INFLUENCE OF INFORMATION COMMUNICATION TECHNOLOGY

ON STUDENTS’ PERFORMANCE IN SECONDARY SCHOOLS IN

LANG’ATA SUB- COUNTY, NAIROBI-KENYA

LUFUTU BENAKUDIAKO ROSE

A Thesis Submitted to the Faculty of Education in Partial Fulfillment of the Requirement

for the Award of Master’s Degree in Educational Administration and Planning

THE CATHOLIC UNIVERSITY OF EASTERN AFRICA

NAIROBI, KENYA

JUNE, 2017
DECLARATION

ii
 DEDICATION

I dedicate this Thesis to Franciscan Missionaries of Mary, to my dear mother Adolphine

Kembikisa, to my brother Imfumu Tsimba and my late sister Jeanne Malwa Batuseya.

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 ABSTRACT

The Purpose of this Study was to analyse the influence of information communication
technology on the students’ performance in secondary schools in Langata Sub County. The study
was guided by the following five research questions. How does ICT as a tool for teaching and
learning influence students’ academic performance in secondary schools? What is the ICT
infrastructure available in secondary schools? How is the attitude of principals, teachers and
students towards ICT integration in teaching and learning? What are the challenges affecting the
use of ICTs in enhancing teaching and learning processes to achieve good performance? What
are the strategies to overcome the challenges? The study would be anchored on Diffusion of
Innovation Theory.The research used convergent parallel mixed-methods design. Both
probability and non-probability stratified random sampling were used to select participants. Data
were collected using questionnaire, interview guide and document analysis guide. Quantitative
data were analysed using SPSS version 20 and summarised data were presented in tables while
qualitative data were analysed thematically and presented in narrative form and direct quotations.
Findings revealed schools integrated ICT in the syllabus, ICT facilities were available,
participants agreed that ICT enhances students’ performance. Results of KSCE 2014- 2015
showed improvement in various subjects due to the integration of ICT. Challenges faced by
participants: lack of adequate ICT infrastructure, trained personnel, lab technician, lack of large
room, internet connectivity. The researcher recommended the purchase of ICT equipment,
employ more ICT trained personnel and work in harmony with all stakeholders to attain the
objectives of education and good performance.

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 ACKNOWLEDGEMENTS

First of all, I would like to thank God for giving me the mental and physical health and

ability to complete this thesis. My deep gratitude goes to all who contributed toward the success

of this thesis. In a very special way my sincere appreciations go to Sr. Dr. Momanyi Marcella

and Dr. Shem Malwa who willingly accepted to supervise this thesis and gave me their

professional guidance, support and encouragement toward the completion of this research.

My special gratitude also goes to the Congregation of Franciscan Missionaries of Mary

for giving me the opportunity to complete this research. I am also grateful to my mother

Kembikisa Aldolphine who contributed a lot to the successful completion of this thesis through

her prayers and advice.

I recognize the great contribution of Langata Sub-County office and to all respondents for

finding time to provide information needed for this study. In addition, I wish to express my

gratitude to my classmates and friends who for the last four years of my study have generously

helped me with valuable academic information and advice. Finally, I appreciate the principals,

teachers and students from the selected schools who provided viable information for this study.

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 TABLE OF CONTENTS

DECLARATION ...........................................................................................................................ii
DEDICATION ..............................................................................................................................iii
ABSTRACT .................................................................................................................................. iv
ACKNOWLEDGEMENTS ........................................................................................................... v
LIST OF FIGURES ...................................................................................................................... xi
LIST OF ABREVIATIONS AND ACRONYMS .......................................................................xii
CHAPTER ONE .......................................................................................................................... 1
INTRODUCTION........................................................................................................................ 1
1.1 Background to the study .......................................................................................................... 1
1.2 Statement of the Problem ......................................................................................................... 5
1.3 Research Questions .................................................................................................................. 7
1.4 Significance of the Study ......................................................................................................... 7
1.5 Scope and Delimitations of the Study...................................................................................... 9
1.6 Theoretical Framework .......................................................................................................... 10
1.6.1 Strengths of Diffusion Theory ..................................................................................... 13
1.6.2 Weaknesses of the Diffusion Theory........................................................................... 13
1.6.3 Application of Diffusion of Innovation Theory to the Study ...................................... 14
1.7 Conceptual Framework .......................................................................................................... 15
1.8 Operational Definitions of Key Terms. ................................................................................. 17
CHAPTER TWO ....................................................................................................................... 18
REVIEW OF RELATED LITERATURE .............................................................................. 18
2.1 Introduction ............................................................................................................................ 18
2.2 Review of Related Theories ................................................................................................... 18
2.2.1 Cognitive Flexibility Theory ....................................................................................... 18
2.2.2 Constructionist Learning Theory ................................................................................. 22
2.3 Review of Empirical Studies on Use of ICT and Education ................................................. 25
2.3.1 ICT as Tool of Teaching and Learning and Students’ Performance ........................ 25
2.3.2 How does ICT infrastructure influence Students’ performance .................................. 28
2.3.3 Attitudes of Principals towards ICT and student’s performance ................................. 31
2.3.4 Attitudes of Teachers towards ICT and Students’ Performance ................................. 34
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 2.3.5 Attitudes of students towards ICT and students’ performance.................................... 36
2.3.6 Challenges of Use of ICT in enhancing Teaching and Learning to achieve Students’
Performance .......................................................................................................................... 38
2.3.7 Strategies to overcome Challenges Faced in the Integration of ICT AND Students’
Performance. ......................................................................................................................... 43
2.3.8 Summary of the Review of Literature and Identification of Knowledge Gap ............ 45
CHAPTER THREE ................................................................................................................... 48
RESEARCH DESIGN AND METHODOLOGY ................................................................... 48
3.1 Introduction ............................................................................................................................ 48
3.2 Location of the Study ............................................................................................................. 48
3.3 Research Design..................................................................................................................... 48
3.4 Target Population ................................................................................................................... 51
3.5 Sample and Sampling Procedure ........................................................................................... 51
3.5.1 Schools......................................................................................................................... 50
3.5.2 Principals ..................................................................................................................... 50
3.5.3 Teachers ....................................................................................................................... 51
3.5.4 Students ....................................................................................................................... 51
3.6 Description of Data Collection Instruments .......................................................................... 52
3.6.1 Questionnaire for the Teachers .................................................................................... 52
3.6.2 Questionnaire for the Students .................................................................................... 53
3.6.3 Interview Guide for Principals .................................................................................... 53
3.6.4 Observation Guide ....................................................................................................... 53
3.6.5 Document Analysis Guide ........................................................................................... 54
3.7 Validity of Research Instruments........................................................................................... 54
3.8 Pilot Testing ........................................................................................................................... 55
3.9 Reliability of Quantitative Instruments .................................................................................. 55
3.9.1 Reliability of Qualitative Instruments ......................................................................... 56
3.10 Description of Data Collection Procedures.......................................................................... 58
3.11 Description of Data Analysis Procedure .............................................................................. 59
3.12 Ethical Considerations ......................................................................................................... 59

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CHAPTER FOUR ...................................................................................................................... 61
DATA PRESENTATION, INTERPRETATION AND DISCUSSION OF THE
FINDINGS .................................................................................................................................. 61
4.1 Introduction ............................................................................................................................ 61
4.2 Questionnaire Return Rate ..................................................................................................... 62
4.3 Demographic Characteristics of Respondents ....................................................................... 62
4.3.1 Demographic Characteristics of Principals ................................................................. 62
4.3.2 Demographic Characteristics of Students.................................................................... 65
4.4 The Integration of ICT in Teaching and Learning ................................................................. 66
4.4.1 Extent of Teachers’ Preparedness to use ICT .............................................................. 66
4.4.2 Teachers’ level of ICT Integration in Teaching. ......................................................... 70
4.4.3 Students Level of ICT Integration in Teaching and Learning ................................... 71
4.4.4 Integration of ICT and Students Performance ............................................................. 74
4.5 Availability of ICT Infrastructure and Facilities in Secondary Schools ................................ 75
4.5.1 The extent of Internet Use by the Teachers ................................................................ 78
4.5.2 Extent of internet use by the Students ......................................................................... 79
4.6 Attitudes of Teachers and Students Towards the Integration of ICT in the Teaching and
Learning. ...................................................................................................................................... 80
4.6.1 Attitudes of Teachers towards the Integration of ICT and Learning. .......................... 80
4.6.2 Attitude of Students towards the Integration of ICT in Teaching and Learning. ........ 83
4.7 Challenges Faced in ICT Integration and Use in Secondary Schools. .................................. 85
4.7.1 Challenges faced by the students in the integration of ICT in the Learning ............... 88
4.8 Teachers and Students’ Strategies to Overcome Challenges. ................................................ 89
4.8.1 Teachers’ Responses on the Strategies to Overcome the Challenges ......................... 89
4.8.2 Students’ Responses on Strategies to Overcome the Challenges ............................... 90
CHAPTER FIVE ....................................................................................................................... 93
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS OF THE FINDINGS ....... 93
5.1 Introduction ............................................................................................................................ 93
5.2 Summary of the Findings ....................................................................................................... 93
5.3 Conclusions ............................................................................................................................ 97
5.4 Recommendations .................................................................................................................. 98
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 5.4.1 Ministry of Education ............................................................................................. 98
5.4.2 Principals................................................................................................................. 98
5.4.3 Teachers .................................................................................................................. 99
5.4.4 Students ................................................................................................................... 99
5.5 Suggestions for Further Research ........................................................................................ 100
REFERENCES ......................................................................................................................... 101
APPENDICES .......................................................................................................................... 109
Appendix I: Informed Consent of the Participant ...................................................................... 109
Appendix II: Questionnaire for Teachers ................................................................................. 110
Appendix III: Questionnaire for Students ................................................................................. 118
Appendix IV: Interview Guide for Principals ........................................................................... 123
Appendix V: Observation Guide ............................................................................................... 128
Appendix VI : Document Analysis Guide ................................................................................. 129
Appendix VII: Cronbach ‘S Alpha ............................................................................................ 130
Appendix VIII: Reasearch Permit from Cuea ............................................................................ 131
Appendix IX: Research Permit from the Ministry of Education ............................................... 132
Appendix X: Research Permit from Nascosti ............................................................................ 133
Appendix XI: Map of Kenya Showing Nairobi County Area of Study.................................... 134
Appendix XII: Map of Langata Sub County Showing Area of Study ....................................... 135

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 LIST OF TABLES

Table 1: Sampling Matrix ............................................................................................................. 52

Table 2: Results of Cronbach’s Statistics Reliability for Students and Teachers. ........................ 56

Table 3: Questionnaire Return Rate .............................................................................................. 62

Table 4: Demographic Characteristics of Principals and Teachers .............................................. 63

Table 5: Responses on Demographic Characteristics of Students ................................................ 65

Table 6: Responses of Teachers extent of preparedness to use ICT ............................................. 67

Table 7: Teachers’ Responses on the Perceived needs on any ICT training ................................ 69

Table 8: Teachers’ Responses on the level of ICT integration in teaching .................................. 70

Table 9: Student’s responses on the level of integration .............................................................. 72

Table 10: Responses on Schools’ Students Performance ............................................................. 74

Table 11: Teachers’ Responses on the Availability and adequacy of the ICT Hardware ............ 75

Table 12: Teachers’ Responses on the Use of Internet ................................................................. 78

Table 13: Students’ Responses on the use of internet................................................................... 79

Table 14: Teachers’ Responses on Attitudes towards the Integration of ICT in the Teaching and

Learning........................................................................................................................ 81

Table 15: Students’ Responses on Attitudes towards the Integration of ICT in the Teaching and

Learning........................................................................................................................ 84

Table 16: Responses of the Challenges faced by the Teachers .................................................... 86

Table 17: Students’ responses on the Challenges they encounter in using ICT in Learning........ 88

Table 18: Teachers’ Strategies to Overcome Challenges ............................................................. 90

Table 19: Students’ Responses on the Strategies to Overcome the Challenges ........................... 91

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 LIST OF FIGURES

Figure 1: Innovation Process. ................................................................................................... 11

Figure 2: Conceptual Framework ............................................................................................ 15

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 LIST OF ABREVIATIONS AND ACRONYMS

BOM Board of Management

DEG Development Educational Goals

CSR Corporate Socal Responsibilities

DOI Diffusion of Innovation

EFA Education for All

GeSCI Global E-Schools and Communities Initiative

GOK Government of Kenya

ICT Information Communication Technology

IRI Interactive Radio Interaction

KCSE Kenya Certificate of Secondary Education

KESSP Kenya Education Sector Support Program

LCD Liquid Crystal Display

MDEG Millennium Development Educational Goals

MoE Ministry of Education

MOEST Ministry of Education Science and Technology

MTP Medium Term Plan

NACOSTI National Commission for Science, Technology and Innovations

RIA Rapid Institutional Assessment

SPSS Statistical Package for Social Sciences

TSC Teachers Service Commission

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 CHAPTER ONE

INTRODUCTION

1.1 Background to the study

Education is becoming one of the most challenging fields in our society today and

where knowledge is expanding so rapidly that modern technology requires the use of

Information and Communication Technology (ICT). The growth of the global economy and the

information based society has forced education systems around the world to use the new

Information and Communication Technologies (ICTs) to teach students the knowledge and skills

they need in the 21st century (World Bank, 2004). Information communication technology can

be a catalyst by providing tools which teachers use to improve teaching and giving learners

access to electronic media that make concepts clearer and more accessible (UNESCO,2004).

During the last two decades the education institutions have invested heavily in

Information and Communication Technologies (ICT). Information communication technologies

have influenced the education sector and the teaching and learning methods. One puzzling

question is the influence of these technologies on student’s achievement and on the returns of

education. Information communication technologies are evolving technologies and their effects

are difficult to isolate from their environment, to deal with their influence on students’

performance, first there should be an evaluation on how information communication are

integrated in the teaching and learning process. There’s no standard definition for students’

performance. Standard approach focuses on achievement and curricula, how students understand

the courses and obtain their marks. However, more extensive definition deals with integration,

skills and attitudes learned through the education experience (Adel & Mounir, 2010).

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 Jones and George (2009) stated that communication is the process of exchanging facts,

ideas and opinions between two or more individuals or groups in order to share meanings and

reach common understanding. It helps communicants to learn and adjust to their environments.

Information communication technology refers to any device that has the ability to create data,

receive, store, retrieve, manipulate and transmit information in digital form and is concerned

with the way these different uses can work with each other. Information communication

technology tolls have an immense network of internet browsers, cable and they include:

computers, laptops, tablets, radios, television, cell phones, LCD, projectors, cameras and

broadcasting networks. Information communication technologies include computer software and

associated systems such as management methods and practices, or the alleged application Layer

(Dalf, 2010). Backhouse (2013) argued that traditional educational environments do not seem to

be suitable for preparing learners to function or be productive in the workplaces of modern

society and the use of new technologies in the classroom is essential for providing opportunities

for students to learn to operate in an information age. She claimed that organisations that do not

incorporate the use of new technologies in institutions cannot seriously claim to prepare their

students for life in the twenty-first century.

Information and communication technologies (ICTs) have become important tools for

educational support. Using computers and the Internet is becoming more and more important in

teaching and learning processes. Also with the advent of mobile phones especially smart phones,

it is becoming easier to reach students and even utilize the capabilities of technology (Nasser,

2014).Johnson, Calvert and Raggert (2009) outlined that as the pace of technological

development continues to grow, children in our schools today will live in a world where ICT will

be increasingly embedded in their daily lives.

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 In New Zealand, the government spends over $ 410 million every year on schools ICT

infrastructure. The study by Andoh (2012) on the integration of ICT in pedagogy by secondary

school teachers in teaching in New Zealand, identified tools such as Internet, Digital Cameras,

video, video cameras and video players as pedagogical tools and teachers pointed out the

integration of ICT in pedagogy improved students’ performance in the schools.

Wikan and Molster (2011) stated that during the past decade efforts to integrate

information and communication technology (ICT) into most aspects of school practice have

received a good deal of attention in the educational systems in Norway and many other countries.

The underlying motives for the focus on ICT applications in schools are twofold. It is widely

accepted that competence in handling ICT is an important asset and requirement for citizens in

modern society. It is also assumed that ICT in schools will enhance subject learning as specified

in a Norwegian government White Paper (Ministry of Education,2004),digital literacy and

competence are part of the school curriculum and are to be used as learning artefacts in all

subjects. All students are to be ICT competent in school, and ICT is given a position as the fifth

basic in the new National Curriculum. It is thus vital for teachers to use ICT in all subjects

(Ministry of Education, 2004).

A review of experience with ICTs in education project by GeSCI (2013) found that in Africa,

projects tend to follow a pattern of high levels of initial motivation, followed by a drop off in

stakeholder interests and low levels of integration. In Nigeria the Education reforms stressed the

use of computer technology in schools during 32nd Ministerial Council meeting in 1978 (Federal

Republic of Nigeria, 2004). Under this policy Nigeria launched the role of the use of ICT in

schools especially an internet service in schools under the name of School Net Nigeria (Federal

Ministry of Education, 2005). The Federal Ministry of Education of Nigeria (2004) stated the

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importance of ICT is quite evidence from the educational perspective. Though the chalkboard,

textbooks, radio/television and film have been used for educational purpose over the years, none

has quite impacted on the educational process like the computer. While television and film

impact only on the audiovisual faculties of users, the computer is capable of activating the senses

of sight, hearing and touch of the users. ICT has the capacity to provide higher interactive

potential for users to develop their individual, intellectual and creative ability even improved

performance.

In Uganda the Government has established a fully-fledged ICT Ministry since 2006 to

stress the importance of ICT in promoting economic growth and development. In recognition of

the need of ICT for the development process, the government undertook several initiatives to

promote the development and application of ICT in all aspects of life including educational field.

Information and communication technology in education requires guiding policies and plans to

govern the future diffusions of innovations specify the roles of various stakeholders and guard

against possible abuses especially due to the dynamic and continuous changes of new

technologies (Mbaluka, 2009).

The history of ICTs and education in Kenya goes back to post independence years where

people used radio broadcasts. It was seen as the best way of harmonizing education standards

across the country for all students and teachers ( Republic of Kenya,2001). The government

of Kenya has also been working towards transformation of all educational institutions in the

country to be ICT compliant as shown in the government policy documents (Republic of Kenya,

2005a). In 2005, the ministry of education developed a Kenya Education Sector Support

Programme (KESSP) that featured ICT as one of the priority areas with an aim of mainstreaming

ICT into teaching and learning processes (Ministry of Education, 2005). The Ministry of

4
Education Strategic Plan (2006-2011) emphasises the integration of ICT in education which is

expected to improve quality, teacher skills, and to improve communication between all

stakeholders including parents, teachers and students. The government has made a lot of effort

towards improving ICT infrastructure in schools as well as training teachers in ICT skills to

enhance students’ academic performance. Global E-Schools and Communities Initiative (2009)

outlines that ICT offer great hope for improving access, quality and efficiency of education,

however there is a task for policy makers to understand the key issues underlying the educational

problems and formulate sensible strategies using ICTs and other tools to overcome the problems.

The Kenyan educational and training sector has also taken major steps in embracing ICT to

enhance students’ academic performance. These steps include among others the recognition of

the role that ICTs can play in improving students’ academic performance in the sector of

education.Teachers must understand the context within which students’ performance

improvement takes place. Operational effectiveness and strategy are both essential to superior

performance and strategy execution is crucial for quality and better students’ academic result.

Academic performance refers to the learners’ ability to show and apply knowledge, skills,

abilities and attitudes leant towards a specific objective (Wanjala, 2013). Both formative and

summative evaluation may be used to measure performance. In Kenya KCSE examination

results are used as summative evaluation to measure students’ performance ( MoE, 2012).

