Information communication technology influence on teaching and learning outcomes in KCSE in public secondary schools in Kiambu County, Kenya

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dc.contributor.advisorSamuel N. Waweruen_US
dc.contributor.authorKago, Lucy Nyokabi
dc.date.accessioned2024-03-21T09:06:48Z
dc.date.available2024-03-21T09:06:48Z
dc.date.issued2023-03
dc.descriptionA research project submitted to school of education in partial fulfilment of the award of master of educational management, policy and curriculum studies of Kenyatta University. March 2023en_US
dc.description.abstractThe aim of the study was to determine information and communication technology influence on teaching and learning outcomes in Kenya Certificate of Secondary Education in public secondary schools in Githunguri Sub-County, Kiambu County. The goals of the survey were: to explore the impact of adequate ICT resources on learning outcomes; to investigate the impact that ICT use has on the outputs of education; to determine the difficulties associated with the utilization of ICT in teaching and learning outcomes in Githunguri Sub County and to investigate the impact that students' and teachers' attitudes toward the utilization of ICT facilities have on those outcomes. The theory of cognitive flexibility served as the foundation for the study, which places an emphasis on the four levels of evaluation; reaction, learning, transfer, and outcomes. The survey embraced descriptive research design. 34 public secondary schools in Githunguri sub-county were the focus of the study. A total of 34 principals and 34 computer studies teachers and 2851 form three and form four students were targeted. Simple random sampling technique was utilized to choose 10 schools. A total of 285 learners were chosen from the sampled schools. The observation schedule and questionnaire were utilized to gather data. The pilot study was conducted in one public secondary school which was not included in final data gathering. The gathered data were analyzed descriptively with the aid of statistical package for social science (SPSS version 26) software. The analyzed data were presented through tables using percentages and frequencies. The outcomes of the survey revealed that the majority of schools had computers, scanners, and DVD/CD players. The study's findings showed that 64.7% of public secondary schools lacked enough ICT infrastructure, particularly computer labs and that even those that did have some were insufficient for proper integration of ICT in instruction. The schools should be provided the ICT tools such as laboratories, projectors, computers and printers in order to facilitate better utilization of ICT in teaching and learning. Through the ministry of education, the government ought to increase funding for ICT projects in schools, construct more classroom space, and provide these establishments with additional ICT resourcesen_US
dc.description.sponsorshipKenyatta Universityen_US
dc.identifier.urihttps://ir-library.ku.ac.ke/handle/123456789/27758
dc.language.isoenen_US
dc.publisherKenyatta universityen_US
dc.subjectInformation communication technologyen_US
dc.subjectteaching and learning outcomesen_US
dc.subjectKCSEen_US
dc.subjectpublic secondary schoolsen_US
dc.subjectKiambu Countyen_US
dc.subjectKenyaen_US
dc.titleInformation communication technology influence on teaching and learning outcomes in KCSE in public secondary schools in Kiambu County, Kenyaen_US
dc.typeThesisen_US
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