Assessing Integration of Information and Communication Technology in Classroom Instruction by Physics Teachers in Nairobi County, Kenya
Mwanaszumbah, Alma Rubia
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Acquiring physics knowledge is the assurance of having a technologically competent workforce in science, technology and engineering especially in this technological era and in line with fulfillment of Vision 2030. However, research shows that Physics is one of the subjects that have experienced poor performance and hence low enrolment at KCSE level in Kenya. This is because students perceive it as being difficult and uninteresting due to its abstract nature. Further, research shows that integration of ICT in physics instruction has the capability of improving quality of education, simplifying abstract content as well as creating interest in learners. Therefore, there is need for ICT to be introduced in classroom instruction of Physics to improve its quality, simplify the abstract content and create interest in learning. Thus, the purpose of this study was to assess integration of ICT in classroom instruction by physics teachers in Nairobi County, Kenya. The study sought: to examine the perceptions of Physics teachers as regards ICT integration in classroom instruction; their competence in integrating ICT in physics instruction; the availability and adequacy of ICT resources for ICT integration in classroom instruction; and to establish ICT support available to Physics teachers for effective ICT integration in classroom instruction. The study was guided by Unified Theory of Acceptance and Use of Technology (UTAUT) model. Descriptive survey research design was used. The study targeted 40 schools, 40 principals and 121 teachers of physics. Random sampling technique was used to get a sample of 18 schools and 52Physics teachers whereas purposive sampling was used to get 18 principals. Questionnaires, interview schedules and an observation schedule were used to collect data. Validity and reliability of the study instruments were established through consultation, triangulation and piloting. The quantitative data was analyzed using descriptive statistics generated from SPSS version 21. On the other hand, qualitative data was analyzed thematically. The interpreted data was discussed, inferences were made and the report written. The study found out that the teachers have strong positive perception on usefulness and ease of use of ICT, Majority of Physics teachers were computer literate and had attended some form of training on how to use ICT in classroom instruction. However, implementation of ICT in classroom instruction by the teachers in their classrooms was very low. They attributed this to inadequate ICT resources in schools. There was also lack of strong administrative and technical support to secure ICT instructional materials and offer both moral and technical support. The teachers also felt that they had had inadequate training on ICT hence they were not competent enough to implement. The study recommends that teachers should attend more training and refresher courses, more ICT resources to be acquired by the schools and the schools to provide both technical and administrative support.