1.2 Statement of the Problem

The society today puts a lot of importance on students’ academic performance. Outcome

in national examinations is used as criteria for admission in university and middle level colleges

in most countries all over the world. Castro Sánchez and Alemán (2011) stated that information

communication technologies are essential to improve students’ performance and strategy

5
execution is crucial for quality and better students’ academic result. It has been confirmed both at

international, regional and local levels, that ICT integration to improve educational outcomes is

the main goal of any ICT in education intervention (Wango, 2009).

The Kenya Ministry of Education Strategic Plan (2006-2011) emphasises the integration

of ICT in education which is expected to improve quality, teacher skills, and to improve

communication between all stakeholders including parents, teachers and students (Republic of

Kenya, 2006). Available research findings attribute the students’ poor achievement to a number

of factors including student’s attitude towards chemistry, teacher’s attitude towards student

ability in the subject, availability and use of resources, poor learning environment, and poor

method of instruction. The integration of ICT is expected to improve students’ academic

performance. However, Ngugi, Kiboss and Tanui (2015) stated that teachers in Kenyan

secondary schools have been integrating ICT in teaching, but students’ academic performance in

Kenya Certificate of Secondary Examination (KCSE) has not shown significant improvement.

The number of students with aggregate of grade B and above in the national examination was

9.48% and 14.08% students for the year 2010 and 2011 respectively. The performance was low

as the number of students who qualified to join universities was relatively 10%. A similar result

was found in Nakuru County public secondary schools by Ngugi, et al. (2015) where the number

of students with aggregate of grade B was 2.53% and 3.05%. They further contend that a student

for the year 2010 and 2011 respectively. The survey done by GOK( 2010) on the integration of

ICT in schools in Nairobi revealed that many schools have been integrating ICT in teaching

but the schools do not perform to the expectations of the Kenyan Ministry of Education

Strategic Plan (2006-2011). The social concern created by this situation is that students are not

performing well in their academic work. This brings a serious concern not only for the future

6
livelihood of the students but also a potential threat for the future development of the nation as a

whole.

Studies have been done to evaluate the influence of ICT in different schools in Kenya

especially in Nairobi but there is inadequate information on how the integration of ICT in

teaching and learning influences students’ academic performance in secondary schools in

Langata Sub County. Therefore, it was for these reasons that this study sought to find out the

influence of ICT on students’ performance in secondary schools in Langata Sub County.

1.3 Research Questions

The study was guided by the following questions:

i. How does ICT as a tool for teaching and learning influence students’ academic

performance in secondary schools in Langata Sub County.

ii. What is the current ICT infrastructure available in secondary schools in Langata Sub

County?

iii. How is the attitude of principals, teachers and students towards ICT use and integration

in teaching and learning?

iv. What are the challenges affecting the use of ICTs in enhancing teaching and learning

processes to achieve good performance?

v. What strategies can be put in place to overcome these challenges?

1.4 Significance of the Study

It is the researcher’s view that the findings of the study will be of immense benefits to

students, parents, policy makers, planners of educational program, students, classroom,

instruction and the society in general. The government officials in various ministries will find

the results beneficial in making policies that will help the Ministry of Education to meet its
7
goal of being an ICT compliant state by the year 2030. It may help MOEST in formulating

institutional capacity building framework to empower ICT users in education. Moreover, the

research findings will also equip the Ministry of Education with some of the problems affecting

academic performance that are related to attitude and study habits.

Data and information obtained in this study will provide the Ministry of Education and

administrators with information to help formulate programmes involving ICTs for education.

The study will also help the policy makers to make well informed decisions and investment in

ICT regarding the education in secondary schools. The study will be of significance to

administrators because the research findings will help them to design and implement the policies

to improve the students’ performance and the quality of education by changing the attitude of

students towards learning; facilitating students and improving the teaching procedures.

The findings will also benefit the parents to monitor their children while at home on

holidays to ensure that they make maximum good use of technology, especially to assist in

learning process and embrace good performance. The study will help teachers to identify the

areas that need improvement. The results will also guide donors especially for schools in Kibera

in identifying the critical areas to support regarding ICT infrastructure.

The research will also be useful to the students because of the various study techniques

pinpointed. The students will note other factors that influence their academic performance such

as study techniques may now be understood and appreciated as relevant factors. The findings

will as well be helpful to students by creating in them the awareness to examine their attitudes

and adjusting to the problems of academic performance there by adopting positive attitude

towards their study and not to waste time over what they have to do. The findings will help the

8
secondary school students to identify the effective study methods and skills that could be used on

the learning environment.

The results will help schools in Langata Sub county especially stakeholders to identify

the areas affecting students‘ performance and work together for improvement of the performance

of students and their attitude towards ICT. The study will also make possible recommendations

towards increasing the use of ICTs in enhancing teaching and learning processes. Data obtained

from the study will also be a basis for future research.

1.5 Scope and Delimitations of the Study

Langata Sub County has 43 secondary schools and most of them are located in Kibera but

this study concentrated only on nine selected schools within Langata Sub-county for effective

research. The study involved only students and teachers who had an experience with ICT in the

nine selected schools since the study is concerned with ICT. The study was limited to Langata

Sub County because Langata has enough schools to make a good sample that can be used in

making conclusions. ICT capacity for schools varies widely from one school to another and

therefore comparing the nine selected schools may create some errors due to difference in the

availability of infrastructure.

The study focussed mainly on the influence of ICT on the performance of students in

secondary schools, it might be very difficult to clearly get the influence of ICT on the

performance of students as there might be others factors affecting the performance of students

especially the schools in Kibera . The study involved mainly principals, teachers and students;

parents and other education stakeholders in the nine schools did not participate, as it required

considerable time and resources.

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1.6 Theoretical Framework

The study adopted the Diffusion of Innovations Theory by Everett Rogers (2003). The

diffusion of Innovation theory is based on a set of generalizations regarding the typical spread of

innovations and trends within a social system and therefore explains why some innovations are

adopted while others are ignored at various levels of analysis. According to Rogers (2003) the

diffusion of Innovations theory process has four factors that influence the adopters: The

innovation itself, the communication channels which may be interpersonal and mass media, time

and social system. The theory has four major theories that deal with the diffusion of innovations:

Innovation-decision process theory, individual innovativeness theory, the rate of adoption theory

of perceived attributes. Since the decisions are not authoritative or collective each member of the

social system experiences his/ her own innovation that is based on five distinct steps.

10
Figure 1: Innovation Process. Source: Adopted from Rogers (2003)

Rogers (2003) explained that the innovation-decision process is based on time and five

distinct stages. The first step is knowledge; in this stage, the person or adopter must first learn

and become aware of the innovation and have some idea of how it functions. The second stage or

step is persuasion; in this stage, the adopter must form a favourable or unfavourable attitude

towards the innovation before he/ she adopts it. The third stage, there is a decision to be made by

the adopter to either adopt or reject the innovation. The fourth stage is the implementation where

the person put into practice the innovation; this involves putting the innovation into actual use.

11
The fifth stage is the confirmation where the person evaluates the results of innovation and

confirms that the decision to adopt the innovation was appropriate.

Rogers (2003) categorized the adopters of innovation into five groups: Innovators, early

adopters, early majority, late majority adopters and Laggards. He claims that innovators are the

first 2.5% of the individuals in a system to adopt an innovation; they are pioneers and risk-takers.

Their interest in new ideas leads them out of a local circle of peer networks and into more

cosmopolitan social relationships. The innovators play an important role in the diffusion process:

That of launching the new idea in the system by importing the innovation from outside of the

system’s boundary.

According to Rogers (2003) early adopters are the next 13.5 % of the individuals in a

system to adopt an innovation and they help spread the word about the innovation. The early

adopter decreases uncertainty about a new idea by adopting it, and then conveying a subjective

evaluation of the innovation to near peers through interpersonal networks. Early majority is the

next 34 % of the individuals in a system to adopt an innovation adopt new ideas just before the

average member of a system. The early majority interacts frequently with their peers, but seldom

holds positions of opinion leadership in a system. They provide interconnectedness in the

system's interpersonal networks. The early majority may deliberate for some time before

completely adopting a new idea.

Late majority are the next 34 % of the individuals in a system to adopt an innovation and

the adoption may be may be the result of increasing network pressures from peers. Their

relatively scarce resources mean that most of the uncertainty about a new idea must be removed

before the late majority feel, it is safe to adopt. Laggards are the last 16% of the individuals in a

system to adopt an innovation. They possess almost no opinion leadership and their decisions are

12
often made in terms of what has been done previously. Laggards tend to be suspicious of

innovations and change agents and their resistance to innovations may be entirely rational as

their resources are limited and they must be certain that a new idea will not fail before they can

adopt (Rogers, 2003).

1.6.1 Strengths of Diffusion Theory

According to Kaminski (2011), the theory serves a diverse range of innovation adopters

such as administrators, teachers and students information technologists and change agents as

well. The diffusion of innovation also benefits the targets of change since respect and

consideration for all involved stakeholders are intervened with robust strategies for

implementing innovative change. The theory helps the community to identify qualities such as

relative advantage, compatibility among others that will make innovation more appealing to

potential users who in this case, are teachers, students. Technologies are constantly changing and

hardware and software components are being introduced. It is therefore imperative to have solid

understanding of how to introduce these new ideas in the social system. Diffusion theory helps

further such understanding (Yates, 2001).

1.6.2 Weaknesses of the Diffusion Theory

The diffusion of Innovation may have left out a category of adopters who have features

of innovation but may quickly not adopt it due to certain beliefs that they hold about the

innovation. Additionally, the theory does not adequately provide a basis for predicting outcomes

as well as socio-economic issues of ICT in the social system (Minishi-Majanja & Kiplangat,

2005). Chile (2012) stated that the Diffusion of Innovation theory just classifies adopters without

giving the casual explanations as to why and how people adopt different technological

innovations. It is simplified to focus solely on an innovation disregarding the complex societal,

13
cultural and economic factors while attempting to explain failed attempts of diffusion. Poor

schools may see little relevance for social networking and latest wireless internet (Ngugi, et al.,

2013). Additionally, DOI may stimulate adoption by groups that do not want the innovation

making it unsustainable; this can justify the importance of attitudes of principals, teachers and

students towards ICT.

1.6.3 Application of Diffusion of Innovation Theory to the Study

For students to apply the DOI and even to perform well in various subjects, they need to

have knowledge of a new technology or ICT. Qualified teachers should be introduced to ICT

facilities/ resources: Computers, internet and relevant software for them to be able to apply them

in their teaching and check the understanding of the students through their performance in the

respective subjects. Students should be persuaded to willingly choose computer and develop

positive attitudes to ICT while used in teaching others subjects offered in their various schools

and showing them their effectiveness in improving academic performance. Teachers should be

trained so that they should pass the knowledge onto the students who in return will apply it to

improve their performance in various subjects and the knowledge acquired will be useful for

their future.

The diffusion theory can be used to explain predict and account for factors that increase

or impede the influence of ICT on students’ performance in secondary schools. It helps

education practitioners to identify qualities that will make the use of ICT in schools more

appealing to students and other stakeholders. The communication channels used to spread word

about adoption of any innovation and the nature of the society determines the rate of adoption of

a new technology. In schools, this can be achieved through training or ICT literacy upgrading

courses.

14
 The theory was found appropriate because it brought out the factors affecting students’

performance in secondary schools. The factors are: Availability of facilities and technical

support. According to this theory, students need to be sensitised about the importance of ICT in

their lives. The theory explains that students are slow in taking up the new ideas and applying

them because they need time to understand the relevance. They take time until they see the

results of other students or those who have finished form four and then, they become motivated.

Other students, who finished, got jobs because of their skills in ICT. The theory was therefore

relevant to examine the influence of ICT on students’ performance in secondary school.

1.7 Conceptual Framework

INDEPENDENT

VARIABLES DEPENDENT

Integration of ICT in VARIABLES

teaching and Students’ Academic

learning Performance

Availability of ICT
Infrastructure

INTERVENING VARIABLES
Diffusion through Teaching
and Learning Process
Principals’ attitudes
Teachers’ attitudes
Students’ attitudes

Figure 2: Conceptual Framework adopted from Diffusion of Innovation Theory (Rodgers

2003)

15
 The Figure 2 shows the integration of ICT in teaching and learning and its influence on

students’ performance. For the integration of ICT, knowledge needs to be diffused to principals,

teachers and students. The diffusion of knowledge will be determined by the attitudes,

availability of ICT infrastructure, teachers training and the challenges they face. The knowledge

and skills acquired through the diffusion of innovation of ICT depends on the integration of ICT

among the key players and their attitudes towards the innovation which is ICT. The integration

depends on the availability of ICT infrastructure and facilities such as computers labs,

computers, internet connection, power and overhead projectors. The interaction between

principals, teachers and students and technology determines the academic outcomes among

students. Principals need to persuade the teachers about the benefits of integrating ICT in the

teaching process and teachers will also motivate students using ICT in performing their tasks.

For example, teachers would go to an extent of giving students homework which require students

to research and present their work perhaps in typed form and they can be asked to present using

PowerPoint to check their understanding and technology use in confirmation of knowledge

gained.

16
1.8 Operational Definitions of Key Terms.

Communication: Is the act of conveying intended message to another entity through the
use of mutually understood signs and semiotic rules.
ICT: Information and Communication Technologies. ICT in Education means
Teaching and Learning using ICT which leads to improve student
academic performance and better teaching methods.
Influence: A person or thing that affects the way a person behaves or thinks. It can
affect the person physically negatively whereby he or she behaves badly
and positively he or she behaves accordingly.
Information: Knowledge or facts learned, especially about a certain subject or
event. And it can even be stored in documents such as CDs and DVDs.
Innovation: Invention refers to new concepts or products that derive from individual's
ideas.
Integration: The combining of two or more things so that they work together
effectively. The use of ICT in teaching and learning to enhance students’
performance.
Learning: Acquisition of knowledge acquired by being taught in the classroom and
Also by reading different sources of information.
Performance: The extent to which a student, teacher or institution has achieved their
educational goals through learning and also personal effort, e.g. Seeking
the information in various resources, in summary, it is the end result.
Teaching: Giving training or instruction in a subject. Whereby, the teacher who gives
out the knowledge may use some guidance, for example textbooks, novels,
computer etc.
Technology: The application of science, especially to industrial or commercial
objectives; it is influenced by time and machines.
Sub County: The decentralized unit through which county governments of Kenya will
provide functions and services.

17
 CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.1 Introduction

This chapter reviewed the related literature on Cognitive Flexibility theory and

Constructionist theory which are related to the research, different empirical studies at the

international, regional and local levels in line with ICT infrastructure in schools, integration of

ICT in teaching and learning, attitudes of principals, teachers and students, challenges faced in

integrating ICT in teaching and learning, ICT and students’ performance, strategies to overcome

the challenges were also be reviewed respectively and lastly, summary of the review and

identification of knowledge gap.

2.2 Review of Related Theories

The following theories supported the diffusion of Innovations theories: Cognitive Flexibility

Theory developed by Spiro in 1992 and Constructionist Learning Theory developed by Papert

Seymour in 1980.

2.2.1 Cognitive Flexibility Theory

The second theory related to the study is cognitive flexibility theory developed by (Spiro

& Jehng, 1992). The proponents of cognitive flexibility theory are Spiro, Feltovitch and Coulson.

The theory of Cognitive flexibility states the ways which help students to acquire knowledge by

using multiple representations in different context. The main concern of this theory is the transfer

of knowledge and skills beyond their initial learning situation, hence, the focus is the

presentation of information from multiple perspectives and use of many case studies that present

diverse examples. In addition, Spiro (1992) stressed the importance of constructed knowledge

18
and learners must be given an opportunity to develop their own representations of information in

order to properly learn.

According to Spiro (1992), the cognitive flexibility theory has four principles:

i. Learning activities must provide multiple representations of content.

ii. Instructional materials should avoid oversimplifying the content domain and support

context-dependent knowledge.

iii. Instruction should be case-based and emphasise knowledge construction, not

transmission of information.

iv. Knowledge sources should be highly interconnected rather than compartmentalised.

The theory of Cognitive Flexibility suggests that learners grasp the nature of complexity

more readily by being presented with multiple representations of the same information in

different contexts. It emphasises the ability to spontaneously restructure one's knowledge in

many ways, in adaptive response to radically changing situational demands. The first strength of

the Cognitive Flexibility Theory is that learners are able to acquire and retain knowledge if they

are encouraged to develop their own representation of it. In this study, following the principles of

the cognitive flexibility, teachers can give students the opportunity to absorb information in a

manner that better suits their personal needs, increasing the effectiveness of their e-Learning

course. Hence, this can enhance the performance of students in various subjects (Spiro, et al.,

1992). The second strength is that the Cognitive Flexibility Theory aims to train learners to do a

task the same way to enable consistency and this gives an individual the ability to spontaneously

restructure one's knowledge, in many ways, in adaptive response to radically changing

situational demands. This strength supports the study because students will be required to apply

the information received to their lives and this can be tested only through performance.

19
 According to Spiro (1992), the theory expresses weaknesses in that much emphasis is

placed on what the student does rather than how the information he/she gets, influences his/her

thinking, in others words the effects of the information on his/her behaviour. The second

weakness is that the theory does not take into account the way in which the learner gets the

information provided as the theory is geared to completing or accomplishing a task which may

not be the best way, or suited to the learner or the situation. The theory neglects the problems

related to content complexity and irregularity in patterns of knowledge use that leads to learning

failures characterised by conceptual oversimplification and inability to apply knowledge to new

cases. Moreover, the theory deals with a lot of knowledge to be taught that are complex and ill-

structured and this is a challenge for teachers in the process of teaching. In relation to this study,

the theory may mislead the students while using ICT without supervision. They may be tempted

to visit other websites which are not appropriate to education.

Cognitive Flexibility Theory plays an important role in education on how students are

taught greatly impacts the nature and formation of their cognitive structures, which in turn

affects students’ ability to store and readily access information and it aims to present within the

classroom high level cognitive demands by asking students to demonstrate deep conceptual

understanding through the application of content knowledge and skills to new situations (Spiro,

1992). Therefore, this theory is useful for this study since the use of the Cognitive Flexibility

Theory can help the stakeholders identify the influence of ICT on students’ performance and for

the teachers, the use of ICT makes teaching and learning flexible for the learners while handling

complex situations, and they can able to evaluate the understanding of the students through

performance.

20
 Cognitive Flexibility Theory provides a framework that helps in understanding the

importance of integration of ICT in teaching and learning process. The education policy makers

can adopt this theory to evaluate the influence of ICT in teaching and learning and their impact

on the society at large. This theory is most ideal for the dynamic ICT evolution in the education

and the world today. The theory helped to evaluate the influence of ICT on teachers and students

because it provided an understanding of how to use new ideas in teaching and learning (Spiro,

1992). Therefore, the Cognitive Flexibility Theory was relevant in the study to know the extent

to which ICT influences teaching and learning in secondary schools in Langata and its effects on

students’ performance.

The researcher found the Cognitive Flexibility Theory supporting the Diffusion of

Innovation Theory in the way it applies the principles of the Innovation Diffusion Theory.

Teachers, administrators and learners after adopting the use of ICT in the process of teaching

and learning (Diffusion of Innovation Theory), the Cognitive Theory helps them bring out the

influence, perceptions and factors that can lead to the positive or negative effect of the

integration of ICT in teaching and learning. After integration of ICT, Cognitive Flexibility

Theory can help students understand the interconnection of complex concepts of a topic and

be flexible in their understanding to apply the important concepts to the real life situation. The

Cognitive Flexibility Theory can also help the stakeholders identify the influence of ICT on

students’ performance, and for the teachers the use of ICT makes teaching and learning flexible

for the learners while handling complex situations. Therefore, the two theories are

complementary to each other. Lastly, the Cognitive Flexibility Theory is appropriate for this

study because it brings out the influence, perceptions, and factors that can lead to the positive or

negative effect of the use of ICT on the students’ performance in secondary schools in Langata.

