Integration of Information and Communication Technologies in Teaching and Learning Geographical Internal Land-Forming Processes in Secondary Schools in Tharaka-Nithi County, Kenya
| dc.contributor.author | Karimi, Mbaka Lenity | |
| dc.date.accessioned | 2025-07-01T12:52:15Z | |
| dc.date.available | 2025-07-01T12:52:15Z | |
| dc.date.issued | 2024-11 | |
| dc.description | A Thesis Submitted in Partial Fulfilment for the Award of Degree of Master of Education (Education Technology) In the School of Education and Lifelong Learning, Kenyatta University, November 2024. Supervisors: 1. Ondigi Samson Rosana 2. Moses Gitua Kariuki | |
| dc.description.abstract | Integration of ICTs is a new development in the recent past all over the world. It has been embraced in most fields and education is not an exception. In education, the integration of ICTs is being encouraged with the aim of preparing the learners for life in the 21st century. The study has thus been prompted by the tremendous advancements in technology and its demands by both teachers and learners to fit in the 21st century. In Kenya, there are policies on the use of ICTs in the teaching and learning of various subjects, and Geography is not an exception. Geography is a discipline that informs a lot about the world. The main goal of this research was to explore the extent of integrating ICTs in the teaching and learning of Geographical Internal Land-Forming Processes in public high schools in Chuka Sub-County, Tharaka Nithi County. The study’s specific objectives were:(i) To identify the types of ICTs used in the teaching and learning of Geographical Internal Land-Forming Processes, (ii) To establish factors influencing the integration of ICTs in the teaching and learning of Geographical Internal Land-Forming Processes, (iii) To examine the extent to which specific ICTs are being used in the teaching and learning of Internal Land-Forming Processes and (iv) To investigate the challenges experienced by both teachers and students when integrating ICTs in the teaching and learning of Internal Land-Forming Processes. The study was carried out in Chuka Sub-County, Tharaka-Nithi County. The theory adopted was that of Everett Rogers diffusion of innovations. The research employed a descriptive research approach. The study’s target population was 41 public secondary schools. Stratified random sampling was used to categorise schools into 4 strata; National, Extra-County, County and Sub-County schools. From the sampled schools, 8 Principals, 8 HoDs, 8 Geography teachers and 128 form two Geography learners were further sampled as respondents. Data was collected using questionnaires, interview schedules and observation checklists. The research conducted a pilot study to assess the reliability of the research instruments. A validity test was also conducted on the tools. The data collected was analyzed using SPSS, version 20. Descriptive statistics in the form of frequencies, percentages, mean and standard deviations was gathered from the analysis and presented in the form of tables. The key findings showed that television, radio, internet enabled mobile phones, and the internet were the main types of ICTs available in most schools. It was also found that teacher, student, school and both school and national ICT policy were the factors influencing the integration of ICTs in the teaching and learning of Geographical Internal Land-Forming Processes. Besides, the extent to which ICTs are adopted within the schools to facilitate teaching and learning in the county was low. The conclusion was that teachers should strive to integrate the available ICTs into their teaching. The study recommendations were that teachers and students should be encouraged to integrate available ICTs, need for accessibility of the ICTs, need for technical support, need for periodic training for effective ICT integration in curriculum. It was expected that the findings together with recommendations would benefit policy makers and practitioners in Kenyan education system. The education stake holders together can make ICT pedagogies, methods and strategies fully integrated in the educational processes in secondary education for quality outcomes. | |
| dc.description.sponsorship | Kenyatta University: | |
| dc.identifier.uri | https://ir-library.ku.ac.ke/handle/123456789/30278 | |
| dc.language.iso | en | |
| dc.publisher | Kenyatta University | |
| dc.title | Integration of Information and Communication Technologies in Teaching and Learning Geographical Internal Land-Forming Processes in Secondary Schools in Tharaka-Nithi County, Kenya | |
| dc.type | Thesis |