FACULTY OF SCIENCE EDUCATION
DEPERTMENT OF PHYSICS
THE INFLUENCE OF ICT ON STUDENT PERFORMANCE IN PHYSICS AMONG
SECONDARY SCHOOLS IN KIBUKU COUNTY, KIBUKU DISTRICT.
BY
KALUGANA NELSON
BU/UP/2019/1739
A Project Report Submitted to the Department of Physics in Partial
Fulfillment of the Requirement for the Award of
Bachelor’s Degree of Science and Education
Of
Busitema University.
FEBRAURY, 2023
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DEDICATION
I would like to dedicate this work to my beloved parents Mr. KALUGANA MICHAEL JOSEPH
and Ms. MUDONDO ROSE MARY for their parental love, support and prayers that have helped
me register success in life.
Furthermore, I dedicate this work to all my beloved brothers and sisters and also my friends for
all the support they rendered to me in terms of finance and guidance during my course of the
proposal writing.
Above all I dedicate this work to the Almighty God who has blessed me with knowledge and
wisdom, and protected me throughout the course of this proposal writing.
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ACKNOWLEDGEMENT
I heart fully acknowledge all the people who assorted me in my struggle towards the completion
of my education up to this degree level. Special thanks go to my parents Mr. KALUGANA
MICHAEL JOSEPH and Ms. MUDONDO ROSE MARY for the care, love, financial support
and for making me what I am thank you Daddy and Mummy.
I consider myself luck and honored to have so many wonderful people who guided me through in
the completion of this project proposal.
My profound and deepest gratitude goes to my project supervisor Dr. ANDIMA GEOFFREY
who in spite of being extraordinarily busy with his duties took time to inspire, guide, and keep
me on the correct path. I do not know where I would have been without you. Humble thanks to
you Doctor.
I further express my thanks to all the members of the physics department Busitema University
Nagongera Campus and the University at large for the support they rendered to me during my
research proposal.
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ABSTRACT
The study was set to establish the influence of ICT on student performance in physics among
Secondary schools in Kibuku County, Kibuku district.
The study was guided by the following objectives; to determine the relationship between ICT
and student performance in physics, to determine the importance of ICT to physics students and
to recommend ways to improve student performance in physics.
A survey research design made use of collected data from 120 respondents were selected.
Questionnaires, interviews were used, teachers and students were purposively selected as they
were key source of information and students were selected using simple random sampling.
These secondary schools in the area of study were found not having enough qualified teachers
and in most cases employ licensed teachers and S.6 leavers who do not have professional skills
to impart knowledge into the learners. The challenges of inadequate ICT facilities, inadequate
computer skills among physics teachers, and inadequate time for preparation of ICT integrated
lessons were cited during the study. Therefore, learners are not able to explore a variety of
information with the aid of ICT tools like computers connected to the internet, smart
phones ,where a student can access the information he/she wants. This information can be used
for academic purposes to improve on their performance in physics.
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TABLE OF CONTENT
DECLARATION.……………………………........……………………………...…....…… II
APPROVAL…………………………………………………………………….................….III
DEDICATION ……………………………………………………………............…......……IV
ACKNOWLEDGEMENT………………………………………………………..............…….V
ABSTRACT……………………………………….…………………………........…………..VI
TABLE OF CONTENT…………………………………………………….............………….VI
LIST OF TABLES…………………………………………………………………...……… VIII
ACRONYMS AND ABBREVIATIONS…………………………………………………….. IX
CHAPTER ONE: INTRODUCTION……….…………………………………………………..1
1.0 OVERVIEW............................................................................................................................1
1.1 BACKGROUND OF THE STUDY...……………………………………………........…….1
1.2 PROBLEM STATEMENT ………………………………………………………..........…...4
1.3 OBJECTIVES OF THE STUDY ………………….…………………………….........…… 5
1.3.1 AIM OF THE STUDY …………………………………………….……….............……..5
1.3.2 SPECIFIC OBJECTIVES………………………………………………………................5
1.4 RESEARCH QUESTIONS.....................................................................................................5
1.5 SIGNIFICANCE OF STUDY.................................................................................................5
1.6 THE SCOPE OF THE STUDY………………………………………………….…..........…6
1.7 LIMITATIONS OF THE STUDY..........................................................................................7
1.8 DEFINITION OF TERMS......................................................................................................7
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CHAPTER TWO: LITERATURE REVIEW………………………………………………….9
2.0 INTRODUCTION.................................................................................................................. 9
