Integration of information communication and technology in teaching English in secondary schools of Kirinyaga East, Kirinyaga County, Kenya
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Date
2018-05
Authors
Mugweru, James Maina
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
Being the official medium of instruction in institutions of learning, English language
proficiency is pivotal to successful undertaking of professional courses pursued in tertiary
colleges and universities. When dismally performed in Kenya Certificate of Secondary
Examination (KCSE), it heralds to major concerns. This has been the predicament in
Kirinyaga East secondary schools year in year out. The title of this study is “Integration
of Information Communication and Technology in teaching English in secondary schools
of Kirinyaga East, Kirinyaga County, Kenya”. The purpose of this research was to
establish its use in relation to teaching. The objectives of the study were to find out
English language teachers’ preparedness in using ICT; investigate ICT integration by
teachers; establish the accessibility of available ICT facilities to English language
teachers and students, establish usefulness of ICT integration on teachers and learners,
and find out ICT technicians’ role in teaching. The significance of this study was to equip
instructors and learners with requisite information on how to use available ICT facilities
to acquire apt proficiency in reading, writing, listening and speaking English; improve
pedagogic skills in line with modern technology of teaching; indicating how English
content information from the internet can be accessible; enable curricula developers
update syllabi to reflect current instructional methods; and aid teacher trainers in
preparation of student-teachers adequately on how to integrate ICT skills and facilities.
Theoretical framework involved Constructivism while the conceptual one adopted Elearning
Acceptance Model (E-LAM) for teaching and learning. A pilot study was
conducted in one school outside the main study sample to establish the feasibility,
suitability, validity and reliability of research instruments. Random and purposive
sampling procedures were used to obtain 11 schools, 11 school Principals, 19 teachers,
and 600 students. Research instruments were questionnaires for Principals, teachers and
students, an interview schedule for teachers, and classroom observation checklist.
Quantitative and qualitative data analyses were conducted. The Statistical Package for
Social Sciences (SPSS) version 16.0 was used to analyze coded data. Research findings
showed the majority of teachers were prepared to use and operate ICT facilities; many
computers were not installed with educational software for teaching English; majority
teachers rarely integrated ICT; some ICT facilities were inaccessible to both teachers and
students; tutors and learners appreciated ICT integration but many schools do not have
ICT technical support staff. The study concluded that although teachers were prepared
and competent to use ICT facilities, lack of appropriate software, inaccessibility of ICT
facilities and shortage of ICT technicians have gravely hindered dissemination of skills.
Research results were presented descriptively as well as in basic statistics namely
frequency counts, percentages and means. The study recommended teachers to be
attending ICT workshops, appropriate English language software to be installed in
computers, easy accessibility to computers for teachers and students, recruitment of ICT
experts for schools, and encouragement of instructors and learners to use their smart
phones to access information on English from the internet.
Description
A thesis submitted in partial fulfilment for the award of the degree of master of education in school of education, Kenyatta University. May, 2018