21
2.2.2 Constructionist Learning Theory

The third theory related to the study is Constructionist Learning Theory by Papert

Seymour (1980) inspired by the constructivist theory that stated that individual learners construct

mental models in order to understand the world around them. Papert has been a huge proponent

of bringing technology to classrooms, beginning with his early uses of the Logo language to

teach mathematics to children. According to Seymour (1980), Constructionist Learning Theory

is based on the following principles:

i. Constructionist learning involves students drawing their own conclusions through

creative experimentation and the making of social objects.

ii. The constructionist teacher takes on a mediator role rather than adopting an

instructional role.

iii. Teaching students is replaced by assisting them to understand and help one another to

understand their problems.

iv. The teacher's role is not to be a lecturer but a facilitator who coaches students to

attaining their own goals.

Constructionist Learning Theory advocates student-centred, discovery learning where

students use information they already know to acquire more knowledge. He also argues that

students learn through participation in project-based learning where they make connections

between different ideas and areas of knowledge facilitated by the teacher through coaching rather

than using lectures or step-by-step guidance. In the context of this study the use of ICT by the

teachers should help students to construct the knowledge and reflect the information on their

academic performance in different subjects. The teacher should know and use the learning

potential of students to build up his/ her teaching. The theory also holds that learning can happen

22
most effectively when people are active in making tangible objects in the real world. In this

sense, the constructionist learning theory is connected with experiential learning. In this study

the teachers are supposed to use the relevant teaching and learning resources like ICT resources

to achieve academic performance of the students.

Seymour (1980) emphasised the way in which knowledge is structured using computers

and how the students’ own perception of their prior experiences leads to the knowledge structure.

In the context of this study, the theory clarified the duty of teachers on checking on the prior

knowledge of their students and attitudes they held towards ICT which may influence their

performance. Furthermore, it helped investigate the infrastructure of ICT in secondary schools in

Langata and how teachers and students are making use of them in teaching and learning process.

The Constructionist Theory also focuses on the view of learning as a reconstruction rather than

as a transmission of knowledge, hence students should have the experience of manipulative

materials because learning is most effective when part of an activity the learner experiences as

constructing a meaningful product. In this study, teachers should use ICT as teaching aids to

access students’ ability and understanding which can be reflected on their performance.

Seymour’s Constructionist Theory offers various benefits in evaluating the influence of

ICT on students’ performance. First, Constructionist Learning Theory is based on the principle

that students build knowledge based upon prior knowledge and there is no knowledge

independent of the apprehender, only the knowledge that they create for themselves based on the

information that they obtain from the world around them. In this research, this strength helps

teachers check students’ skills on ICT before they teach them in the classroom. It can also

contribute to check teachers, students’ attitudes towards ICT.

23
 According to Papert Seymour (1980), there are three roles for teachers who use the

Constructionist Learning Theory in their class: Modelling, Coaching, and Scaffolding to provide

sufficient support to promote learning when new concepts are introduced. Hence, the second

strength of the theory advocates the learning environment that is democratic; the teacher is not

seen as an authority figure as much as a learning guide and the activities are interactive and

student-centred instead of being lesson-centred. In this research, this helped investigate the

teachers’ skills on ICT, the influence of ICT on students’ performance that can be clearly seen

through the ability of students performing tasks on their own without the help of teachers and the

relevant and level of ICT infrastructure in secondary schools in Langata.

Apart from the above strengths, Seymour constructionist theory has two limitations. First,

it has lack of structure. Some students require highly structured environments in order to be able

to perform their tasks. The Constructionist theory calls for the teacher to discard standardised

curriculum in favour or a more personalized course of study based on what the student already

knows. This could lead some students to fall behind others in performing their tasks and this can

also affect the performance of the slow learners. The second weakness of the theory is that it can

actually lead students to be confused and frustrated because they may not have the ability to form

relationships and abstracts between the knowledge they already have and the knowledge they are

learning in the classroom (Papert, 1980). Despite the above weaknesses, the researcher still opted

for this theory because it brought out factors that can contribute to evaluate the influence of ICT

on students’ academic performance in schools in Langata. Conclusively, the researcher found

this theory appropriate to evaluate the influence of ICT on students’ performance in secondary

schools in Langata.

24
 The Constructionist theory supports the Diffusion of Innovation theory because it was the

first to apply technology in the teaching and learning process. The researcher chose the

Constructionist Theory to support the Diffusion of Innovation Theory because the learners as

active participants are involved in structuring their own learning experiences. As they adopt new

technology through diffusion of innovation theory the importance of how they relate new

experiences to existing knowledge is very crucial. Therefore, in this research, the two theories

are complementary to each other.

2.3 Review of Empirical Studies on Use of ICT and Education

For most European countries, the use of ICT in education and training has become a

priority during the last decade. However, very few have achieved progress; a small percentage of

schools in some countries achieved high levels of effective use of ICT to support and change the

teaching and learning process in many subject areas. Others are still in the early phase of

information and communication technologies adoption (Muhammad, Irfanullah, Siraj-u-Din,

Hafiz, 2015). Furthermore, the researchers stated that in Australia, the statements of Learning for

ICT were presented as five broadly defined conceptual organisers, representing key aspects of

ICT that apply across the curriculum. The Australian Council for Educational Research has also

identified a progression in research associated with the National Assessment Program ICT

Literacy.

2.3.1 ICT as Tool of Teaching and Learning and Students’ Performance

The study on Norwegian secondary school teachers and ICT by Wikan and Molster

(2011) revealed that almost all teachers (93%) use ICT in their teaching. However, how often

they use ICT varies a great deal: 60% use ICT less than once a month, whereas 22% use ICT

daily. The reason why most teachers seldom use ICT might be because they do not believe that it

25
will enhance the learning outcome for the learners. Only 27% of the teachers think ICT might

enhance subject learning. So one may then ask why a majority of the teachers still use ICT every

now and then when they do not think it will improve the learning outcome for the learners. One

reason might be because it is mandatory according to the national curriculum. Another reason is

that many teachers see other positive effects; for instance, ICT make learners’ presentations

better and when learners are allowed to use ICT it makes them work harder because they are

more motivated. The research shows that ICT provide a positive impact on learning and student

performance when it becomes an integrated element in the classroom and teaching. ICT use also

encourages development from a teacher-focused or teacher-led model to a more student-focused

model in which students work together, make their own decisions and take an active role in

learning.

Mwalongo (2011) did a study in Tanzania on teachers’ perceptions about ICT for

teaching, professional development, administration and personal use in Dar es Salaam University

College of education, Tanzania which collected data from two sources, namely an online survey

questionnaire using Survey Monkey and from online postings generated from the researcher’s

blog. The online questionnaire generated both qualitative and quantitative data while from the

blog only qualitative data were generated. The sample population was mainly teachers. The

study revealed that many teachers (64. 6%) acknowledged that ICT had positive impact on their

students’ learning while only 3.2% had negative, 29 % mixed feelings and 3.2% did not know

the impact of ICT on their students’ learning. It is possible that the teachers who did not know

the impact of ICT on their students’ learning are those who did not use ICT for teaching. The

most commonly reported use of ICT for teaching included preparation for notes, teaching

26
learning resources and examinations. Some teachers used ICT to solve immediate problems

related to teaching and learning they had encountered during the course of teaching.

The study done by Ngugi, Kiboss and Tanui (2015) to determine the influence of

integration of ICT in teaching on students’ academic performance in public secondary schools in

Nakuru County, Kenya adopted a survey research design to investigate the influence of

integration of ICT in teaching on students’ academic performance in public secondary schools in

Nakuru County, Kenya. The three data collection instruments (the questionnaire, interview guide

and observation guide) were used to collect data for the study. The sample population of the

study was mainly teachers of secondary schools in Nakuru County.

The result of the study demonstrated that Integration of ICT in teaching influence

students’ academic performance. An analysis done at 95% confidence interval for KCSE mean

scores for 2008-2011 and standard deviation by level of ICT integration in teaching showed the

effect of the integration is positive leading to an improved student KCSE examination

performance. The study found out that the teachers who did not integrate ICT in teaching at all

had the lowest (4.16) KCSE mean mark. Those who integrated ICT in teaching at low level had a

low (4.76) KCSE mean mark, those who integrated ICT at moderate level had a better (5.61)

KCSE mean mark and those who highly integrated ICT had the best (6.14) KCSE mean mark.

This meant that there is need to emphasise to teachers the importance of integration of ICT in

teaching in public secondary schools. The study found that integration of ICT in teaching does

not depend on gender. Both male and female equally integrate ICT in teaching with similar

outcome. The study found out that age affects integration of ICT in teaching. This is contrary to

other study findings where teachers’ ICT knowledge and skill rather than age influence

integration of ICT in teaching. Finally the study found that integration of ICT in teaching

27
depends on the teachers’ highest level of education. The above studies involved only teachers

as main sample population and did not include others stakeholders like principals and students.

In term of design they used descriptive survey and Monkey design to collect the data and the

other instruments, they had questionnaire and interview guide. This study filled the gap by

involving principals and students. The study used convergent parallel mixed methods approach

to collect both quantitative and qualitative data.

2.3.2 Influence of ICT Infrastructure on Students’ Performance

Study done in Malaysia by Mojgan, Kamariah , Wong Su Luan, Bahaman and Foo

(2013) revealed that teachers who had computers in their classes were more likely to use them in

instruction than teachers who did not; more than 50% of teachers who had computers in their

schools used them for research and activities related to lesson preparation. A total of 78% of

teachers surveyed cited limited access to computers as a barrier to effectively using computers in

their classes. Therefore, efficient and effective use of technology depends on the availability of

hardware and software and the equity of access to resources by teachers, students an

administrative staff.

A study by Wahome (2011) to assess the preparedness and extent of use of ICT in

public schools in Kandara District, Muranga County, Kenya concentrated on current status of

ICT infrastructure; extent of use of ICT equipment in teaching and learning, attitudes of

principals towards ICT use and integration. Schools owned computers, printers and LCD

projectors whose availability were scored at 41.9%, 39.5% and 2.3% consecutively and

perceived to be expensive by principals. The study revealed the low availability of some ICT

equipment which an ordinary school should reasonably afford. These include Radio 32.65,

Television 16.3%, Video Tape 4.7%, and DVD and VCD players.

28
 The study also found out that 33.7% of students do not use any ICT equipment at all in

learning and 39.5% of teachers do not use ICT equipment for instruction. The study does not

specify the challenges which rise from principals’ management roles as suggested by this study.

A very high proportion of principals 81.8% suggested that government should provide more

support for ICT and qualified personnel at the district level 72.8%. However, there are other ICT

equipment such as TVs, radio and DVD players which most schools can afford and yet they are

not available or they are under- utilised. Even schools which have computers registered only

60.0% of teachers and 58.0% of students who accessed them and students performance still low.

The study by Bekyibei (2012) about the state of availability of the various ICT resources

in the secondary schools in Uasin Gishu County used descriptive survey design to collect data.

The sample population was teachers of Biology. The findings revealed that calculators are the

most available (80%) for teaching/learning of Biology in secondary schools. In addition,

Software such as Word, Access, Excel (71%),digital cameras(76%),laptops/net

books/tablets/ipads (74%),satellites, disks/decoders (84%), UPS power supply and networking

cables (71%) were indicated as not available for teaching/learning of Biology. Teachers were not

sure if other ICT resources, e.g. Modems/routers, Monitors, scanners, television), video cassette

players and recorders, networking cables, scanners, television speakers and headphones, were

available for use in the teaching/learning of Biology. This implies that teachers were not

conversant with the basic accessories used as the ICT teaching/learning of Biology. The study

concentrated only on the teachers of Biology, the current study included teachers of several

subjects to get the influence of ICT on students’ performance.

Osodo (2004) did a study on evaluation of ICT in secondary schools; the case study of

schools in Nairobi Province. The study used teachers to collect data. The study found out that

29
training and technical assistance is important in teaching and learning of ICT. The researcher

later pointed out that teachers are responsible for the use of ICT in the classroom and the

influence they can have on the students. The study found out that most schools in the slums were

poorly equipped to teach ICT and most teachers have developed negative attitude towards ICT.

Though the study covered slums in Nairobi, there is no clear information about the ICT

infrastructure in Kibera slum which is a part of Langata Sub County.

A survey done by Wims and Lawler ( 2007) revealed that half of the Keiyo district’s 32

secondary schools have at least some equipment installed of these only twenty eight percent(

28%) of them offered computer lessons to students. Furthermore, they did another research on

the use of computers in educational institutions in Keiyo District, Rift Valley Province in Kenya

which stated that just over half of these (28% of all schools) offered computer lessons to

students. The ratios of students to computers were as follows: St. Patrick’s High School, 25:1,

Singore Girls Secondary School, 32:1,and Baraka Agricultural College 4:1. No institution,

however, had more than two students per machine during lessons. The software installed on

these PCs for use by students came exclusively from Microsoft Office. The cost of licenses for

these software packages was prohibitive for most educational institutions. No educational

software in any subject was found. No secondary school in Keiyo District exploited the resource

of the internet for educational purposes. The teachers interviewed appeared not to use internet to

search information related to their teaching and learning.

Despite the necessity of the ICT in education, educational institutions have faced some

challenges in the incorporation of the ICT in the school curriculum. The lesson here is that

computers are a subset of the information communication technology facilities necessitated in

schools and that even then, they have to be furnished with quality accessories, installed with

30
appropriate software and linked to necessary networks to allow access to rich resources beyond

the school rather than serve as a resource for minor typesetting and other word processing

activities. Hence, this study filled the gap in theory and practice and sought to establish how ICT

had been integrated into the curriculum in school in Langata Sub County and the influence they

have on learning and students’ performance. While the above studies attempted generally to

explain how the availability of ICT affects learning, it does not look at how particular ICT tools

clearly affects students learning and performance. This study provided a questionnaire for

students to check how particular ICT tools such projector, internet; E-readers affect their learning

and performance in secondary schools in Langata.

2.3.3 Attitudes of Principals towards ICT and Student’s Performance

A research conducted by Papaionnou and Charalambous (2011) in Cyprus on primary

school principals’ attitudes towards ICT as well as their perceptions about the factors that

facilitate or inhibit ICT integration in primary schools used mixed methods approach and a

questionnaire. The study focused on attitudes and this study sought to clarify the roles of

principals in promoting integration of ICT in teaching and learning. It found out that Cyprus

primary school principals, generally, hold positive attitudes towards ICT. However, a number of

statistically significant differences were observed across gender, years and service, academic

qualifications, access to a computer, in-service training on ICT for teaching and learning

purposes, existence of a computer in the principal’s office, computer experience, and the

principals’ attitudes towards ICT. None of internal inhibitors to ICT integration identified by the

study focused on the principals’ factors such as defined roles in promoting integration of ICT to

improve academic performance. It recommended that principals still need more tailor-made in-

31
service training and incentives in order to transfer their theoretical enthusiasm into practice.

Therefore, this study filled the gap by including teachers and students in the study.

The study done by Laaria (2013) on leadership challenges in the implementation of ICT

in public schools in Kenya used mixed methods approach and a questionnaire, observation guide

and interview guide. It revealed that school leader’s positive attitudes, commitment and interest

towards implementation of ICT plays a significant role in overcoming various challenges that are

encountered during implementation of ICT in school and the influence of ICT on students’

performance. He concluded that schools with leaders who have positive expectations regarding

impact of ICT in school, tends to emphasise implementation of ICT in teaching and learning than

schools with leaders who have less positive attitude towards Computers. He observed that

implementation of ICT can be achieved in schools if principals and teachers are fully committed

in its implementation over a period of time and both understand their influence on students’

academic performance. The studies above did not specify the influence of principals’ attitudes

towards ICT and students’ academic performance. Therefore this study included a questionnaire

and interview guide for the principals to find out the influence of principals attitudes towards

ICT and its influence on students’ academic performance.

A study done in Lebanon by Ghamrawi (2013) on Open Journal of Leadership revealed

that 72.2% of principals considered computers help them organize the work , 65.6% of

schools principals considered computers as effective tools for retrieving information , 67.8 %

of principals considered computers to be time and effort saver. However, on the negative side

63% of principals did not view any advantage for using computers in teaching 63.10% did not

make any relationship between the use of computers in education and improvement of education

37.2% of principals did not view computers as enhancers of student learning and performance,

32
39.1% of principals did not make any connection between computers and increased student’s

interest. The study concluded that principals have positives attitudes towards the use of

computers but not towards considering them as promising tools to improve teaching and

learning.

E-learning Africa (2012), which surveyed electronic learning (e-learning) experiences

from African countries, confirmed that, for 42% of respondents, the principal motivating factor

for using ICT enhanced teaching and learning was to improve the quality of their teaching and

learning. An equal proportion of respondents (18% each) stated that the biggest motivations were

developing twenty-first century skills and improving access to education in remote areas,

respectively. Lastly, 12% of respondents were motivated by the promotion of creativity and

critical thinking (E-learning Africa 2012, 16). For the majority of survey respondents of the 2013

report, laptops (83%) and mobile phones (71%) were the most popular learning devices

compared to tablets, virtual desktops and smart boards. 67% of respondents still used desktop,

34% still used televisions and 31% used radios for learning (E-learning Africa, 2013).

Research done in Kenya by Makewa and Nyamboga (2008) revealed that principals who

had positive attitudes toward the use of technology in teaching were willing to support the

implementation of computer studies in their schools. Although all the principals had a positive

attitude toward computer implementation, not all of them were able to implement computer

studies. This implies that positive attitude toward computer study is not enough to warrant

implementation of computer studies in secondary schools. There are other crucial factors such as

lack of computer laboratories, computer hardware, and software that must be taken into account.

The study found out that some administrators like Board of Management, Head teachers feel

that computer lessons are expensive, so they object the financial support; this can be supported

33
by the presence of only one computer’ teacher in each school, hence the negative attitude

towards ICT. In the same research, students demonstrated positive attitude towards ICT , 88%

of students liked and enjoyed learning the subject but the same students expressed negative

attitude due to lack of internet and LCD. According to the same research, all principals

interviewed were in total agreement on how the integration of computer subject in the curriculum

positively supports teachers in covering the syllabus, promote students active participation in

learning and performance. Principals have a challenge of changing their attitudes towards

implementation of ICT. They should develop strategies that can sustain the technology in their

school and put some effort to support other staff member to implement the technology in

teaching and learning by helping them understand the potential of ICT in improving students’

performance (Manduku, Kosgey & Sang, 2012).

2.3.4 Attitudes of Teachers towards ICT and Students’ Performance

A number of studies have revealed that one of the important determinants to the adoption

of new technologies is teachers’ attitudes to ICT use in learning. A survey of UK teachers

showed that teachers’ positivity about the possible contributions of ICT was moderated as they

became rather more uncertain and sometimes doubtful about specific, current advantages

(Backhouse, 2013). If teachers’ attitudes are positive towards the use of educational technology

then they can easily influence their students ‘attitudes and motivate them in their performance.

Positive attitudes often encourage less technologically capable teachers to learn the skills

necessary for the implementation of technology based activities in the classroom. Therefore, if

teachers want to successfully use technology in their classes; they need to possess a positive

attitude to use technology. Such attitude is developed when teachers are sufficiently comfortable

with technology and are knowledgeable on its use. For the students’ attitudes, behavioural

34
change would likely occur for learners who learn the material presented in training and desire to

apply that new knowledge or skills to work activities (Keengwe & Oncwari, 2008).

Wikan et al, (2011) stated that ICT confidence and ICT competence are both necessary

factors in order for the teacher to be willing to explore the possibilities of ICT for improved

teaching and learning. Authors found out that the 10 teachers of the Norwegian secondary school

who were given ICT training and support in the classroom developed positive attitude towards

the use of ICT. They used ICT in a more learner-centred way and often asked students to use

ICT for producing presentations and submitting homework. They found that this is motivational

for many learners, especially for some of slow learners. Furthermore, the study revealed that

80% of the teachers integrate ICT on time table preparation; 52.2% use ICT in preparing

schemes of work; 54.1% integrate ICT in preparation of instructional materials; 54.8% integrate

ICT in preparing students’ progress reports; 84.4% integrate ICT for students’ instruction class;

80.0% integrate ICT in library management;79.3% integrate ICT in preparing students ‘records;

78.5% integrate ICT for collaborating with peers, and 85.2% integrate ICT in class attendance

management.

