Selected Factors Influencing Choice Of Information Communication Technology Based Instruction In Teaching Agriculture: A Case Of Secondary Schools In Migori County, Kenya

Abstract

Information technologies have powerful abilities to play a big role in enhancing a learning environment which equips learners with fundamental skills and competencies that enhance competitiveness in meeting emerging global demands. The main purpose of this study was to establish the factors influencing the choice of ICT-based instruction on teaching secondary school agriculture in Migori County. The specific objectives were: to assess how the initial ICT installation and running cost affect the choice of ICT for agriculture education; to assess how users’ attitude affect the choice of ICT for agriculture educational support; to establish how the existing competency in Information Technology affects the choice of ICT for agriculture educational related activities and to establish how the existing technological connectivity affect the choice of ICT for agriculture education. Multistage and purposive techniques of sampling were used to obtain a sample size of 108 respondents from a targeted sampling frame. Structured questionnaires were employed to collect data. Data were then keyed into the computer in statistical package for social sciences data sheet (SPSS) software (Version 22) and the Spreadsheet Excelprogram for analysis. The findings revealed that most schools use school fees paid by the parents as the main source of funds to install, run and maintainschool computers at 54.4percent, followed by school fees paid by the government at 28.9percent while government through CDF funds and donations by NGOs or sponsors were at 10.0percent and 6.7percent respectively. In addressing the second objective of this study, the findings indicated that there was a positive attitude towards the choice of ICT for agricultural educational support activities, the study findings revealed teachers competency in content delivery were jeopardized by a number of challenges ranging from deficit of qualified ICT teachers which stood at 73.3 percent of the respondents indicating that majority of the schools had at least one qualified teacher, insufficient ICT infrastructure, teachers e-learning conferences and workshops. 73.3percent of the respondents indicated that less than 3 teachers in their school attended e-learning conferences or workshops while 24.4percent indicated that 4-6 attended the e-learning workshops or conferences while 2.2percent did not respond. The findings further revealed that, 90percent of the respondents indicated that there were no ICT literacy related trainings for teachers and this was attributed to low teacher’s competency. In terms of effectiveness of applying computers in learning and teaching, 90.0percentof the respondents indicated that the computer assisted instructions in agricultural teaching were effective. On easy to use, the findings revealed that 88.9percent of the respondents indicated that the use of computer for their teaching was easy. To establish the effect of existing technological connectivity on choice of ICT for agriculture educational related activities. The findings showed that, 80percent of the respondents indicated that existence of internet as source of referencing material a relevant and an effective means of communication with their students through emailing where 92.2percentof the respondents indicated that it was appropriate. Study recommended thatComputer based instruction should be adopted in a manner that complements the lecture method of teaching Agriculture in secondary schools. Government, education stakeholders and other relevant authorities to equip secondary schools with needed computer facilities and thatthere should be frequently organized seminars and workshops for teachers to enhance ICT skills.