2.1 ICT CONCEPT IN EDUCATION………………………………………………........……. 9
2.1 IMPORTANCE OF ICT USAGE IN TEACHING AND LEARNING
PROCESS.............……………………………………………………........................................ 11
CHAPTER THREE: METHODOLOGY……………………………………………....…….13
3.0 INTRODUCTION………....…………………………........…………...........………….13
3.1 RESEARCH DESIGN......................................................................................................13
3.2 RESEARCH POPULATION...........................................................................................13
3.3 SAMPLE SIZE.................................................................................................................14
3.4 SAMPLING PROCEDURE.............................................................................................14
3.5 RESEARCH INSTRUMENT..........................................................................................14
3.5.1 QUESTIONNAIRES................................................................................................... 14
3.5.2 INTERVIEW GUIDE.................................................................................................. 15
3.5.3 OBSERVATION....................................................................................... …………. 15
3.6 VALIDITY AND RELIABILITY OF THE INSTRUMENT.........................................15
3.7 DATA ANALYSIS....................................................................................................... 16
3.8 ETHICAL CONSIDERATIONS................................................................................... 16
CHAPTER FOUR: RESULTS AND DISCUSSION……………………………………....17
4.0 INTRODUCTION……………………………………………………………………….17
4.1PRESENTATION OF FINDING…………………………………………………………17
4.1.1AVAILABILITY OF PHYSICS TEACHERS…………………………………………17
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4.2 INVOLVEMENT OF STUDENTS IN PERFORMING AND DEMOSTRATING THE USE
OF ICT RESOIUCES………………………………………………………………………….....18
4.3DISCUSSSION OF FINDINGS…………………………………………………………...…20
CHAPTER FIVE: CONCLUSION AND RECOMMENDATION……………………..……..21
5.0INTRODYUCTION………………………………………………………………………….21
5.1SUMMARY…………………………………………………………………………………. 21
5.2CONCLUSION……………………………………………………………………………….22
5.3RECOMMENDATIONS……………………………………………………………..………23
REFERENCES ………………………………………………………………….........................24
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LIST OF TABLES
Table 4.1Data on teachers response on the availability of physics teachers ……………. 18
Table 4.2.1Teachers response on whether the students are involved in performing and
demonstrating the use ICT tools……………………..…………………………………….18
Table4.2.2Students response on whether they are involved in performing and demonstrating the
use of ICT tools…………………………………………………………………………..19
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ACRONYMS AND ABBREVIATIONS
IT: Information Technology
ICT: Information and Communication technology
NCDC: National Curriculum Development Center
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CHAPTER ONE
INTRODUCTION
1.0 Overview
This chapter describes the background information of the project, the problem statement, the aim
and objectives of the study, the scope and limitations of the project. The problem statement
describes the problem of the study and identifies potential causes and solutions, and the specific
objectives will guide in archiving the main objective.
1.1 Background of the study
ICT is an extensional term for information technology (IT) that stresses the role of unified
communications, and the integration of telecommunications (telephone lines and wireless signals)
and computers, as well as necessary enterprise software, middleware, storage and audiovisual
that enable users to access, store, transmit, understand and manipulate information. Thus, ICT is
a diverse set of technological tools and resources used to transmit, store, create, share or
exchange information.
ICT in school learning is increasingly becoming of more importance because of the potential
value of such technologies used in learning and the need for students to acquire skills that can
empower them in this dotcom world (Gill and Dalgarno 2008; Oladosu, 2012). The
encouragement of ICT integration in teaching and learning process was supported with a number
of reasons. Among the reasons included the need to equip learners with skills and knowledge to
participate and thrive in an informed society, the demand for highly skilled workforce (Atsumbe,
Raymond, Enoch and Duhu, 2012), the potential for enhancement of the quality of the learning
experience and transformation of pedago (Oladosu, 2012).(MAVU 2021)
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REFERENCES
&, L. S. N. J. M. H. S. J. H. and C. B. Mugimu (2012). "Technology and education: ICT in
Ugandan secondary schools."
BRIAN, I. (2015). "ICT USAGE AND STUDENTS’ ACADEMIC ACHIEVEMENT IN
PHYSICS IN SELECTED SECONDARY SCHOOLS IN LUZIRA
NAKAWA DIVISION KAMPALA DISTRICT."
MAVU, M. C. ( 2021). "ICT INTEGRATION IN SECONDARY SCHOOL PHYSICS AND ITS
EFFECT ON STUDENTS’ PHYSICS ACADEMIC PERFORMANCE IN
MOMBASA COUNTY, KENYA."
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