The study observed that integration of ICT in teaching in public secondary schools is

rather significant. The study further revealed that much of ICT is also integrated in the

preparation of professional documents such as schemes of work and students’ progress reports.

The study indicated that the implementation of ICT in teaching failed due to the negative

attitudes of teachers. Most in these schools found integration of ICT in their teaching as time-

consuming hence negative attitudes. The study highlighted the importance and effective use of

ICT in enhancing learning and improving performance to help teachers and students embrace

positive attitudes. It is the skill and attitude of the students and teachers that determines the

35
effectiveness of technology integration into the curriculum (Bilter, 2002). Once teachers and

students developed skills, they could begin to find ways to integrate technology into the teaching

and learning process and demonstrate its use to others. Williams et al. (2000) noted that teachers

failed to exploit ICT due to lack of skills and their negative attitudes towards them. The above

studies did not suggest ways to help teachers develop positive attitudes towards ICT. Therefore,

this study recommended different ways to help teachers develop positive attitudes like giving

them required training on ICT and encourage in-service programs.

2.3.5 Attitudes of students towards ICT and students’ performance

A study done by Westhuizen, Nel &Barry (2012)in South Africa on an Analysis of

Students’ Academic Performance When Integrating DVD Technology in Geography Teaching

and Learning. The study used descriptive survey design. The instruments used by the study were

questionnaire and interview guide. The target population was geography students. The study

revealed that more than 70% of the students of all three groups reported that the DVD has the

potential for more effective use of academic time. All the students (100%) in 2004 and 2005 and

93% in 2006 agreed that the DVD method called for more self-discipline and time management.

Furthermore, given that the students are aware of the fact that they live in a developing country

(South Africa) 84% in 2004 and as high as 92% in 2005 and 2006 felt that the DVD is a good

alternative to the computer. In 2005, 89% of the students and 93% in 2006 were satisfied with

the balance between the independent learning required by the DVD and the seminars.

Kimitei (2008) conducted a study on the investigation into effects of computer

technology on students in secondary schools in Nairobi, Kenya which used mixed methods to

collect the required data. The study found out that most students preferred to use computers than

to read or write and enjoy and concentrate more while using computers. Students feel that ICT

36
provide a better learning experience and they would perform better if their teachers use ICT in

teaching since they concentrate more. Furthermore, the researcher found out that though the

effects of teaching and learning with ICT on students’ cognitive, effective and behavioural

outcomes have high positive effects, they have some negative effects on students like being

tempted to watch pornographic materials and playing games while teaching is going on. Study

noted that ICT if used positively enhances learning processes and outcomes. Findings assert that

both the learning environment and curriculum pedagogy and content are central to the effective

use of ICT. However, teachers and students need to be confident in their subject knowledge as

well as in basic ICT literacy so that they can effectively integrate ICT into teaching and learning

programmes. The study suggested means to help administrators, teachers and students develop

positive attitudes towards ICT.

The results of the study by Nasser (2014) in Qatar noted that teachers and students are not

frequently using ICT in activities associated to students’ assessment consistently. However, the

highest frequencies of ICT use by teachers and students correspond to the most basic and

conventional activities, such as prepare general classes and organise teacher’s work (educational

management-related activities);search information and develop teaching activities; make

presentations and work as a group at the same pace (learning activities).

Furthermore the same study revealed that students’ access to ICT resources, 85% of the

students reported to have free access to computers, 50% to projection systems, and only 35% to

LMS/VLS systems. Moreover, less than 10% of them reported a free access to interactive

whiteboards and digital cameras. The frequency of use of ICT was influenced by access of ICT

resources. The most commonly used ICT resources were computers followed by TVs, while

digital cameras and scanners were hardly used due to their inaccessibility when needed and the

37
cost of buying them. About 64.5% used the TVs daily, but for entertainment, not for teaching,

and 42.9% did not use TVs due to lack of time.

The research also stated that the use of variety of teaching-learning resources has the

potential of making students understand the subject matter easier as they get different

perspectives; however, proper use of such resources is what brings the impact. Such tasks tend to

be more fruitful when they are clear, teacher guided, and students have the necessary technical

skills, otherwise students tend to immerse themselves in searching for unnecessary information.

Since ICT availability is one of the most important obstacles to technology adoption and

integration in learning, secondary schools should make an effort towards increasing the

availability and accessibility to ICT resources to students in order to enhance students academic

performance. Furthermore,ICT equipment such as smart boards should be available so as to

achieve qualitative in learning. Based on these recommendations, this study suggested how the

accessibility to ICT of students can help improve the performance of students in secondary

schools in Langata sub county.

2.3.6 Challenges of Use of ICT in enhancing Teaching and Learning to achieve Students’

Performance

Barriers, associated with ICT integration that fall within the physical realm are beyond

the direct control of the teachers. These barriers centre on accessibility and infrastructure and

include decisions about purchasing, locations of wiring drops, and decisions regarding the

placement of computers in centralized labs verses placement of computer pods in classrooms.

Placing computers in centralised labs may provide students with equitable and efficient exposure

to technology but severely limit the technology’s accessibility for classroom instruction. Labs

deny teachers the flexibility of deciding when technology should be incorporated into instruction

38
and may send the message to students that computers are not central to learning or the activities

in their classrooms (Wikan et al, 2011).

A study in Nigeria by Amuchie (2015) outlined different factors perceived by principals

and teachers as challenges to effective utilisation of ICTs in teaching and learning in secondary

schools in Ardo-Kola and Jalingo. Poor electric power supply was 96% and he went on saying

that most of the schools are not linked to the national power supply. Lack of knowledgeable ICT

support staff was rated 89.3% and inadequacy of trained teachers on the use of ICT received

85%. High cost of ICT equipment, materials and accessories received 80.4% rating. This does

not differ from Adomi (2006) who reported high cost of ICT facilities as one of the major

challenges to the application of ICT in schools. Enakrire and Onyenenia, (2007) reported that the

inability to use ICTs in teaching and learning in secondary schools may be as a result of

insufficient funds. Inability to replace broken-down equipment and facilities was rated 63%.

Inadequate telephone services received 69.2%. The study found out that more than 40 % of the

population of Africa is in areas not covered by telecom services. This being the case, schools

located in remote areas will experience ICT connectivity problems.

Albirini (2006) carried out a study examining the factors relating to the teachers’ attitudes

toward information and communication technologies which used a questionnaire to collect

evidence from high school English teachers about their perceptions of computer attributes,

cultural perceptions, computer competence, computer access, and personal characteristics

including computer-training background. The results showed that a relatively high percentage of

the respondents (57%) had computers at home while only 33.4% of the respondents had access to

computers at school. This percentage gives a clear indication of the insufficiency of computers at

39
Syrian schools, particularly for teacher use. Hence, he concluded that computer access has often

been one of the most important obstacles to technology adoption and integration worldwide.

According to GOK (2010), the current policy in Kenya is that it is the responsibility of

parents to put up physical facilities particularly in secondary schools. In view of the persistent

poverty, most of the parents are not able to place appropriate facilities to support implementation

of ICT in schools. According to Kenya National Bureau of Statistics (2012), 49.1% of the rural

population is absolutely poor. The schools in Arid and Semi-Arid parts of the country as well as

urban slums areas are the most constrained. There are limited resources to equip schools with

ICT infrastructure and this has been a barrier in the implementation of ICT in education

curriculum delivery. The principals of these schools are faced with the challenge of providing

finances that are required for implementation of ICT.

Several studies done in Kenyan secondary school on implementation of ICT indicates

that the main challenges faced during its implementation is the degree of disparity in

infrastructure and limited access, especially telecommunications and electricity that exists

between rural and urban areas (Makhanu, 2010, Manduku, Kosgey & Sang, 2012 ,Laaria, 2013).

Ncunge, Sakwa and Mwangi (2012) noted that in Kenya some schools had computers but this

could be limited to one computer in the office of the school head. The author concluded that very

few schools had sufficient ICT tools for teaching and learning. In schools with computers, the

study found that the student-computer ratio was high and this was a challenge faced during

integration of technology in teaching.

According to Mukeka (2008), lack of adequate computers and frequent breakages were

main challenges to students in most schools leading to many students sharing one computer.

Wanjala (2013) stated that with respect to the great concern about digital device, access to ICT

40
facilities is currently one of the major challenges in Africa and Kenya. The research went on

saying that the ratio of one computer to 15 students is the norm in most developed countries, the

ration in Africa stands at one computer to 150 students and ration is wider in disadvantaged

regions and areas. The lack of enough ICT resources affects the attitude of the students.

An assessment by Gogo ( 2012) of the factors affecting the use of ICT in teaching

and learning in secondary schools in Kangema-Muranga County investigated among others the

teachers’ knowledge and skills in application of ICT influence the use of ICT in teaching and

learning. The study targeted principals and teachers and used questionnaires, interview guides

and observation guide to collect the data. The study revealed that many factors influence ICT

integration. The study concluded that the restrictive administrative practices budgetary

allocations and lack of proper ICT policies in schools leading to limited ICT use and integration

in secondary schools. Furthermore, limited and uncoordinated approach to imparting skill and

competencies to teachers remains a major barrier in the integration of ICT in education in Africa

and Kenya in particular (Farell, 2007). The cost of ICT has made it difficult to some schools to

acquire them and some community leaders may not have a priority to acquire and install them in

their schools (Ngugi, Kiboss &Tanui, 2015)

A study carried out by Makhanu (2010) on Principals’ literacy in information and

communication technology: Towards improving secondary school performance in Kenya which

emphasised the management of principals as change agents. The study used a mixed methods

design involving both quantitative and qualitative approaches. The target population was

however narrowed to principals and their deputies only without involving other stakeholders.

The study found out that the ICT application literacy of principals goes hand in hand with

students’ academic performance and plays a significant role in influencing school performance.

41
The study noted that there is massive investment in buying ICT infrastructure, but principals’

training does not appear to be a priority. It can be noted that even if principals were literate in

ICT, the availability of ICT resources in schools for teaching and learning need to be spelt out to

ensure students’ academic performance.

The study carried out by Wahome (2011) on the preparedness and extent of use of ICT in

public secondary schools in Kandara District, Muranga County, Kenya found out that 33.7% of

students do not use any ICT equipment at all in learning and 39,55% of teachers do not use

any ICT equipment for instruction. The study concluded that there are many challenges facing

schools such as lack of ICT infrastructure and inadequate trained ICT teachers as they tried to

integrate ICT in order to improve performance. However, the study does not specify the

challenges which raise from principals’ management roles as suggested by the study.

Hwee, Canggadibrata & Jing (2008) outlined that students may become ultimately over-

reliant on technology and even have difficulties in learning without them. This may lead to

laziness and diminish the role of the teacher. While working alone; ICT can be useful but

impersonal and cannot replace a teacher. Students may become frustrated when they have

difficulties either in using ICT or comprehending subject matter and need a teacher’s help. If

unchecked, ICT experiences may affect school outcomes. The frequent use of ICT for school

work and uncontrolled access to internet may lead some students to side-track into irrelevant,

like pornographic materials, computer games and social network which will in turn, reduce

their efficiency or lead to moral degradation. The researches above identified the following as

the most significant factors inhibiting the success of computer development projects: Insufficient

numbers of computers and peripheral devices; teacher’s lack of knowledge; inadequate software

for instruction and inadequate technical assistance. The researches above did not suggest ways to

42
overcome the above challenges; the study provided recommendations on the effective use of ICT

in enhancing performance.

2.3.7 Strategies to overcome Challenges Faced in the Integration of ICT AND Students’

Performance.

The commission of Inquiry into education System (TIQET, 1999) recommends, Kenya

should provide ICT literacy skills. The cost of ICT products and services could be reduced by

instruments to encourage sector participation and reduction of telecommunication tariffs.

Wahome (2011) said that the degree of use and integration of ICT in secondary schools is a

product of concerted efforts of various stakeholders including the ministry of education,

principals, teachers and teachers. In the area of education, the national ICT policy emphasises

establishment of educational networks for sharing educational resources and promoting

integration of ICT at all levels; enhancing capacity of research and development in each sector.

The researcher recommended different ways for teachers to concentrate on positive effects of

ICT like looking for the great contribution ICT makes in simplifying complex concepts in

learning.

The Ministry of Education was given the mandate by the Government of Kenya to lead

the monitoring and evaluation of the strategy’s implementation, guided by overall government

policies on education and ICT, specific education strategic documents for implementing its

mandate, and global goals such as Education for All (EFA) and the Millennium Development

Goals (MDGs). This mandate is carried out through a ministerial ICT committee that meets

monthly and reports quarterly on progress. Therefore, the Ministry of Education will evaluate the

implementation of ICT and its influence on students’ learning and performance in different

schools especially in Langata district and put strategies which can enhance students’ learning.

43
The National ICT master Plan: connected Kenyan 2017 launched in 2013, envisions Kenya to

become Africa’s most globally respected knowledge economy. Educational institutions are

among other targets that will be connected through ICT by a countrywide robust, accessible, and

affordable ICT infrastructure that will make public services available. School services, for

instance, will include online access by parents and other stakeholders to students’ information

such as examination, research and schools’ schedules.

In her 2005 ICT in Education Options Paper, Kenya recognises the many ways in which

information and communication technologies (ICTs) can support and improve the delivery of

quality education for all Kenyans. The Ministry of Education (2006) developed a Kenya

Education Sector Support Program (KESSP) in 2005 that featured ICT as one of the priority

areas with the aim of mainstreaming ICTs into the teaching and learning process in order to

improve students’ performance. The National ICT Policy embedded this intent as a national

priority and provided the impetus for the ministry to develop its sector policy on ICT in

Education. The ministry moved quickly and, in June 2006, introduced the National ICT Strategy

for Education and Training (MoE, 2006). This document, referred to as the ICT policy for the

education sector, consists of the following components, each with its own statement of strategic

objectives and expected outcomes: ICT in education policy, digital equipment, connectivity and

network infrastructure, access and equity, technical support and maintenance, harnessing

emerging technologies, digital content, integration of ICT in education, training (capacity-

building), professional development, and research and development (MoE, 2006).

Kenya vision 2030 and Medium Term Plan (MTP), the aim of government is to ensure

many computers are provided to schools in addition to the current efforts by the ministry of

Education to channel more resources towards adequate ICT infrastructure. The Ministry of

44
Education of Kenya however recognises several challenges in delivery of education services

so as to achieve these goals of Kenya Vision 2030 which includes the need to ensure improved

access, equity and quality that require enhanced planning and management which can be

achieved through the use of ICT in education .

Despite the attendant benefits of use of ICT in education, and the Government’s

recognition of the potential of ICT to enhancing development, Kenya’s involvement in the ICT

revolution in education is still low. In a research project (Kenya School Net, 2003) conducted in

November 2002, only 46.4% of the sampled schools had computers although there did appear to

be a high level of awareness of the benefits of computers in schools. Almost 40% of schools had

less than 10 computers, and therefore inadequate numbers for teaching and learning. More than

20% had less than 5 computers indicating that the computers were largely used for administrative

purposes.

2.3.8 Summary of the Review of Literature and Identification of Knowledge Gap

The literature review provided a great contribution to study on the influence of ICT on

students’ learning and performance in different part of the world, in Africa and in Kenya. The

research conducted by Papaionnou and Charalambous (2011) in Cyprus on primary school

principals’ attitudes towards ICT as well as their perceptions about the factors that facilitate or

inhibits ICT integration in primary schools stated that principals had positive attitudes towards

ICT integration. A study done by Westhuizen, Nel & Barry (2012) in South Africa on an

Analysis of Students’ Academic Performance When Integrating DVD Technology in Geography

Teaching and Learning revealed the positive influence of DVD technology in Geography on

students’ performance.

45
 The study done by Bekyibei (2012) on the state of availability of the various ICT

resources in the secondary schools in Uasin Gishu County, Kenya found out that most schools

did not have proper ICT infrastructure. The study carried out by Wahome (2011) on the

preparedness and extent of use of ICT in public secondary schools in Kandara District, Muranga

County, Kenya found out that 33.7% of students do not use any ICT equipment at all in

learning and 39,55% of teachers do not use any ICT equipment for instruction. The study

concluded that there are many challenges facing schools such as lack of ICT infrastructure and

inadequate trained ICT teachers as they tried to integrate ICT in order to improve performance.

However, the study does not specify the challenges which emanate from principals’ management

roles to encourage the integration of ICT in teaching and learning.

The studies above do not specify clearly the influence of principals’ attitudes towards

ICT and students’ academic performance. Therefore the study included a questionnaire and

interview guide to find out the influence of principals attitudes towards ICT and its influence on

students’ academic performance. The gap was identified in line with the sample and design used

to conduct the studies of literature reviewed above. The studies used descriptive survey design

and Monkey survey design to collect data but the current research used a convergent parallel

mixed-methods design to collect quantitative and qualitative data.

Concerning the sample, Wahome (2011) said that the degree of use and integration of

ICT in secondary schools is a product of concerted efforts of various stakeholders including the

ministry of education, principals, teachers and students; however this research did not include

students in the research. The research used questionnaire only for principals and Board of

Management (BOM), to fill the gap the current study involved principals, teachers and students.

46
 In regard to the instruments used to collect data, the research carried by Albirini (2006) to

investigate the factors related to the teachers’ attitudes towards information and communication

technologies designed a questionnaire to collect evidence from high school English teachers

about their perceptions of computer attributes, cultural perceptions, computer competence,

computer access, and personal characteristics including computer-training background. Most of

the studies reviewed above used only questionnaire, few of them included an interview guide and

observation guide and none of them used document analysis, therefore this study included

document analysis beside the questionnaire, interview guide and observation guide to collect the

data.

Studies above dealt with the implementation of ICT in secondary schools and challenges

in different provinces of Kenya, however out of the reviewed literature; there is inadequate

information about the research that specifically focused on the influence of ICT on students’

performance in secondary schools in Langata Sub County. Therefore this study focused on the

influence of ICT on students’ performance in secondary schools in Langata Sub County.

47
 CHAPTER THREE

RESEARCH DESIGN AND METHODOLOGY

3.1 Introduction

This chapter explained the methods applied in carrying out this research. The chapter covered

the following sections: Research design, Target Population, Sample and Sampling Procedures,

Research Instruments, Validity and Reliability of Instruments, Data Collection Procedures, Data

Analysis Procedures and Ethical Considerations.

3.2 Location of the Study

Langata Sub-County is one of the sub-counties of Nairobi Province. Langata Sub-county

has the biggest slum, Kibera, in the Sub-Sahara region in Africa. There are 43 secondary schools,

38 private and 5 public schools. Many private schools are located in Kibera because of the high

needs of poor children for education and the presence of many NGO (Non-Governmental

Organisation) who sponsored poor students.

3.3 Research Design

This research utilised a convergent parallel mixed-methods design; an approach to

inquiry that combines both qualitative and quantitative methods concurrently, prioritizing both

methods almost equally (Creswell, 2013). This design involves one data set providing a

supportive, secondary role in a study. According to Watkins and Gioia (2015), the design

advocates that a single data set is not sufficient to provide answers to a research question.

Different types of questions require different types of data. In this case, the quantitative and

qualitative methods complemented each other and provided for the triangulation of findings,

48
hence greater validity of the emerging inferences. Whereas the quantitative approach provided a

more general understanding of the issue of influence of ICT integration on students’ academic

performance, the qualitative provided a detailed and in-depth understanding of the same.

Key components of convergent parallel mixed methods approach, as with any other

mixed methods approach, have to do with priority and sequence. In terms of priority, both

qualitative and quantitative was given equal weight. In terms of sequence the researcher

collected both quantitative and qualitative data at the same time.

3.4 Target Population

According to Kothari (2011) target population is the total number of respondents in the total

environment of interest to the researcher. The target population for this study consisted of all

Principals, secondary school teachers, and students of 9 selected schools within Langata Sub-

County.

