in a world of technological deficiency, that is, lack of access to knowledge that is learnt via the internet. The purpose of the study was to examine the factors influencing ICT integration in public secondary schools in Gucha Sub- County. The specific objectives were to: examine government investment in ICT initiatives in public secondary schools in Gucha South Sub-County, assess curriculum and school-related factors influencing ICT integration in public secondary schools in Gucha South Sub-County, establish the teacher factors influencing classroom ICT integration in public secondary schools in Gucha South Sub-County and examine the status of ICT integration for educational uses in public secondary schools in Gucha South Sub-County. The study was guided by two theories (Pedagogy and Diffusion of Innovation theories). The literature was reviewed based on themes and sub-themes arising from specific objectives of the study. This study adopted a descriptive survey design with both quantitative and qualitative methods being used to collect data. The study targeted all the 49 public secondary schools with a target population of 811 respondents including the Quality Assurance and Standards Officer (QASO) of the study area. A total sample of 109 respondents was chosen for the study. The researcher adopted both questionnaires and interview schedules as data collection instruments. The instruments were piloted among 2 public secondary schools in Marani Sub-County. Validity of the instruments was ascertained through expert judgment while reliability was ascertained through test-retest method. Both descriptive and inferential statistics analyses were used to establish the relationship between the independent variables and dependent variables of the study. The study findings revealed that the government has invested or supported ICT integration in schools. Respondents further revealed that provision of adequate teaching and learning resources on school type influenced integration of teaching and learning. These findings showed that school type played a crucial role in effective ICT integration in teaching and learning in secondary school education. Teacher training also influenced teachers’ readiness to use ICT in teaching. Lastly on status of ICT resources in schools, students indicated not having all required ICT equipment/resources in their schools. The study concluded that that many secondary schools in Gucha South Sub-County did not full access to ICT resources hence no chance of using them.