Abstract:
This study examined the influence of accessing educational technology on students' academic achievement in
Kakamega County, Kenya. Using a mixed-method approach, data was collected from 77 principals, 461 teachers,
138 heads of departments (HoDs), and 67 technical staff through questionnaires, interviews, observation
checklists, and document analysis. Participants were selected through multistage sampling techniques. Data was
analyzed using descriptive statistics and multiple linear regression. The findings revealed a significant positive
relationship between access to educational technology and improved academic performance. Regression analysis
showed that access to educational technology accounted for a substantial proportion of variance in academic
outcomes: 65.7% for teachers (𝑅² = 0.657, 𝑝 = 0.032), 81.4% for HoDs (𝑅² = 0.814, 𝑝 = 0.011), and 77.2% for
technical staff (𝑅² = 0.772, 𝑝 = 0.017). Schools with access to community resource centers, which had some
technology equipment, demonstrated better academic performance compared to school which had no access.
The analysis of variance results confirmed that the influence of educational technology access was statistically
significant across all categories (𝐹 = 0.554, 𝑝 < 0.05). Interestingly, a unit increase in access to educational
technology was associated with variations in performance, ranging from a positive change of 0.011 for HoDs to
a negative but marginal change of -0.019 for technical staff, highlighting disparities in access to technology and
consequently, utilization. The study underscored the need for equitable access to technology, supported by
functional resource-sharing schedules, teacher training, and robust infrastructure. Recommendations included
increasing investment in technological resources, especially in under-resourced schools, to foster inclusive and
effective learning environments and enhance academic outcomes.
