Factors hindering implementation of ICT syllabus in secondary schools in Imenti Sub-County, Kenya
Mugambi, Kaimuri Purity
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This study investigated factors hindering implementation of ICT syllabus in secondary schools in Imenti Sub county, Meru County. The objectives of the study were to: determine the extent to which ICT syllabus has been implemented in the secondary curriculum; identify the major factors hindering the implementation of ICT syllabus; and find out strategies that can be adopted for successful implementation of ICT syllabus in secondary schools in Kenya. The study used a survey research design and targeted all the head teachers, curriculum coordinators, computer teachers and the Imenti Sub county, Quality Assurance and Standards Officer. Stratified sampling was used to cater for both day and boarding schools. There were 38 day schools and 30 boarding schools in the sub county. A sample of 46 was selected from the target population of 155 . Questionnaires were used as the main tool for data collection. An interview guide was also used to collect data from the District Quality Assurance and Standards Officer. A pilot study was conducted in four schools in the neighbouring Maara sub county to pre-test the data collection instruments. Both qualitative and quantitative data was collected. Quantitative data was analysed using descriptive statistics, such as frequency counts and percentages. Qualitative data was analyzed thematically in line with the objectives. The results were reported using frequency tables, pie charts and bar charts. From the findings, there was a strong indication that the extent to which ICT syllabus had been implemented in most of the secondary schools curriculum in the study area, was limited. Several factors emerged as having an influence in the utilization of ICT in learning and teaching: lack of training in the usage of computers and other ICTs, teachers‟ low level of ICT proficiency and lack of computers and related software in the schools. It was concluded that despite the role that ICTs can play in education, secondary schools in Imenti Sub county were yet to extensively adopt ICT in teaching and learning. In view of the findings the researcher recommends that the government needs to help day secondary schools to have access to electricity from the national grid. Schools with ICT facilities to address the issue of lack trained teachers in ICT. The study further recommends that teachers should trained to acquire enough computer skills while in college. The findings of this study are expected to enable education policy makers, curriculum developers and other stake-holders to make decisions that are more practical on the implementation of ICT syllabus in secondary schools in Kenya. The research will also add to the body of knowledge in the area of ICT.