Selected Factors Influencing the Usage of Information Communication Technology (ICT) on Learners’ Academic Achievement in Geography in Public Secondary Schools, Nyamira- County, Kenya

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.