3.5 Sample and Sampling Procedures

According to Kombo and Tromp (2013), a sample is a section or a sub group of the

population we intend to study and sampling is the process of selecting a subset or sample unit

from a larger group or population of interest with the purpose of addressing the research

questions. Sampling is the procedure a researcher uses to gather people, places of things to study

(Kombo & Tromp, 2013). Cohen, Manion and Morison (2013) stated that it is adequate to take

10% to 20% of the total population for a large and a small population respectively in an

embedded mixed methods approach. Based on this, the researcher adopted 20% to sample

participants in the study. Principals were selected through automatic inclusion, teachers and

students through stratified random sampling. Both probability and non-probability sampling were

49
used in this study. A probability sampling is a form of sampling that is randomised while non-

probability sampling is a non-randomized sampling that targets a particular group of population.

3.5.1 Schools

Langata Sub- County has 43 secondary schools (Langata Sub -County Education Office, January

2017) out of which 9 schools were selected (1 public secondary school and 8 private schools)

representing 20% of all schools in Langata. The researcher used stratified and simple random

sampling for the selection of schools involved in the study. The researcher wrote names of 5

public schools and 38 private secondary schools on small pieces of paper folded them and placed

them in a small box. The papers were mixed by shaking the box. The researcher then picked the

first 8 pieces of paper with the names of 38 private schools from the box and unfolded them and

then for the second round, the researcher picked one piece of paper from the box with the 5

names of public schools. The schools whose names appeared on the unfolded papers constituted

the sample. Cohen, Manion and Morison (2013) stated that it is adequate to take 10% to 20% of

the total population for a large number of populations. Therefore 20% are representative for all

categories of schools.

3.5.2 Principals

Principals are the heads of the institutions and they carry out both teaching and

administrative work. In this study the principals were chosen because they are administrators

who supervise, coordinate and ensure that facilities are in place and they play important role in

the process of integration and use of ICT in education. The principals were automatically

sampled from the 9 selected secondary schools, since each school has one, the study involved 9

principals.

50
3.5.3 Teachers

Teachers play a key role in operational planning on ICT use in teaching and learning. They are in

a better position to provide relevant information about the use of ICT in teaching and learning

and their influence on students’ performance. There are 405 teachers from 43 secondary schools

in Langata Sub-County (Langata Sub-County Education Office, January 2017) out of which 81

representing the 20% of total teachers. Stratified random sampling was used to sample teachers

from 9 selected schools preferably from science, humanities, languages and technical

departments. Based on the number of the teachers in the school, small pieces of paper one

written “yes” and the rest “no” were prepared and folded. The teachers were requested to pick

them randomly. The teacher who picked the piece of paper with “yes” formed the sample. This

was a stratified random sampling and the sample constituted 81 teachers.

3.5.4 Students

Students were targeted because they are expected to use ICT during the process of

acquiring knowledge, skills and attitude. The study involved students of Form three and form

four because they have been in schools longer than form one and two and they have more

experience of using ICT. The total number of students in Form three and four is 900 out of which

180 students participated in the study representing 20% of total number of students. In each

selected secondary school, 20 students constituted the sample. Through stratified random

sampling; the 10 students in each form were selected. The strata were based on classes and the

experience of using ICT; 10 students in each form were selected. Based on the number of

students in each Form, small pieces of paper 10 written “agree” and the rest “disagree” were

prepared and folded. The students from each class picked them randomly. The student who

picked the piece of paper written “agree” formed the sample.

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Table 1
Sampling Matrix
Category Target Population % Sample Size Sampling Technique
Public schools 5 20 1 Stratified Random Sampling
Private Schools 38 21 8 Stratified Random Sampling
Principals(Public schools) 5 20 1 Automatic inclusion
Principals(Private schools) 38 21 8 Automatic inclusion
Teachers 405 20 81 Stratified Random Sampling
Students 900 20 180 Stratified Random Sampling
Total 270 Study Participants
Source: Langata Sub- County Education Office, January 2017

3.6 Description of Data Collection Instruments

The research instruments are tools that are used to collect the required data. The

research’s instruments that were used to collect data include: Questionnaires, interview guide for

principals and observation guide. According to Ogula (2010) a questionnaire is a carefully

designed instrument for collecting data directly from people. Questionnaires served a tool for

collecting both qualitative and quantitative data. In order to explore the use of ICTs in enhancing

teaching and learning, data were collected using three sets of questionnaires , an interview guide

and an observation guide: The three sets of questionnaires which include: principals’

questionnaires, teachers’ questionnaires and students’ questionnaires. The questionnaires

attempted to answer the research questions developed by the researcher.

3.6.1 Questionnaire for the Teachers

The questionnaire had six sections which included Section A: Demographic information

based on gender, age, experience, level of education, type of school. Section B: Extent to which

teachers are adequately prepared to integrate and use ICT in teaching and learning. Section C:

Attitude of teachers towards the use of computers in teaching and learning. Section D: Level of
52
ICT integration in teaching and learning. Section E: Availability of ICT infrastructure and

facilities. Section F: Challenges faced in ICT integration and use in secondary schools.

3.6.2 Questionnaire for the Students

The questionnaire had five sections which included: Section A: Demographic information

based on age, level of education and type of school. Section B: Attitude towards the use of

computers in teaching and learning. Section C: Attitude of teachers towards the use of computers

in teaching and learning. Section D solicited the level of ICT integration in teaching and

learning. Section E deals with the availability of ICT infrastructure and facilities. Section F

provided the challenges faced in ICT integration and use in secondary schools.

3.6.3 Interview Guide for Principals

According to Kasomo (2007) an interview is a technique for collecting information in

which the researcher asks the respondent to respond to a number of questions in a face-to-face or

on-line conversation. Principals have a busy work schedule and may not get time to fill a

questionnaire. Hence to get information for the study, the researcher interviewed the principals to

obtain the data required to answer specific questions of the study. The information required was

mainly on the extent to which principals are adequately prepared to integrate and use ICT in

teaching and learning, the attitude of principals towards the use of computers in teaching and

learning, the availability of ICT infrastructure and facilities, MOE initiatives and strategies in

establishing ICT in secondary schools and the Challenges faced in ICT integration and use in

secondary schools.

3.6.4 Observation Guide

The researcher used an observation guide to collect information on the available ICT

infrastructure and facilities in the sampled schools. The observation guide had four sections

53
mainly: ICT infrastructure put in place at the computer laboratory and the Learning Resource

Centre, access to the ICTs for teachers and learners, technical support available and the various

uses of ICTs. This included information of the number of available computers, overhead

projectors; DVDs, VCDs, Computer software, hardware; the adequacy and working condition of

the facilities.

3.6.5 Document Analysis Guide

Document analysis is a qualitative data instrument where document are quoted and

interpreted by the researcher to voice meaning to the phenomenon under study (Kothari, 2011).

Documents are rich sources of insights which provide a basis for formulation and background

information. The researcher scrutinised the various courses offered in the selected secondary

schools and schemes of work to determine the level of integration of ICTs in various subjects.

The researcher checked the syllabus of various courses offered in the 9 schools to determine the

level to which integration of ICT has been accomplished. The researcher analysed the timetables

to find out whether the computer literacy skill classes are allocated lessons. The researcher

analysed the performance of students taking computer subject to find out the influence of ICT on

students’ performance. The documents’analysis helped the researcher to critique and ascertain

for authenticity of the information collected Kothari (2011).

3.7 Validity of Research Instruments

Before administering the questionnaires and interview protocol to the sampled

population, face and content validity was determined. The use of professional experts is highly

recommended by Creswell (2014) in establishing validity of an instrument .To establish face and

content validity of the questionnaire and interview protocol, the researcher submitted these

instruments to a panel of 3-5 professional experts in the area of ICT at the Catholic University of

54
Eastern Africa and discussed the instruments with peer colleagues to improve the content. The

experts and peers gave their opinion on the instruments whether they capture the content of the

topic or not. Then the researcher corrected the instruments to enhance their validity. In addition,

it helped the researcher to improve on clarity and ambiguity of items, adequacy of instruction on

the instruments, appropriateness of difficult level for the participants and correct any

grammatical mistakes.

3.8 Pilot Testing

A pilot test helps to clarify the questions, eliminate ambiguities and identify redundancies

(Mugenda, 2011). After designing the questionnaire, and after it had been validated, the

researcher sampled 10 teachers and 10 students from one school outside the 9 selected schools.

These participants were used to pilot the questionnaire items to counter check if the questions are

addressing the issues, were clear to the participants.

3.9 Reliability of Quantitative Instruments

According to Johnson and Christensen (2012), reliability is consistency of measurements

overtime. The most commonly used technique to determine reliability is the reliability

correlation coefficient. There are various methods of testing reliability that include test-retest,

alternative form, split-half, inter-rater reliability and internal consistency. To determine

reliability in this study, the researcher measured internal consistency of various closed items in

the principals, teachers and students’ questionnaires.

For quantitative data, Cronbach’s Alpha was used to measure reliability of questionnaire

Likert scale instruments. This was done to find out the reliability using correlation coefficient

score of 0.7 and above to confirm that the instrument is reliable (Babatunde & Low, 2015).

55
 Data which had closed items were coded and using the SPSS for windows to find out the

relationship among the questions. The questionnaire items used in the alpha method included all

closed ended questions.Using a Statistical Package for Social Sciences (SPSS) version 20, a

Cronbach’s Alpha was used to measure reliability of the responses obtained from Likert scale

items. The analysis shows if the instruments are reliable enough to collect data that will expect to

answer the research questions or the researcher has to clarify the instruments (Gay, Geoffrey &

Peter, 2009). The results are shown below:

Table 2
Results of Cronbach’s Statistics Reliability for Students and Teachers.
Respondents Number of Items Cronbach Alpha

Teachers 39 0.74

Students 32 0.71

Table 2 has shown that the study consisted of 71 items for the teachers and items for the

students from the research questions that yielded a reliability of 0.71 and 0.74 for teachers and

students ‘questionnaires respectively. As suggested by bowling (2009), reliability coefficient

assumes values between 0-1, with 0 representing an instrument full of error and 1 representing

perfect reliability. A coefficient of 0.6 or higher is considered acceptable internal consistency.

Hence the instruments were reliable. Thus for the instruments in this study; the test returned a

correlation co-efficient of 0.7 which was within the prescribed limits (0.6 and 1).This result was

satisfactory and formed a basis for accepting the instruments’ internal consistency and reliability.

3.9.1 Reliability of Qualitative Instruments

According to Creswell (2009), reliability is the consistency of the stability of a measure

when it is repeated would give the same result. An instrument is reliable if it yields measures that

56
are consistent each time it is administered to the same individuals. The reliability of research

instruments in qualitative data focuses on the researcher being the instrument itself. In research,

the reliability of qualitative instruments involves credibility, transferability, dependability,

trustworthiness and conformability.

Conformability (neutrality) involves the degree of neutrality or the extent to which the

findings of a study are shape solely by the participants and not the researcher bias, motivation or

interests. The researcher used method and source triangulation in order to avoid the effect of

investigator’s bias.

Transferability (applicability) refers to showing that the findings of the research can be

applied to other contexts and settings. The researcher followed a research design and

methodology, collected in-depth data for description of the phenomenon of the study. This

allows other researchers to have a proper understanding and able them to make judgement about

the findings and transfer to other contexts.

According to Davis (2014), credibility ascertains that the study reflects the experiences

of those being studied and the results can be trusted. In determining credibility and dependability

of interview guide and observation guide for the principals and teachers, the researcher gave

enough time during the interviews for the participants to explain all they had to say. The data

collected from the interviews were read back to the participants to ascertain that what the

researcher captured is a true reflection of what they had said. To ensure correctness of the data

recorded during report writing, the researcher involved some of the participants for confirmation.

Creswell (2014) stated that the researcher makes the use of member checking throughout the

writing process to ensure that what will be written will be actually what the participants will

share. This was done by taking specific descriptions or themes back to the participants to

57
determine accuracy from the participants. This provided the participants with an opportunity to

make comments on the findings and interpretations made.

In addition, dependability means that, in case of any replication the findings of the study

will remain constant. The researcher in this study ensured that various instruments were utilized

to complement one another and thus yielded richer findings. Dependability requires the

researcher to report any detail in the procedures of research so as to allow other researchers to

either come up with the same findings or repeat the work based on the findings to be confirmed

or not. As far as the document analysis reliability, the researcher keenly analysed the documents

and their contents and ensured that all the official documents to consult were stamped.

3.10 Description of Data Collection Procedures

Mugenda (2011) stated that data collection technique is an established method or

practice of capturing data while the data collection procedures refer to the protocol that must be

followed to ensure that data collection tools are applied correctly and efficiently. With this in

mind, the Researcher paid attention to logistical issues that included pre-field work, fieldwork

and post-field work.

For pre-field work, before conducting the study, the researcher obtained authorization

from the Catholic University of Eastern Africa (CUEA) and from the National Commission for

Science, Technology and Innovations (NACOSTI). Using the NACOSTI permit the researcher

sought the authorization from the District Education Officer to access the sampled schools in

Langata Sub-County. During fieldwork, the researcher sought the consent from respective

principals of the sampled schools. The researcher then visited the schools to meet the

respondents and explained to them the purpose of the study and sought consent from them before

administering the questionnaires to the participants. This helped to create rapport between the

58
researcher and the participants. The researcher gave enough time to the participants to fill the

questionnaire at their convenience time by collecting them one or two days later according to

their availability.

The researcher booked an appointment with the principals of sampled schools for

interviews. Interviews were conducted using the pre-constructed interview guide. The

interviewer took short notes to capture all important information. Immediately after each

interview, the researcher reviewed the notes the principals to ensure dependability of data

collected.

3.11 Description of Data Analysis Procedure

Data analysis is the process of organizing data into meaningful and useful information

that helps us to answer the research questions (Gay, Mills & Airasian, 2015). The research used

quantitative and qualitative data analysis procedures. Data obtained from quantitative

instruments were entered according to various variables and research questions in the Statistical

Package for Social Sciences (SPSS) version 20 computer softwares for windows programme and

were analysed using descriptive statistics such as frequencies, percentages and mean. After

analysis data were presented using tables.

Data obtained from qualitative instruments such as open-ended questions, interviews,

observations guide were systematically coded, organised to generate categories and themes

basing on research questions. The researcher then presented the data in form of narratives and

direct quotes describing the influence of ICT on students’ performance.

3.12 Ethical Considerations

Mugenda (2011) encourages ethical issues to be considered in the planning of the study,

data collection and analysis, dissemination and use of the results. The principle of confidentiality

59
was adhered to as much as possible in the research. According to Gatara (2010) the principle of

voluntary participation after verbal content is crucial in any research and the participants were

willingly involved and they were the ones to know the benefits and risks associated with their

contribution to the research. To do this well, he encourages that the purpose of the research is

clarified to participants. Therefore, the researcher included a short paragraph on the introductory

form to explain who was doing the research and why this research was being carried out.

During data collection, the researcher ensured confidentiality of the information obtained

from the participants by assuring the research participants that the information got was purely for

research purposes (Hammersley & Traianou, 2012).To ensure this, anonymity of the participants

was taken care of by asking both the students and faculty members not to indicate their names on

the research questionnaire. During data analysis and reporting, pseudonyms were used in order to

protect the identities of the participants. It is strongly recommended that researchers need to

disassociate names from responses during the coding and recording process (Creswell, 2014).

The researcher was honest (Geiger, 2015) during report writing and only reported what the

participants had shared. Intellectual property rights should be respected at all costs (Geiger,

2015). To avoid plagiarism and fraud, the researcher duly acknowledged all the authors of the

works that had been cited and any other information that was not the researcher’s own (Brooks,

Riele, & Maguire, 2014). Finally, the researcher also avoided any incrimination. The

participants’ privacy was ensured through asking them not to write their names on the

questionnaires.

60
 CHAPTER FOUR

DATA PRESENTATION, INTERPRETATION AND DISCUSSION OF THE

FINDINGS

4.1 Introduction

This chapter presents the findings of the study. It is divided into two sections which

comprise of the demographic characteristics of the respondents and the findings according to the

research questions. After reporting on the return rate of questionnaires and demographic

characteristics of the respondents who are principals, teachers and students in the sampled

schools in Langata Sub-County, the findings are presented according to the research questions

that appear under the following headings:

i. Demographic Characteristics of Respondents.

ii. Integration of ICT in Teaching and Learning in Schools.

iii. Current Status of ICT infrastructure in Schools.

iv. The Attitudes of Principals, Teachers and Students towards ICT use in Teaching and

Learning.

v. Challenges faced by schools in implementation of ICT.

vi. Strategies to overcome Challenges and Ways of enhancing the Implementation of ICT in

Schools.

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4.2 Questionnaire Return Rate

Table 3
Questionnaire Return Rate
Respondents Frequency Return Rate Percentage

Principals 9 8 88.89

Teachers 81 68 83.95

Students 180 153 85.00

Total 270 229 84.81

The researcher administered a total of 270 questionnaires to the sampled principals,

teachers and students in the 9 secondary schools in Langata Sub-County. However, only 229

respondents returned the questionnaire fully completed to the researcher. Table 3 shows that the

total return rate of the respondents is 84.81%. According to Mugenda (2003), a return rate of

75% and above is deemed representative a study since it reduces the level of sampling bias.

4.3 Demographic Characteristics of Respondents

The research of this nature requires information of the background of respondents. The

demographic characteristics covered by the study were gender, age, and level of education,

working experience, school category and students ‘class.

4.3.1 Demographic Characteristics of Principals

The background characteristic determined from the principals and teachers consisted of

gender, age, level of education and working experience. The responses from the respondents are

as summarized in Table 4.

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Table 4
Demographic Characteristics of Principals and Teachers

Principals Teachers
F % F %
Gender
Male 8 87.5 40 58.8
Female 1 12.5 28 41.2
Age
30-40 Years 5 62.5 59 86.8
Above 40 Years 3 37.5 9 13.2
Level of Education
Diploma - - 2 2.9
Bachelor’s Degree 5 50 54 79.4
Master’s Degree 3 37.5 12 17.6
Working Experience
1-5 years 6 75 43 63.2
6- 10 Years 2 25 19 27.9
More than 10 Years - - 6 8.8
School Type
Public 1 12.5 5 87.4
Private 8 87.5 63 92.6

Key: Principals n=8, Teachers n=68

Table 4 clearly shows that 87.5 % of principals and 58.8% of teachers in this study were

male, while 12.5% of principals and 41.2% of teachers were female. This means that the

majority of principals and teachers who participated in the study were males. The difference can

be attributed to the fact that there are more males teachers in the sampled schools than females

63
and the majority of private schools sampled in the study are mixed schools and located in the

Kibera.

The results show that 62.5% of principals and 86.8% of teachers were aged between 30-

40 years old while 37.5% of principals and 13.2% of teachers were 40 years old and above. This

demonstrates that the majority of principals and teachers were relatively mature in terms of age.

Therefore they provided relevant information on the influence of ICT on students’ performance

in secondary schools in Langata Sub-County.

In term of level of education, the findings clearly show that 50% of the principals and

79.4% of the teachers had bachelor’ degree in education whereas, 50% of the principals and

17.6% of the teachers had master degree and 2.9% of the teachers had diploma in education. This

means that all principals and teachers were well trained and capable to provide informed

opinions regarding the influence of ICT on students’ performance.

Concerning working experience,75% of principals and 63.2% of teachers had working

experience between 1-5 years while 25% of principals and 27.9% of teachers had served in their

profession between 6-10 years, 8.8% of teachers had taught more than 10 years. This shows that

the majority of respondents had been in their respective schools for a significant period of

time, hence they were in a better position to give information sought by the research

instruments on the influence of ICT on students’ performance in their respective schools.

The respondents for the study were drawn from 1 public and 8 private schools. The

results also show that 7.4% of teachers were from a public school and 92.6% of teachers were

from the private schools. This showed that the majority of teachers who participated in this study

were from private. This can be explained due to the number of the sampled private schools

nevertheless both public and private schools characteristics were represented. According to

64
Rogers (2003), these characteristics are important because they determine who adopts, diffuses,

implements the innovation and convinces others to use it, and in this study, the principals

determine the diffusion and integration of ICT in their schools.

