Abstract:
The study aimed to examine the selected factors influencing the use of Information Communication
Technology (ICT) on learners’ academic achievement in Geography at the Kenya Certificate of
Secondary Education (KCSE) level in public secondary schools in Nyamira County, Kenya. It was
anchored on five specific objectives: assessing the teachers' attitudes that influence the competency of
technical personnel, the availability of ICT, and the sufficiency of ICT infrastructure in schools. The
study adopted the theoretical framework of the Technology Acceptance Model (TAM), proposed by
Davis (1989). A descriptive survey research design was utilised in this study. The target population
consisted of 57,241 students from 190 public secondary schools in Nyamira County and 5 sub-county
quality assurance and standards officers. Four instruments were used for data collection: questionnaires,
interview schedules, documentary analysis, and observation checklists. Sampling techniques employed
included simple random, stratified, proportionate, and purposive sampling. The sample size comprised
30% of the total population of respondents, determined using Krejcie & Morgan's (1970) infinite formula
due to the inconsistency in the number of Geography students. Data collected from the field were
analysed using the Statistical Package for the Social Sciences (SPSS) version 22.0, employing descriptive
and inferential statistics, such as frequencies and percentages. The results of the interview schedule were
analysed, coded, and compared with the qualitative results. The instruments were tested for reliability and
validity through piloting in 14 selected schools in Kisii County, assumed to be within the same
geographical region. They were ranked to determine their reliability and validity. The researcher
employed the test–retest method to ensure the reliability of the instruments, where a score of 0.7 or above
was deemed reliable. The study found that 70.11% of respondents agreed that they lacked sufficient
training in using ICT in the classroom. In most schools visited, 52.78% of respondents reported not
having ICT rooms or centres, and budgeting for ICT gadgets in teaching and learning Geography was low
compared to other consumables at 70.18%, which is significant for the Ministry of Education, the Kenya
Institute of Curriculum Development, and other stakeholders. The study's conclusions highlighted the
need for technical staff to be trained through pre-service and in-service programmes, as well as through
building ICT capacities and seminars. The importance of learners' entry behaviour when joining high
school cannot be overstated in their future performance. It was recommended that the Ministry of
Education, KICD, well-wishers, and NGOs allocate more funds to schools to assist in ICT integration,
and that teachers be trained in ICT integration. The study recommended training ICT personnel to assist
in the preparation and innovation of instructional gadgets and suggested that teachers attend in-service
courses and seminars to stay up-to-date with evolving technology. The Board of Management (BOM) was
advised to allocate a certain percentage of funds to purchase ICT gadgets with assistance from Free
Secondary Education (FSE), NGOs, and well-wishers, along with the necessity of constructing ICT
rooms or centres to promote a learner-centred process. The study revealed the need for further research to
focus on areas requiring improvement.
