Abstract:
Technological revolution has not only touched on other sectors of the economy but
education as well since it plays an decisive duty in provision of innovative support to
teachers and students in schools. However, information communication technology (ICT)
integration in Agriculture subject learning in secondary schools appears to be inadequate.
Little research has been undertaken to ascertain factors influencing ICT integration in
Agriculture subject learning in secondary schools. An assessment was undertaken to
assess the influence of selected factors on ICT integration Agriculture subject learning in
Masaba South Sub County secondary schools, Kisii County. The specific objectives of the
investigation were; establish ICT training and skills levels of teachers, determine the
influence of ICT facilities availability and accessibility, students ICT skills level and
administrative support in information communication technology integration in
Agriculture subject learning in secondary schools. A descriptive study design was adopted
and the target population involved teachers of agriculture subject and students undertaking
the subject in Masaba South Sub County secondary schools. A total of 17 secondary
schools with ICT facilities were purposefully selected. From each school, the principal
and two teachers of agriculture subject and 20 form three students were chosen using
purposive sampling resulting to a sample size of 17 principals, 34 teachers of agriculture
subject and 340 students. Data collection was through questionnaire issued to learners and
teachers, interview for secondary school principals and observation checklist. Instruments
reliability was determined through Cronbach alpha while validity was confirmed through
expert judgement. Coding, entry and analysis of quantitative data was through SPSS
computer software resulting to frequency and percentages output that were presented in
graphs and tables. It was realised that ICT integration was low in agriculture subject
instructional processes in the sub county as only 33.3% of teachers were found to be using
it in their teaching work. Despite 53.3% of teachers showing that they had ICT skills, this
did not result to integration in teaching of agriculture subject. Further, 86.6% of schools in
the study area had less than 20 computers which were found to be inadequate considering
the highest number of students enrolled (300 – 600). Majority of students (82.7%) showed
some form of skills in ICT but only 1.9% of them said that they used ICT in Agriculture
subject learning. Results also showed that 60% of schools had technical support whereas
40.0% said that they had a institutional policy for ICT integration in instructional process
including agriculture.
