Learner characteristics that Support Integration of Information Communication and Technology in Biology instruction in secondary schools in Migori County, Kenya

Abstract

The study investigated Information Communication and Technology (ICT) use in teaching and learning of Biology and how it enhances students’ achievement in Migori County, Kenya. It employed descriptive survey design which utilized stratified, simple random and purposive sampling techniques. The theoretical underpinning for the study was that learners conceptualize and internalize best their surroundings through interactive learning. The study targeted teachers, students, principals, Sub County Education Officers and County Director of Education. A sample size of twenty four (24) secondary schools was used. The objective was to investigate challenges students face in ICT integration in Biology instruction. Research instruments included; questionnaire, Observation schedules and ICT resource checklists. Data was analyzed through Descriptive and Inferential statistical procedures. The major findings included: students did not use ICT, poor ICT infrastructures, inadequate resources and lack of streamlined guide to ICT use. Major conclusions made included: large number of students in classes, inaccessibility to ICT resources, absence of streamlined guide to ICT integration, lack of digital content, information overload and pace of change, inadequate modeling of pedagogical uses of ICT integration.