4.3.2 Demographic Characteristics of Students

The background characteristic determined from the students consisted of gender, age,

class to test their ability to understand and answer the questionnaire. The responses from the

respondents are as summarised in Table 5.

Table 5
Responses on Demographic Characteristics of Students

F %
Gender
Male 91 59.5
Female 62 40.5
Age
15-17 Years 89 58.2
18 - 20Years 60 39.2
20 and above 4 2.6
Class
Form 3 86 56.2
Form 4 67 43.8

Key: Students n=153

The results depicted in table 5 clearly shows the demographic characteristics of sampled

students for the study. In term of gender 91.5% were male students and 40.5% females. The

difference in gender can be explained due to the less number of female students enrolled in the

sampled schools.

65
 Regarding the age, 58.2% of students were 15- 17 years old, 39.2% were 18- 20 years

old and 2.6% of students were 20 and above. The age of respondents proved that students were

mature enough to give information pertaining the influence of ICT on their performance.

Concerning the level of education, study dealt with form 3 and forms 4 students due to

their experience on the use of ICT within the school system. The information gathered was vital

for the study as the senior classes were more familiar with the ICT status and use in their

schools. Both form 3 and form 4 were found to have more comprehensive responses on the

influence of ICT on their academic performance.

The demographic information in table 4, 5 and 6 show that majority of the respondents

were from private schools. This information was vital because majority of the schools in Langata

Sub-County are private schools. The researcher ensured that each sampled school was well

represented in the study to ensure data collected captured situations in each category of school

and well represented in the study with the respondents well distributed according to the number

of respondents in each type of school.

4.4 The Integration of ICT in Teaching and Learning

In this section, the influence of ICT as a tool for teaching and learning on students’

academic performance in secondary schools was covered under the following headings: Extent

of preparedness of principals and teachers to use ICT in schools and the level of ICT integration

in teaching and learning and academic performance of schools in several subjects.

4.4.1 Extent of Teachers’ Preparedness to use ICT

To determine the extent to which teachers are adequately prepared to integrate ICT in

their schools, principals and teachers were asked if they had adequate skills in use of ICT, if the

attended any in-service training and the sponsors of the attended training.

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Table 6
Responses of Teachers extent of preparedness to use ICT
Yes No

F % F %

Adequate skills in the 47 69.1 21 30.9

use of ICT
Attended in-service 47 69.1 21 30.9
training
Sponsored by 31 45.6 - -
Government
Sponsored by Donors 20 29.4 - -

Self –sponsored 9 13.2 - -

Parents 8 11.7 - -

Key: Teachers n=68

Table 6 shows that 69.1% of teachers attended in-service training and had adequate skills

in the use of ICT while 30.9% did not attend in-service training and did not have adequate skills

in the use of ICT. The findings from principals’ interview indicated that out of 8 principals who

participated in the study attended in- service training. One of the principals affirmed that:

I am well equipped with ICT skills and I attended many workshops where we are

encouraged to integrate them in our schools. Yearly I attend seminars on ICT. I received many

brochures to help my staff in my school. (Interview, March, 2017).

This implies that the preparedness of teachers and principals in the use of ICT in the

sampled schools is not a major hindrance in the integration of ICT in teaching and learning

67
secondary schools in Langata Sub-County since more than a half percentage of principals and

teachers have adequate skills in the use of ICT.

Concerning the in- service training sponsors, the findings show that 45.6% of teachers

were sponsored by the government, 29, 4% sponsored by the donors, 13.2% were self-sponsored

and 11.7% of teachers were sponsored by parents. Concerning the in service training sponsors

one of the principals said:

I do not struggle for the sponsorship of my in- service training because the school has

enough money for my training. My school provides transport and training fee even

accommodation when needed. (Interview, March 2017).

This means that schools takes responsibility to train the principals acquiring ICT skills

however there is a challenge for some schools to sponsor teachers for ICT training. These

findings concur with Makhanu (2010) on Principals’ literacy in ICT, the study emphasised the

management of principals as change agents towards improving secondary school performance in

Kenya.

68
Table 7
Teachers’ Responses on the Perceived needs on any ICT training
Statement SA A NS D SD
F % F % F % F % F %
Taking into account the ongoing
instruction of the new technology in
education, every teacher must be
trained on ICT skills. 56 82.4 12 17.6 - - - - - -
Teachers who are regular users of
ICT must also be trained on ICT for
teaching and learning 53 51.5 31 45.6 - - 2 2.9 - -
ICT training is a waste of time 2 2.9 1 1.5 - - 7 10.3 58 85.3
Teachers in-service on the use of
ICT in education is very crucial 48 70.6 17 27.9 - - 1 1.5 - -

Key: Teachers n=68

Table 7 shows that 82 4.% of teachers strongly agreed that taking into account the on-

going instruction of the new technology, every teacher should be trained on the ICT skills. The

study also found out that 53% of teachers strongly agreed and 45.6% agreed that even those who

are already using ICT need to be trained on how to use ICT in teaching and learning.

Concerning the importance of training, the findings revealed that 85.3% of teachers

strongly disagreed that ICT training is a waste of time while 70.6% of teachers strongly agreed

that teachers in-service on the use of ICT in education is very crucial. The results in table 9

supports the findings by Osodo (2004) about the importance of training teachers on ICT, the

study revealed that training and technical assistance is important in teaching and learning of ICT

because teachers are very influential on implementing ICT in the classroom.

69
4.4.2 Teachers’ level of ICT Integration in Teaching.

To determine the extent to which teachers are adequately prepared to integrate ICT in

their teaching ,there were requested to indicate their responses using a five-point scale: To a

great extent, To some extent, To lesser extent ,Not sure, Not at all. The findings are shown in

Table 8.

Table 8
Teachers’ Responses on the level of ICT integration in teaching
Statement To a great To some To lesser Not Sure Not at
extent extent extent all

F % F (%) F % F % F %

Teachers have
undergone
computer literacy
classes 60 88.2 - - 8 11.7 - - - -

Integration of
ICT’s featuring in
the syllabus 57 83.8 - - - - - - - -

Students have
some basic ICT
literacy skills 64 94.1 - - 4 5.8 - - - -

Relevant software
have been installed
to facilitate the
integration of ICT
in education 54 79.4 - - 14 20.5 - - - -

Key: Teachers n=68

Table 8 shows that 88.2% of the teachers have undergone computer literacy to some

extent while 11.7% to lesser extent. The findings show that 83.8% of teachers affirmed that

there is integration of ICT. This proves that teachers have ICT skills and it is evident that they

70
are integrating ICT in their teaching. The findings of the teachers contradict the findings by

Wanjala (2013) which revealed that the majority of the teachers were not prepared and lack ICT

skills. It shows that 94.1% of students have ICT literacy skills and perform well in the subject

where ICT are integrated. The table 10 also shows that 79.4% of teachers reported that relevant

software has been installed to facilitate the integration of ICT in their respective schools. It was

therefore clear from the study that the majority of the teachers were prepared to integrate and use

ICT in teaching, students have acquired ICT skills and schools have relevant software.

4.4.3 Students Level of ICT Integration in Teaching and Learning

To determine the extent to which students are adequately prepared to integrate ICT in

their schools, students were asked to indicate their responses using a five-point scale: To a great

extent, To some extent, To lesser extent, Not sure, Not at all. The findings are shown in Table 9.

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Table 9
Student’s responses on the level of integration

Statement To a great To some To lesser Not sure Not at all

extent extent extent

F % F % F % F % F %

Teachers have undergone

computer literacy classes 37 24.2 84 54.9 2 1.3 23 1.5 7 4.6

Integration of ICT’s
featuring in the syllabus 16 10.5 59 38.6 38 24.8 - - 31 20.2

Students have some basic

ICT literacy skills and
perform well when ICT
integrated 32 20.9 80 52.3 23 15.3 - 18 11.7

Key: Students n = 153

Table 9 clearly demonstrates that 24. 2% of the students certified that their teachers have

undergone computer literacy classes to a greater extent, 54.9 % of students indicated that

their teachers are computer literate to some extent. This means that students benefited a lot from

the ICT skills because they see the way their teachers integrate ICT in their teaching.

Concerning integration of ICT in the syllabus, 10.5% of students outlined that ICT is

featured in their syllabus to greater extent, 38.6% to some extent, and 24.8 % to lesser extent

while 20.2% of students affirmed that ICT integration does not feature in their syllabus. The

findings show mixed feelings among the students about the integration of ICT in their syllabus,

this can be justified the fact that 20.2% of students are not sure of the integration of ICT in their

72
syllabus. Using document analysis, the researcher found that ICT integration feature in the

syllabus of all schools selected to some extent. One principal said:

It is very difficult to the form three and form four to integrate fully ICT concept because our

school offer computer classes to form one and form two only however the knowledge they get in

form one and two help them to use ICT in form three and four.” This can be justified the fact

that in some schools, computer classes are offered only in form one and two however the

researcher found out that students expressed a great desire to take computer classes up to form

four.

With the assistance of school authorities, the researcher examined a number of schools’

records to ascertain the extent of ICT integration using the document analysis guide. It was

revealed that ICT was in the curriculum of the 9 sampled schools and different lessons were

allotted on the time table. The researcher found out that the schemes were available and ICT

integration is available in all subjects.

Concerning the integration of ICT and students’ academic performance, the researcher

scrutinized the performance of several subjects where ICT were integrated .The researcher noted

that the records of the performance of students taking computer posted a good performance in

many schools. Concerning the integration of ICT in the syllabus, one principal said:

I wish our school allow us to continue with computer classes up to form four like in

other schools because it is so helpful in improving students’ performance and our

school mean grade.”(Interview on 20th March, 2017).

This reveals that ICT integration in teaching and learning improve students’ academic

performance and therefore there is need to prioritise its use as a tool in enhancing students’

performance.

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4.4.4 Integration of ICT and Students Performance

With permission of school authorities, the researcher examined the records of

performance of students in various subjects where ICT were integrated. Table 13 shows the

K.C.S.E subject analysis 2014-2015 of the sampled schools.

Table 10
Responses on Schools’ Students Performance
Subject Mean Score 2014 Mean Score 2015 Maximum

Computer 3.77 5.02 12

History 3.42 4.99 12
Mathematics 2.54 3.04 12
Chemistry 3.52 4.72 12
History 2.39 3.29 12
Geography 3.56 4.71 12
CRE 3.44 5.83 12
English 2.92 3.35 12

Source: Langata Sub-County K.C.S.E. Subject Analysis 2014-2015.

From Table 10, it is evident that for the period of 2014 to 2015, the selected schools

mean score in the subject listed above performed slightly higher than the previous year. The

results show that there was a slight improvement in the subjects due to the integration of ICT in

teaching. With regard to ICT integration and students’ performance, one principal stated:

Our school mean grade has improved from 2014 when we started integrating ICT in

teaching up to now. Every year we can see a slight improvement in the performance of

our students; hence I agree that ICT integration in the teaching and learning influence

students’ academic performance (Interview on 21st March, 2017).

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The findings from interviews with the principals revealed that all principals who participated in

the study said that ICT improved students’ performance in their respective schools. This is

evident that ICT integration in the teaching and learning improve students’ academic

performance. The findings contradict Andoch (2012) who pointed out that despite all these

investments on ICT infrastructure, equipment’s and professional development to improve

teaching in many countries, the huge educational investment have produced little evidence on

improvement of students’ academic performance.

4.5 Availability of ICT Infrastructure and Facilities in Secondary Schools

To establish the availability of ICT facilities and equipment available a list of ICT

hardware, software, equipment and facilities like computers, scanner, printer, DVDs/ VCD

players, LCD projectors was presented in the questionnaire given to the computer teachers and

the teachers were to tick (√) Yes or No to the availability and they were required to indicate if

the available facilities were adequate or not adequate. Table11 provides the findings of teachers’

responses.

Table 11
Teachers’ Responses on the Availability and adequacy of the ICT Hardware

ICT Hardware Available Not Available Adequate Not Adequate

F % F % F % F %
Computers 50 73.5 18 26.4 29 58. 0 21 42.0
Internet 21 30.9 47 69.1 17 80.9 4 19.0
Printers 50 73.5 12 6.4 27 39.7 41 60.3
Projectors 23 33.8 45 66.1 13 19.1 55 80.8
Scanner 6 8.8 62 91.1 1 1.5 5 83.3
DVDs/VCD Players 16 23.5 52 76.4 8 50.0 8 50.0
Computer laboratories 41 60.3 27 39.7 26 63.4 15 36.5
E- Reader 18 26.4 50 73.5 8 44.4 10 55.5

Key: Teachers n=68

75
 Table 11 shows that 73.5% of teachers indicated that the computers were available in s

schools ,30.9% of teachers indicated that internet was available, 73.5% of teachers indicated

that printers were available,8.8% of teachers pointed out that scanner was available,23.5% stated

that DVDs/ VCD players were available and 60.3% of teachers indicated that Computer

laboratories were available. Additionally, 8.8% of teachers said that their schools had E-

Readers. This means that ICT facilities are available in the schools which participated in the

study.

Concerning the adequacy of ICT infrastructure, the outcome presented in table 14 shows

that a percentage of 42.0% of teachers indicated that the computers were not adequate, 19% of

teachers pointed out that internet connectivity was not adequate .Furthermore, 63.3% of teachers

indicated that printers were not adequate. Concerning the projectors 80.8% of teachers pointed

out that projectors were not adequate. Additionally, 83.3% of teachers indicated that scanners

were not adequate. For DVDs/ VCD, 50% of teachers mentioned that they were not adequate.

The results show that 36% of teachers found the laboratories not adequate and 55% of teachers

pointed out that E-Readers were not adequate. This means that the schools derived little value

from the available facilities. In addition, all teachers indicated that Microsoftware, Word

processor, PowerPoint, Databases were installed in the computers available in their respective

schools.

In addition, the researcher also used an observation guide to verify responses provided

by the teachers. The findings confirmed that computers, scanners, internet, printers, were

available in sampled schools but still not adequate in some schools as it had been indicated by

teachers. Concerning the number of computers, one school indicated that they had only one

computer, one printer for the whole school and another school had only 9 computers for teachers

76
and students. The researcher observed that only one school among the 9 sampled had schools

computer technicians. The results show that radios and DVDs players were not adequate. This

could be justified to the fact that the technology is becoming obsolete.

Through the interviews and observation guide the researcher found out that the

distribution and availability of ICT resources largely depended on the type of the school and also

the mode of acquisition. In the private schools sampled, one had only 9 computers for teachers

and students, three private schools had more than 50 computers, and one school had 46

computers. These findings support the study by Nchunge, Sakwa & Mwangi (2012) which noted

that in Kenya some schools had computers but this could be limited to one computer in the office

of the school head and he concluded that very few schools had sufficient ICT tools for teaching

and learning. In schools with computers, the study found that the student-computer ratio was

high and this was a challenge faced during integration of technology in teaching.

The findings heighted that some schools did not have enough required equipment like

scanners and projectors. One principal commented:

We had enough computers in our schools but most of the computers were not adequate

due to lack of antivirus, adequate maintenance. I wish the school can afford to employ

a computer lab technician to maintain the few computers we have (Interview, 20th Mach

2017).

This shows that the principals are aware of the inadequacy of the ICT facilities in the schools

and had a great desire to improve if they had enough funds.

The principals were asked to comment on the availability of the ICT facilities in their

schools. All principals indicated that the facilities were available and adequate to some extent.

Three principals reported that the ICT facilities available were not enough for the teachers and

77
 students and they were not fully utilised due to lack of appropriate software and skills. Five

principals reported that despite the availability of facilities, they needed more facilities. This

affirmed the findings of Makhanu and Kamper (2010) that stated that the lack of adequate ICT

facilities in schools hinders its integration in the teaching and learning. The availability and

adequacy of ICT facilities had relatively low percentage as the majority of the principals had

inadequate ICT facilities in their schools. Furthermore this support Farewell (2007) who stated

that access to ICT facilities is currently one of the major challenges in Africa and Kenya. The

researcher felt that the sampled schools had some preparation with regard to ICT integration

even though the adequacy of ICT facilities was still questionable.

4.5.1 The Extent of Internet Use by the Teachers

To determine the extent of the use of internet teachers were requested to indicate their

responses using a three-point scale: To a great extent, To some extent, To lesser extent. The

findings are shown in Table 12.

Table 12
Teachers’ Responses on the Use of Internet
Statement To a great extent To some extent To lesser extent
F % F % F %
Use it to download information to
prepare my lessons. 24 35.3 24 35.3 20 29.4

Watch movies related to my 9 13.2 26 38.2 23 33.8

teaching subject
I use it for my relaxation 2 2.9 3 4.4 63 92.6

Key: Teachers n=68

78
 Table 12 shows that 35,3% of teachers use internet to download information to

prepare lesson to a greater extent, 35.3% to some extent and 29.4% to lesser extent. 13.2% of

teachers use internet to watch movies related to their teaching subject to a greater extent, 38.2%

to great extent and 33.8% to lesser extent. This means that the majority of teachers use internet

for educational purpose because 92.6% of teachers stated that they use internet for relaxation to

the lesser extent. The outcomes show that there is low use of internet in all schools. The findings

justify the challenges faced by teachers to download information needed for their teaching. This

concurs with the study by Gogo (2012) which stated that the majority of teachers in Kangema-

Muranga County did not have access to internet and had challenges to download information

online.

4.5.2 Extent of internet use by the Students

To determine the extent of the use of internet, students were asked to indicate their

responses using a three-point scale: To a great extent, To some extent, To lesser extent. The

findings are shown in Table 13.

Table 13
Students’ Responses on the use of internet

Statement To a great extent To some extent To lesser extent

F% F% F%
Use it to download information
for my assignment. 29 19.0 34 22.2 90 58.8
Watch movies related to topic of 24 15.7 31 20.3 98 64.0
study.

Key: Students n=153

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 Table 13 shows that 19% of students use internet to download information for their

study to a greater extent, 22.2% to some extent and 58.8% to lesser extent. It demonstrates that

15.7% of students use internet to watch movies related to their study to a greater extent, while

20.3% to a great extent and 64.0% to lesser extent. The outcomes show that there is low use of

internet by students in all schools and students did not have access to information online. In

regard to the use of internet by students, one principal commented:

The internet in our schools is only for administration and teachers, students are not

allowed to go to the website even if they need to check information for a topic of study

(Interview, 23rd March 2017).

This is clear that school’s policies do not allow students to access internet in school even for

educational purpose.

4.6 Attitudes of Teachers and Students towards the Integration of ICT in the Teaching and

Learning.

Measurement of attitudes of teachers and students towards ICT integration in teaching

and learning was very important in this study because attitudes determine the way people

embrace ICT. It was measured using a likert scale where the choices ranged from Strongly

Agree, Agree, Not sure, Disagree and Strongly Disagree. The findings in response to various

attitude items for the different respondents were statistically analysed and the results are as

presented in the following sub sections.

4.6.1 Attitudes of Teachers towards the Integration of ICT and Learning.

To determine the attitudes of Principals towards the integration of ICT in teaching and

learning, teachers filled a likert questionnaire using the statement with Strongly Agree, Agree,

Not sure, Disagree and Strongly Disagree. The findings were presented in Table 14.

