Factors Influencing Integration Of ICT In Teaching And Learning Of Agriculture In Secondary Schools In Masaba South Sub-County

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.