The irony of physics teachers' competence in ICT integration in classroom instruction in Nairobi County Kenya
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Date
2015-10
Authors
Mwanaszumbah, Alma R.
Mwanaongoro, Redempta Munyendo
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
Knowledge in Physics is vital in achieving Vision 2030 objectives, yet the subject has
often registered low enrolment and performance at the Kenya Certificate of Secondary
Education [KCSE). Research shows that integration of ICT in Physics instruction has the
capability of simplifying the abstract content as well as creating interest in learners.
However, this is only possible when teachers can use ICT in classroom instruction. This
study sought to find out Physics teachers' competence in leT use for classroom instruction.
The objectives of the study were to find out Physics teachers' level of training in the use of
ICT in classroom instruction, assess the adequacy of the Physics teachers' training in the
use of ICT in classroom instruction and to find out the Physics teachers' frequency of use
ICT in classroom instruction. This study was conducted in Nairobi County and targeted 40
schools, 40 principals and 121 Physics teachers. It was guided by the Unified Theory of
Acceptance and Use of Technology [UTAUT) model. Descriptive survey research design was
used. Random sampling technique was used to get a sample of 18 schools and 52 Physics
teachers whereas purposive sampling was used to get 18 principals. Questionnaires,
interview schedules and an observation schedule vvere used to collect data. The study found
that integration of ICT in Physics instruction in secondary schools in Nairobi County is still
very low. The study recommends more requisite integration skills to be given to Physics
teachers in the county.
KeyWords: Classroom, Competence, Confidence, ICT, Instruction, Integration, Physics,
Teachers
Description
2nd International Annual October Conference on Education and Lifelong Learning 2015
"Post 2015 Development Agenda: Moving·'Education Forward'