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Table 14
Teachers’ Responses on Attitudes towards the Integration of ICT in the Teaching and
Learning
Statement SA A NS D SD

F (%) F (%) F (%) F (%) F (%)

I like computer technology. 46 66.2 20 29.4 - - - - 2 2.9

ICT integration into curriculum will

enable the teacher cover the syllabus in
good time. 41 60.3 23 33.8 - - 2 2.9 2 2.9

ICT enhance students’ performance 37 54.4 22 32.4 3 4.4 6 8.8 - -

ICT is useful to teachers in their

attempt to attain the teaching
objectives. 33 48.5 24 35.3 1 1.5 6 8.8 4 5.9

I prefer using overhead projectors or

LCD projectors in teaching rather than
chalk and board. 26 38.2 34 50.0 - - 4 5.9 4 5.9

ICT develops a more autonomous

learner centered in teaching and
learning. 42 35.3 29 42.6 13 19.1 2 2.9 - -

The use of the internet for teaching and

learning encompasses risks to students. 9 13.2 14 20.6 5 7.4 29 42.6 11 16.2

Students perform well in my subject

because of the use of ICT. 67 98.2 1 1.4 - - - - - -

I prefer to teach using traditional

methods rather than ICT. 7 10.3 5 7.4 2 2.9 27 39.7 27 39.7

Whether ICT is integrated in education

or not there will be no change in
students’ performance. 2 2.9 - - 10 14.7 32 47.1 24 35.3

Key: Teachers n=68

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 Table 14 shows that the majority of teachers like computer technology, this can be

proven by the fact that 66.2% of teachers strongly agreed and 29.4% agreed. To the statement of

ICT is useful to teachers in their attempt to attain teaching objectives 48.5% of teachers strongly

agreed while 35.5% agreed. Whether ICT integration into curriculum will enable the teacher

cover the syllabus in good time, 60.3% of teachers strongly agreed while 33.8% agreed. In

relation with traditional methods and ICT, 79.4 % of teachers strongly disagreed with the

statement that reads I prefer to teach using traditional methods rather than ICT while 10.3%

strongly agreed with the same statement. This means that the majority of teachers support the

integration of ICT in teaching and have positive attitude towards ICT integration in teaching and

learning. This goes in line with Wanjala (2013) who stated that teachers’ attitudes determine the

integration of ICT in schools and their impact on students’ academic performance.

Concerning ICT integration and students’ performance, 54.4% of teachers strongly

agreed and 32.4% agreed that ICT integration enhances students’ performance. To the statement

about the students in my subject perform well because of ICT use, 98.2% of teachers strongly

agreed and 1.4% of them agreed. To whether ICT is integrated in education or not there will be

no change in students’ performance, 47.1% of teachers strongly disagreed while 35.3% of them

disagreed. This shows that teachers approved that ICT enhances students’ academic

performance.

Whether ICT develops a more autonomous learner centred in teaching and learning,

35.3% of teachers strongly agreed, 42.6% agreed whereas 19% of teachers were not sure and

2.9% of teachers strongly disagreed.

About the use of the internet for teaching and learning encompasses risks to students,

13.2% of teachers strongly agreed and 20.6% of teachers agreed while 425% of teachers strongly

82
disagreed and 16.2% disagreed. Unlike the majority of principals who found the use of internet

as a risk to students, the majority of teachers in this study supported the use of internet by the

students. The study revealed that the attitude of teachers is not impeding ICT integration since

the majority of teachers have a positive attitude towards the integration of ICT in teaching and

learning. Findings from the interview from the principals showed that all principals had positive

attitude towards the use of ICT in teaching and learning. One of the principals commented:

ICT are very important tool for education in today society. I love using ICT in my

administration work. They make my work very easy and I do not think that I can do

my work without ICT. (Interview, March, 2017).

This proves that principals like using ICT and they find them effective.

4.6.2 Attitude of Students towards the Integration of ICT in Teaching and Learning.

To determine the attitudes of Principals towards the integration of ICT in teaching and

learning, students filled a likert questionnaire using the statement with Strongly Agree, Agree,

Not sure, Disagree and Strongly Disagree. The findings are shown in Table 15.

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Table 15
Students’ Responses on Attitudes towards the Integration of ICT in the Teaching and
Learning.
Statement SA A NS D SD

F (%) F (%) F (%) F (%) F (%)

I like using computer

technology in school. 90 58.8 36 23.5 6 3.9 16 10.5 5 3.3

ICT is useful to students in

their attempt to attain the
learning objectives 109 71.2 34 22.2 6 3.9 3 2.0 1 0.7

I use more ICT than textbooks 6 3.9 36 23.5 16 10.5 44 28.8 51 33.3
I understand well when teachers
use overhead projectors in
teaching rather than chalk and
board.
42 27.5 44 28.8 12 7.8 33 21.6 21 13.7
I think that ICT improve my
26 17.0 16 10.5 30 19.6 38 24.8
performance 43 28.1
I use ICT to relax and chat
54 35.4 39 25.5 11 7.2 12 7.8 37 24.2
with friends
I support the use of ICT in the
classroom because I perform
well with the use of ICT 63 41.2 51 33.3 6 3.9 14 9.2 19 12.4

Key: Students n=153

Table 15 reveals that the majority of students like using computer as 58.8% of students

strongly agreed, 23.5% agreed with the statement I like using computer technology in school. In

addition 71.2% of students strongly agreed and 22.2% of them agreed that ICT is useful to

students in their attempt to attain the learning objectives. This signifies that students have

84
positive attitude towards the integration of ICT in teaching and learning. About the use of ICT,

the majority of students use more textbooks than ICT as the findings revealed that 28.8%

strongly disagreed and 33.3% of students disagreed with the statement I use more ICT than

textbooks. This means that students do not have enough access to ICT facilities and still use

more textbooks than ICT. The results also show that 35.4% of students strongly agreed and

25.5% agreed that they use ICT to relax and chat with friends. This means that the majority of

students use ICT more for socialisation than for learning purpose.

Concerning ICT and students’ performance, 28.1% of students strongly agreed and

17.0% agreed that ICT integration improve their performance. In addition, 41.1% of students

strongly agreed and 33.3% of students agreed that they support the use of ICT in classroom

because they perform well. These results proved that students are not sure of the impact of ICT

on their performance. The confused attitude of students towards ICT integration and

performance does not impede integration of ICT in their learning since they are willing to use

ICT and wish to have computer classes up to form four. This concurs with the study Oldfield

(2010) that concluded that the impact of ICT use on student achievement remains difficult to

measure and open to much reasonable debate.

4.7 Challenges Faced in ICT Integration and Use in Secondary Schools.

The study also sought the challenges faced by principals; teachers and students in the

integration of ICT in relation with students’ performance. The responses obtained from the

respondents are explained in the following sub-sections:

The teachers were asked to state challenges encountered in integrating ICT in teaching

that affect students’ performance. Their responses are summarised in Table 16.

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Table 16
Responses of the Challenges faced by the Teachers
Challenges F %
Shortage of internet connectivity 60 88.2
Inadequate ICT facilities 52 76.5
Lack of Trained personnel 52 76.5
Lack of Lab/ lab technician 45 66.1
Shortage of large room 42 61.7
Lack of support from the administration 30 44.1
Workload/ exam pressure 24 35.2
Lack of interest from the teachers 16 23.5

Key: Teachers n=68

Table 16 has shown that inadequate ICT facilities have been mentioned by 76.5% of

teachers. The interviews with principals indicated that there were no enough computers, printers

and projectors and even the few ICT facilities available many were inadequate for the schools.

One of the principals said:

My schools have 45 computers and one projectors but among them only ten computers

are in good working conditions. Students are willing to learn how to use them but they

are useless in the computer lab. This is the main challenge faced in integration of ICT in

my school (Interview, March, 2017).

This means that inadequate ICT facilities are one of the main challenges faced by

schools. These results support the study by Jones (2009) that pointed out that the lack of school

ICT facilities and technical support, lack of teacher confidence and skills, and lack of teachers’

understanding about the potential in integration of ICT to make a difference to student learning

were the main challenges in embracing ICT in schools and teachers who did not have enough

86
access to ICT facilities and adequate skills to integrate ICT scored low performance in their

subject.

In addition, shortage of internet connectivity was mentioned by 88.2% of the teachers.

This signifies the inadequate internet connectivity limited teachers to download information for

their teaching and access to videos related to their teaching subjects. This shows that despite the

positive attitude of teachers towards integration of ICT in teaching to enhance students’

performance, lack of adequate facilities and adequate internet connectivity prevented teachers to

integrate fully ICT in their teaching.

Another challenge pointed out by 66.1% of teachers was the shortage of large room to

accommodate students for the computer classes. One of the principals pointed out that:

In my school, we have small classroom and even the room we use as computer lab cannot

accommodate many students, it is really difficult to keep students in the small for 40 minutes, it

is not conducive. (Interview, March, 2017). This leads to lack of concentration of students during

computer classes.

Lack of ICT trained personnel was mentioned by 76.5% of teachers as a challenge that

affects the integration of ICT in schools and hinders the performance of students too.

Furthermore, 61.7% of teachers pointed out the challenge of the lack of lab technician and 44.1%

of teachers pointed out the lack of support from the administration. This means that principals do

not encourage teachers to integrate ICT in their teaching. One of the principals stated that:

In my school, few teachers like using traditional methods, textbooks. They show lack

of interest in ICT.I do encourage them but there are not willing to use them while

teaching but I am going to encourage all of them to use them because they enhance

students’ performance (Interview, March, 2017).

87
 This signifies that some teachers are not ready to integrate ICT in their teaching. Lastly,

35.2% of teachers pointed out that the workload did not allow them to integrate ICT in their

teaching since they were busy marking exams and homework. This concurs with the study by

Kimitei (2008) which revealed that the integration of ICT in secondary schools in Nairobi failed

because of lack of support from the administration. An observation made by the researcher while

completing the observation guide showed that the integration of the ICT varied with respect to

teachers’ access to ICT facilities.

4.7.1 Challenges faced by the students in the integration of ICT in the Learning

The students were requested to state challenges they encounter in integration of ICT in

learning and how they affect their performance. Their responses are shown in Table 17.

Table 17

Students’ responses on the Challenges they encounter in using ICT in Learning

Challenges Frequency Percentage

Inadequate skills 99 64.7
Harassment from computer teacher 99 64.7
Inadequate ICT facilities 79 51.6
Dirty Web site 79 51.6
Lack of Trained personnel 74 48.4

Key: Students n=153

Table 17 has shown that the two major challenges pointed out by 64.7% of students were

lack of adequate skills and harassment from the teachers. This means that beside the lack of

adequate skills, teachers are contributing to the negative attitude of students towards the

integration of ICT in learning. The findings revealed that 51.6% of students indicated that their

88
schools did not have inadequate ICT facilities. In addition, 51.6% of students mentioned the

challenge of access to dirty Web site when they are connected to internet. In addition, 48.4% of

students indicated that lack of trained personnel affect their integration of ICT and performance

of students too. This demonstrates the negative effect of ICT integration whereby students use

ICT to access dirty Web site which misleads students. This supports the study by Wanjala (2013)

that revealed that many students in secondary schools in Nairobi were using ICT mostly to

download pornography movies instead of information related to education.

4.8 Teachers and Students’ Strategies to Overcome Challenges.

The research question sought to bring about solutions to the challenges faced in selected

schools to integrate ICT and their influence on students’ performance. In the following section,

teachers and students strategies were summarised in each table.

4.8.1 Teachers’ Responses on the Strategies to Overcome the Challenges

Teachers were asked to suggest what needs to be done to enhance ICT integration in their

respective schools. The responses of teachers were summarised in Table 18.

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Table 18
Teachers’ Strategies to Overcome Challenges

Strategies/ Solutions F %
Good internet connectivity 60 88.2
Purchase more ICT equipment 52 76.5
Employ trained personnel and lab 52 76.5
technician
To build a larger computer room 42 61.7
Motivate teachers to integrate ICT
in their teaching - -

Key: Teachers n=68

Table 18 shows that 76.5% of teachers suggested that administrators should purchase

more ICT equipment to help teachers integrate them in their teaching in order to enhance the

students ‘performance. The results show that 61.7% of teachers suggested that schools should

build larger computer rooms to accommodate more students and create a conducive environment

for the students during computer’s classes. In addition 76.5% of teachers suggested to employ

more trained personnel a lab technician. This also helps reduce the workload for the teachers and

have enough time to prepare PowerPoint and other teaching aids to integrate fully ICT in their

teaching. Furthermore, 88.2% of teachers suggested to install internet connectivity to help them

download information related to their teaching subjects.

4.8.3 Students’ Responses on Strategies to Overcome the Challenges

In the questionnaire prepared for the study, students were asked to give suggestions areas

of improvement in order to enhance ICT integration in their respective schools. The responses of

the students were summarised in table 19.

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Table 19
Students’ Responses on the Strategies to Overcome the Challenges
Strategies/ Solutions Frequency Percentage

Motivation of students 99 64.7

Purchase more ICT equipment 79 51.6

Build a larger room 76 49.6

Employ Lab/ Lab technician 52 39.9

Key: Students n=153

The results demonstrate that 64.7% of students suggested that teachers should motivate

students to use ICT and teachers should stop harassing them. Table 19 shows that 51.6% of

respondents suggest that schools should purchase more ICT equipment to help teachers and

students integrate ICT in their teaching and learning in order to enhance students’ performance.

In addition, the outcomes show that 49.6% of students suggested that schools should build larger

computer room to accommodate more students while 39.9% of students proposed that schools

should employ lab technicians.

In conclusion, the findings revealed that ICT improves students’ academic performance

in Langata Sub-County and this is evident through the several interviews from the principals.

The recommendations that came from the investigation point out that principals should purchase

more ICT infrastructure to help teachers and students to integrate ICT in all levels of education

especially in the classroom. Principals and teachers must motivate students to cultivate possible

attitudes towards ICT and give them instructions with gentleness and patience. To learn and

educate, it is an art that students are not going to learn overnight and understand everything but

rather they need to be taught.

91
 Principals and teachers must become active agents of their own learning process.

Students mainly learn from examples and will rise to the level of expectation looking at those

who are educating them doing it (Rogers, 2003). To improve students’ performance through the

integration of ICT, principals should hire trained personnel with ICT skills and provide

opportunity to teachers for in-service training on ICT yearly because ICT has become a non-

negotiable tool in governing our world today.

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 CHAPTER FIVE

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS OF THE

FINDINGS

5.1 Introduction

This chapter presents a summary of the findings and conclusions drawn from the study.

The chapter also gives the recommendations and suggestions for further research. The main

purpose of this research was to investigate the influence of ICT on students’ academic

performance in secondary schools in Langata Sub-County. The study was guided by five

research questions. Related literature to the topic of study was reviewed on the integration of ICT

in education, availability of ICT infrastructure, attitudes of principals, teachers and students,

challenges faced in integrating ICT in teaching and learning and strategies to overcome the

challenges.

5.2 Summary of the Findings

The researcher utilised the convergent parallel mixed method design. This design was

appropriate for this study because the use of convergent parallel mixed method design provided

the researcher with an avenue to use both qualitative and quantitative data to answer research

questions. Both probability and non-probability sampling procedures were adopted. Stratified

random sampling procedures were used to select teachers and students while purposive

sampling was used to select the principals. The sample comprised of 9 principals, 81 teachers

and 180 students. The total of participants in this study was 270; however the return

questionnaire rate was 229.

Quantitative data were analysed using SPSS version 20.0 and summarised using

descriptive statistics such as frequencies, percentages and mean and the findings were presented
93
in tables. Qualitative data were transcribed, categorised and classified into themes and thereafter,

were presented in form of narratives and direct quotes when necessary for the researcher to

explain further the occurring phenomena. Furthermore, the study briefly summarised the findings

and drew conclusions related to the research questions and finally the researcher put forward

recommendations and areas for further research.

In addition, the researcher considered demographic characteristics of respondents as a

very significant trait. The findings revealed that the majority of principals were males: 7 males

and 1 female. In term of level of education, 5 principal had a bachelor’s degree and 3 had a

master’s degree in education. They had a span of work experience between 1 – 10 years, 3

principals had a working experience of less than one year, 3 others from 1-5years and 2

principals had an experience ranging between 6-10 years. In term of school type, 7 out 8

principals were from private schools.

Considering the gender of teachers, there were 40 males and 28 females whose majority

were between 30-40 years old. Concerning the level of education, there were 2 teachers with a

diploma, 54 teachers with a bachelor’ degree and 12 teachers had a master’s degree. In term of

working experience 43 teachers had work experience less than 5 years, 19 teachers had working

experience between 5-10 years and 6 teachers have been working for more than 10 years. The

study showed that the majority of teachers were from private schools.

The study revealed that 91 out of 153 students were males and 62 students were females.

In regard with age, 89 students were between 15- 17 years old, 60 students were between 18- 20

years old while 4 were above 20 years old. Concerning the level of education, 86 students were

in form 3 while 67 students were form 4.

94
 The study revealed that 7 principals out of 8 who participated in the study had attended

in- service training and had adequate skills in the use of ICT. On the other hand 47 teachers out

of 68 teachers attended in-service training and had adequate skills in the use of ICT. The

preparedness of principals and teachers in the use of ICT is not a major hindrance in the

integration of ICT in teaching and learning secondary schools in Langata Sub-County since more

than a half of respondents had adequate skills in the use of ICT. The majority of participants

pointed out that ICT integration featured in the syllabus and integration is taking place to some

extent. As so far students’ academic performance concern, 80 students out 153 pointed out that

they had some ICT basic skills to some extent. Though 53.2 % of students had basic skills, there

were 73 students without skills. This means that there is a group of students who did not have

ICT skills; hence they could not express the influence of ICT on their performance.

The study revealed that all sampled schools had computers, scanner, DVDs/ VCD

players, only 2 schools out of 9 had E- Readers. Some schools did not have computer

laboratories and internet connectivity. Concerning the adequacy of ICT infrastructure, the

outcomes indicated that most computers available in few schools were not adequate including

printers, projectors, internet connectivity and scanners and 6 out 9 schools did not have enough

computers. In addition, all teachers indicated that Microsoftware, Word processor, PowerPoint,

Databases were installed in the computers available in their respective schools.

In addition, the researcher also used an observation guide to verify responses provided

by the teachers. The findings confirmed that computers, scanners, internet, printers, were

available in all schools sampled but still were not adequate in some schools as it had been

indicated by teachers. The researcher observed that only one school among the 9 sampled had

schools lab technicians. Through the interviews and observation guide the researcher found out

95
that the distribution and availability of ICT resources largely depended on the type of the school

and also the mode of acquisition. In the private schools sampled, one had only 9 computers for

teachers and students, three private schools had more than 50 computers, and one school had 46

computers.

The findings disclosed that most schools were equipped with ICT infrastructure acquired

through the donors in case of private schools or through Government funds for the public school.

The ICT equipment available was computer, projectors; E- readers in two schools, few schools

had whiteboard and printers.

The study found out that all respondents; principals as well teachers and students like

computer technology. Furthermore, the respondent pointed out that ICT integration in education

enhances not only students’ academic performance but help principals and teachers attain the

objectives of education. In addition, teachers emphasised that ICT help them to cover their

syllabus in time and students understood well when they integrated them in their teaching.

The study revealed that all respondents had almost the same challenges. The respondents

mentioned that inadequate ICT facilities as one of the main challenges faced by the schools.

They indicated that there were no enough computers, printers and projectors and even the few

ICT facilities available, many of them were inadequate for the schools. Another challenge faced

by 3 schools was the shortage of large room to accommodate students for the computer classes.

Lack of ICT trained personnel hinders the integration of ICT in schools and this affects also

students’ academic performance. In addition, shortage of internet connectivity is one of the

challenges faced by many schools in Langata Sub-County. Teachers revealed that there was lack

of motivation from the administration and some of them were overloaded and did not have time

96
to integrate ICT in their teaching. Lack of lab technician was mentioned by students. Many

students indicated that dirty Web Site is a threat to their access to the internet.

5.3 Conclusions

The following conclusions were made based on the findings of the study which was

guided by five research questions. About the integration of ICT in teaching and learning in

schools in Langata Sub County, it was concluded that ICT integration featured in the syllabus

and integration is taking place in respective schools in Langata Sub County. It also included that

ICT integration in teaching and learning influence and improves students ‘academic

performance.

Regarding the availability of ICT infrastructure, it concluded that most schools were

equipped with ICT infrastructure acquired through the donors in case of private schools or

through Government funds for the public school. The ICT equipment available was computer,

projectors; E- readers in two schools, whiteboard, printers, DVDs/ VCD players. However many

ICT equipment available in schools were not adequate.

Attitudes of participants on the integration of ICT in teaching and learning are generally

positive despite the challenge of inadequate facilities all respondents are enthusiastic and eager

to integrate ICT in teaching and learning. In addition, they emphasised that ICT help them to

improve academic performance of students in respective schools.

There were many challenges such as inadequate ICT facilities; the shortage of large room

to accommodate students for the computer classes, lack of ICT trained personnel, shortage of

internet connectivity, lack of motivation of teachers, lack of lab technician. In addition, students

developed negative attitude towards ICT due to harassment from the teachers. It also concluded

that students’ academic performance can be improved by integrating ICT in teaching and

97
learning in Langata Sub-County and also by handling challenges related to adequate ICT

facilities, internet connectivity, teachers and students’ motivation; to employ more ICT trained

personnel and lab technician.

5.4 Recommendations

The study came up with the following recommendations to the various relevant stakeholders

concerning the integration of ICT in teaching and learning in order to enhance student’s

academic performance in secondary schools. These stakeholders are namely: Ministry of

Education, Principals, teachers and students.

5.4.1 Ministry of Education

The findings of the study revealed that many schools did not have enough ICT

infrastructure especially large room and even the few they have are not adequate for the proper

integration of ICT in teaching. Therefore, the government should provide ICT equipment’s:

computers, printers, projectors, laboratories, and among others in the schools including private

schools to help them integrate ICT in schools in order to attain the goals of education. To achieve

this, the government should provide free land for schools in Kibera to solve the problem of small

classrooms. The government through the ministry of education should increase funding of ICT

projects in schools and expand to private schools and provide more ICT equipment’s in these

schools. Furthermore, the government through the ministry of education should ensure

affordable and free reliable internet connectivity in the schools and in the whole country.

5.4.2 Principals

One of the findings indicated that teachers do not have enough ICT skills to integrate ICT

in their teaching in order to enhance students’ academic performance; hence principals as chief

human resources in the various secondary schools should organise at least twice a year

98
workshops, seminars and training for teachers on ICT skills as one of an effective ways of

embedding ICT culture within their schools. In addition, the findings pointed out that the main

challenge faced by schools was the lack of adequate ICT equipment; principals as heads of

secondary schools should mobilise all stakeholders to purchase the appropriate ICT equipment to

help teachers and students improve students’ performance. Principals are also encouraged to

involve other development partners in the provision of ICT equipment like parents, Non-

Governmental Organizations, and corporate bodies through their corporate social responsibilities

(CSR) who can donate computers and other equipment’s to the schools. Lastly, principals should

encourage all students to continue with computer subject until form four to help students

improve their performance as many students expresses the wish to be given the opportunity of

taking computer subject up to form four.

5.4.3 Teachers

The findings also showed that students are sometimes harassed by teachers and many

students developed negative attitude towards ICT, teachers should encourage students to

cultivate positive attitudes towards ICT by creating a conducive environment, avoid harassing

them even if they take time to understand. They should also take into account learners’

differences in acquiring knowledge. This implies that they should know their learners and as they

are teaching using a variety of methods and procedures, teaching aids, draw examples the

universe of students.

5.4.4 Students

One of the findings indicated that the majority of students used ICT more for relaxation

than for studying and they visit dirty Website, therefore teachers should monitor students while

99
using so that they may use it for the right cause. Students should know the importance of

integration of ICT in learning which can improve their performance and open them to the other

world. They should avoid visiting the website which can mislead them and use internet

appropriately by downloading information related to their study.

5.5 Suggestions for Further Research

This study focused on the influence of information technology on students ‘performance in

the secondary schools in Langata Sub-County. The study did not cover all the strategies, still

other researchers may investigate on them yet the researcher has made the following suggestions:

i. A study of the impact of teachers’ socio-cultural factors on use of ICT in teaching

and learning.

ii. A similar study to be undertaken in other Sub-Counties within Nairobi to provide

comparative data on the influence of ICT on students’ performance.

iii. An exploratory study of the effects of ICT on the schools located in Kibera.

100
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 APPENDICES

APPENDIX I: INFORMED CONSENT OF THE PARTICIPANT

The Catholic University of Eastern Africa (CUEA)

Department of Educational Administration and Planning
Faculty of Education P.O. Box 62157-00200
Nairobi, Kenya
Dear Participant,

I am a Post Graduate student of The Catholic university of Eastern Africa in Kenya, pursuing a

Master’s Degree in Educational Administration and Planning.

I humbly request to access your school to carry out a study on the influence of

Information Communication Technology on students’ performance in Secondary Schools in

Langata, Sub-County. The purpose of this study is to establish whether the perceptions of

students and teachers on ICTs influence the performance of students in secondary schools. This

study will help various stakeholders such as the Board of Governance, your School

Administration, Teachers, Parents, Donors and Students, in the provision of quality education.

The information that you give shall be treated confidentially and will only be used for academic

reasons. I appreciate for taking your time to fill this questionnaire. While hoping for your

favourable response I remain,

Yours Sincerely,

Sr. ROSE LUFUTU If you are willing to participate

Please sign here……………………………

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 APPENDIX II: QUESTIONNAIRE FOR TEACHERS

Dear Teacher,

I am a student at The Catholic University of Eastern Africa in Kenya. I cordially invite you to

participate in this study in which I am carrying out a research on the Influence of ICT on

Students’ Performance in Secondary Schools in Langata Sub-County, Nairobi-Kenya. The

purpose of this study is to establish whether the use of ICT influence students’ performance in

Secondary Schools. The study will help various stakeholders such as the Board of Governance,

School Administration, Students, Parents, Donors and you as a Teacher, in the provision of

quality education. Your contribution will be valued and your confidentiality guaranteed.

Yours Sincerely,

SR. ROSE LUFUTU

If you are willing to participate

Please sign here……………………………

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INSTRUCTION

Kindly, read through each statement, Tick (√) or fill in the spaces provided and explain where
appropriate. All information given will be treated as confidential.

Section A: Demographic Information

1. Gender:

Male [ ]

Female [ ]

2. Age Bracket:

30-40 Years [ ]

40-50 years [ ]

50- Above [ ]

3. Level of Education:

Diploma [ ]

Degree [ ]

Masters [ ]

4. Indicate the type of school you are in:

Public [ ]

Private [ ]

5. For how long have you been a teacher?

Less than 1 year [ ]

1-5 years [ ]
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 6-9 years [ ]

More than 10 years [ ]

6. What are your teaching subjects?

(i)……………………………………………………………………………………

(ii)…………………………………………………………………………………

Section B: The Extent to Which Teachers in Secondary Schools are Adequately

Prepared to Integrate and Use ICT in Teaching and Learning.

7. Do you have adequate skills in the use of ICT?

a) Yes [ ] No [ ]

b) If yes, name some of the adequate skills you have:

(i)………………………………………………………………….

(ii)………………………………………………………………..

(iii)……………………………………………………………….

8. a) Have you ever attended any in-service training on the use of ICT?

Yes [ ] No [ ]

b) If your answer to (8) above is yes, who sponsored the in-service training that you
attended?.....................................................................................

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(c) Indicate the courses covered during the workshop and duration.

Course Duration

(i)………………………………… ……………………………

(ii)………………………………….. ……………………………

(d) Does your school offer computer sciences as a subject?

( i) Yes [ ] No [ ]

(ii) If yes, what is the mean grade of students who do computer in your school..........?

9. The following are some of the teachers 'perceived need to be included in any ICT training
they attend. Rate the extent to which you agree or disagree with the statement. Strongly
Agree (SA) =5, Agree (A) =4, Not Sure (NS) =3, Disagree (D) =2, Strongly Disagree (SD)
=1

Such that 5 is the highest score and 1 the lowest score

Statement SA A NS D SD
Taking into account the ongoing instruction of the
new technology in education, every teacher must
be trained on ICT skills.
Teachers who are regular users of ICT must also be
trained on ICT for teaching and learning.
ICT training is a waste of time

Teachers in-service on the use of ICT in education

is very crucial

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Section C: Attitudes of Teachers towards the Integration of ICT in Teaching and Learning.

10. The following are some of the teachers ’perceived attitudes towards the integration of

ICT in teaching and learning. Rate the extent to which you agree or disagree with the

statement. Strongly (SA) =5, Agree (A) =4, Not Sure (NS) =3, Disagree (D) =2, Strongly

Disagree (SD) =1 Such that 5 is the highest score and 1 the lowest score

Statement SA A NS D SD

I like computer technology

ICT integration into curriculum will enable the teacher
cover the syllabus in good time

ICT enhance students’ performance

ICT is useful to teachers in their attempt to attain the
teaching objectives
I prefer using overhead projectors or LCD projectors in
teaching rather than chalk and board.
ICT develops a more autonomous learner centered in
teaching and learning.
The use of the internet for teaching and learning
encompasses risks to students
Students perform well in my subject because of the use
of ICT
I prefer to teach using traditional methods rather than
ICT
Whether ICT is integrated in education or not there will
be no change in students’ performance

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Section D: Level of ICT Integration in Teaching and Learning.

11. To what extent have ICT been integrated in teaching and learning?

Kindly, indicate your response using a three-point scale: To a great extent, To some

extent, To lesser extent.

Statement To a great extent To some extent To lesser extent

Teachers have undergone
computer literacy classes
Integration of ICT’s
featuring in the syllabus
Students have some basic
ICT literacy skills
Relevant software have been
installed to facilitate the
integration of ICT in
education.

Section E: Availability of ICT Infrastructure and Facilities in Secondary Schools.

12.a) How many ICT teachers do you have?.............................................................

b) How many computer laboratories does the school have?...............................................

c) How many computers does the school have? ………………………………………

d) Do you have a lab technician?...............................................................................

e) i) Does your school have access to the internet connection? Yes [ ] No [ ]

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 ii) If Yes, Please indicate your response using a three-point scale:

To a great extent, To some extent, To lesser extent.

Statement To a great extent To some extent To lesser extent

Use it to download

information to prepare my

lessons.

Watch movies related to my

teaching subject.

I use it for my relaxation.

f) What other ICT facilities does the school have?

(i)………………………………………………….

(ii)………………………………………………….

(iii)………………………………………………..

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Section F: Challenges Faced in ICT Integration and Use in Secondary Schools.

13. a) What challenges does your school encounter in the integration and use of ICT in

teaching and learning?

(i)........................................................................................................................................

(ii)........................................................................................................................................

(iii).......................................................................................................................................

b) What challenges do teachers encounter in the integration and use of ICT in teaching

and learning?

(i)...............................................................................................................................

(ii)......................................................................................................................... ..................................

(iii)........................................................................................................................ ...................................

c) How can these challenges be overcome to maximize the benefits of ICT in teaching

and learning?

(i).........................................................................................................................................

(ii)........................................................................................................................................

(iii).......................................................................................................................................

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 APPENDIX III: QUESTIONNAIRE FOR STUDENTS

The Catholic University of Eastern Africa (CUEA)

Department of Educational Administration and Planning
Faculty of Education P.O. Box 62157-00200
Nairobi, Kenya
Dear Student,

I am a student at The Catholic University of Eastern Africa in Kenya.

I cordially invite you to participate in this study in which I am carrying out a research on the

Influence of Information Communication Technology on students’ performance in Secondary

Schools in Langata Sub-County, Nairobi, Kenya. The purpose of this study is to establish

whether the Information Communication Technology influence students’ performance. This

study will help various stakeholders such as the Board of Governance, School Administration,

Teachers, Parents, Donors and you as a Student, in the provision of quality education. Your

contribution will be valued and your confidentiality guaranteed. Please do not indicate your

name. Kindly, respond to all the questions in this questionnaire.

Yours Sincerely,

SR. ROSE LUFUTU

If you are willing to participate

Please sign here……………………………

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INSTRUCTION:

Kindly, read through each statement and tick [√] or fill in the spaces provided and explain where

appropriate. All information given will be treated as confidential

Section A: Demographic Information

1. Gender: Male [ ]

Female [ ]

2. Age: 12-14 [ ]

15-17 [ ]

18-20 [ ]

20 and above [ ]

3. Level of Education:

From 3 [ ]

Form 4 [ ]

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Section B: Attitudes of Students towards Integration of ICT in Teaching and

Learning

4. The following are some of the students ’perceived attitudes towards the integration of

ICT in teaching and learning. Rate the extent to which you agree or disagree with the

statement. Strongly Agree (SA) =5, Agree (A) =4, Not Sure (NS) =3, Disagree (D) =2,

Strongly Disagree (SD)=1

Such that 5 is the highest score and 1 the lowest score.

Statement SA A NS D SD
I like using computer technology in school
I like the use of ICT in the classroom
ICT is useful to students in their attempt to attain good
performance and learning objectives

I use more ICT than textbooks

I understand well when teachers use overhead projectors
in teaching rather than chalk board.
I think that ICT improve my performance
I use ICT to relax and chat with friends

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Section C: Level of ICT Integration in Teaching and Learning.

5. To what extent have ICT been integrated in teaching and learning? Indicate your

response using a five-point scale: To a great extent, To some extent, To lesser extent, Not

sure, Not at all.

Statement To a great extent To some extent To lesser extent Not sure Not at all
Integration of ICT’s featuring in the
syllabus
Students have some basic ICT
literacy skills
Relevant software have been
installed to facilitate the integration
of ICT in education

6. a) i. Does your school have access to the internet connection? Yes [ ] No [ ]

ii. If Yes, kindly, indicate your response using a three- point scale:

To a great extent To some extent, To lesser extent.

Statement To a great extent To some extent To lesser extent

Use it to download
information to do
assignment
Watch religious movies
related to topic of study

Any other? Please specify................................................................................................

b) What other ICT facilities does the school have?

(i)…………………………………………………………………………………………….

(ii)…………………………………………………………………………………………….

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Section D: Challenges Faced in ICT Integration and Use in Secondary Schools.

7. a) What challenges does your school encounter in the integration and use of ICT in

teaching and learning?

(i)............................................................................................................................

(ii).............................................................................................................................

(iii).............................................................................................................................

b) What challenges do students encounter in the integration and use of ICT in teaching

and learning?

(i)..................................................................................................................................

(ii)..................................................................................................................................

(iii).................................................................................................................................

c) How can these challenges be overcome to maximize the benefits of ICT in teaching and

learning?

(i).....................................................................................................................................

(ii)......................................................................................................................................

(iii).....................................................................................................................................

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 APPENDIX IV: INTERVIEW GUIDE FOR PRINCIPALS

Section A: Demographic Information

1. Gender:

Male [ ]

Female [ ]

2. Age Bracket:

30-40 Years [ ]

40-50 years [ ]

50- Above [ ]

3. Level of Education:

Diploma [ ]

Degree [ ]

Masters [ ]

4. Indicate the type of school you are in:

Public [ ]

Private [ ]

5. For how long have you been a principal?

Less than 1 year [ ] 6-10 years [ ]

1-5 years [ ] More than 10 years [ ]

123
Section B: The Extent to which Principals in Secondary Schools are adequately prepared to

Integrate and Use ICT in Schools.

6. a) Do you have adequate skills in the use of ICT?

Yes [ ]

No [ ]

b) If yes, explain how you use those skills………………………………………………

………………………………………………………………………………………………………
………………………………………………………………………………………………….

7. a) Have you ever attended any in-service training on the use of ICT?

Yes [ ]

No [ ]

b) If yes, which skills did you acquire …………………………………………………

8. a) If your answer to (7) above is yes, who sponsored the in-service training that you
attended?

b) Indicate the courses covered during the workshop and duration.

Course Duration

(i)…………………………………………… ………………………………

(ii)…………………………………………… …….………………………..

124
Section C: Level of ICT Integration in Teaching and Learning

9. a) Does your school integrate ICT in teaching and learning process?

Yes [ ]

No [ ]

b) If yes, how does ICT influence students’ performance? What was the mean grade in the
subjects’ where ICT was integrated from 2014-2015 KSCE?

c) How many students take computer subject? How do they perform?

Section D: Attitudes of Principals towards Integration of ICT in Teaching and

Learning.

10. a)How do you feel about the use of ICT in teaching and learning in your school?

b) What are the effects of the use of ICT in your work of administration?

Section E: Availability of ICT Infrastructure and Facilities

11. a) How many ICT teachers do you have?.............................................................................

b) Do you have a lab technician Yes [ ] No [ ]

i) If yes how many...................................................................................................................

ii) Write the functions of a lab technician..............................................................................

.........…………..……………………………………………………………………….......

12. a) Does your school have access to the internet connection? Yes [ ] No [ ]

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 b) What other ICT facilities does the school have?

(i)……………………………………………….................................................................

(ii)………………………………………………................................................................(i

ii)………………………………………………………………………………………

c) What Management Information System (MIS) does your school use?

d) Is there a school policy on financing ICT infrastructure and facilities? Yes [ ] No [ ]

e) If yes, indicate the policies on financing ICT infrastructure and facilities in your school

(i)…………………............................................................................................................

(ii)........................................................................................................................................

f) Who finance ICT infrastructure and facilities in your school? ...................................

Section F: MOE Initiatives and Strategies in Establishing ICT in Secondary Schools

13. List the MOE initiatives and strategies in establishing infrastructure and facilities in

secondary schools.

(i)..................................................................................................................

(ii)................................................................................................................

(iii)…………………………………………………………………………

Section G: Challenges Faced in ICT Integration and use in Secondary Schools.

14. a) What challenges do teachers in your school encounter in the integration and use of ICT

in teaching and learning?

(i)……………………………………………………………………………………………

(ii)……………………………………………………………………………………………

(iii)……………………………………...................…………………………………………

(iv)………………………………………………………..…………………………………
126
 b) How can these challenges be overcome to maximise the benefits of ICT in teaching and

learning?

(i)………………………………………………………………………………………

(ii)………………………………………………………………………………………

(iii)………………………………………………………………………………………

(iv).....................................................................................................................................

127
 APPENDIX V: OBSERVATION GUIDE

1. Kindly, indicate the appropriate response on availability and adequacy of ICT

equipment in your school by ticking (√)

ICT AVAILABLE If yes, How many? ADEQUACY Comment

Hardware

Yes No Adequate Not Adequate

Computers

Internet

Printers

Projectors

Scanner

DVDs/VCD

Players

E-Reader

Computer

laboratories

2. Indicate by ticking (√) the available software programs in your school.

Word processor [ ] PowerPoint [ ] Databases [ ]

128
 APPENDIX VI: DOCUMENT ANALYSIS GUIDE

Document Statement Yes No Comment

Time table Time table is available and

typed

Computer literacy skill

classes allocated lessons

Syllabus ICT integration is available

in the syllabus

Mark books Results/ performance of

students in KCSE

Schemes of ICT integration is indicated

Work in the schemes and they are

up to date

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 APPENDIX VII: CRONBACH ‘S ALPHA

Test of Reliability for Teachers

Case Processing Summary

N %

Valid 10 100.0

Cases Excluded 0 .0

Total 10 100.0

a. List wise deletion based on all variables in

the procedure.

Reliability Statistics

Cronbach's N of Items
Alpha

.74 39

Test of Reliability for Students

Case Processing Summary

N %

Valid 10 100.0

Cases Excluded 0 .0

Total 10 100.0

a. List wise deletion based on all variables in

the procedure.

Reliability Statistics

Cronbach's N of Items
Alpha

.71 32

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APPENDIX VIII: RESEARCH PERMIT FROM CUEA

131
APPENDIX IX: RESEARCH PERMIT FROM THE MINISTRY OF EDUCATION

132
APPENDIX X: RESEARCH PERMIT FROM NASCOSTI

133
 APPENDIX XI: MAP OF KENYA SHOWING NAIROBI COUNTY AREA OF STUDY

Nairobi

Source: Retrieved from Google Map, May ,2017

134
APPENDIX XII: MAP OF LANGATA SUB COUNTY SHOWING AREA OF STUDY

Langata Sub-County

Source: Retrieved from Google Map, 2017

135