effectiveness in the use of information and …
TRANSCRIPT
EFFECTIVENESS IN THE USE OF INFORMATION AND
COMMUNICATION TECHNOLOGY IN TEACHING AND LEARNING OF
CHRISTIAN RELIGIOUS EDUCATION ON STUDENTS PERFORMANCE
IN PUBLIC SECONDARY SCHOOLS IN BOMET COUNTY, KENYA
GIDEON KIPKOECH KIRUI
E55/CE/KER/26752/2013
A RESEARCH PROJECT SUBMITTED TO THE SCHOOL OF
EDUCATION IN FULFILMENT OF THE REQUIREMENTS FOR THE
AWARD OF THE DEGREE OF MASTER OF EDUCATION, KENYATTA
UNIVERSITY
OCTOBER, 2017
ii
DECLARATION
I declare that this research project is my original work and has not been presented in
any other university/institution for consideration. This research project has been
complemented by referenced sources duly acknowledged. Where text, data
(including spoken words), graphics, pictures or tables have been borrowed from
other sources, including the internet, these are specifically accredited and references
cited in accordance in line with anti-plagiarism regulations.
Gideon Kipkoech Kirui Date
E55/KER/CE/26752/2013
Supervisors:
This project has been submitted for with our approval as University Supervisor(s).
Dr. George A. Onyango Date
Department of Educational Management,
Policy and Curriculum Studies
Kenyatta University
Dr. Michael N. Murage Date
Department of Educational Management,
Policy and Curriculum Studies
Kenyatta University
iii
DEDICATION
To my family, wife Jackline Kirui and my children: Laurah, Laurine and Brighton.
iv
ACKNOWLEDGEMENT
My sincere gratitude goes to my supervisors Dr. George Onyango and Dr. Michael
Murage for their guidance, support and patience during the development of the
research proposal and the writing of the project. I also acknowledge the other
lecturers who contributed towards this achievement. In addition, I am grateful to my
family members and course mates: Roseanne, Evelyn, Jane, Solomon and David for
their advice and support. Mr. Antony Bojana deserves gratitude for lexical editing of
the final project.
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TABLE OF CONTENTS
DECLARATION...................................................................................................... ii
DEDICATION......................................................................................................... iii
ACKNOWLEDGEMENT ...................................................................................... iv
TABLE OF CONTENTS .........................................................................................v
LIST OF TABLES .................................................................................................. ix
LIST OF FIGURES ..................................................................................................x
ABBREVIATIONS AND ACRONYMS ............................................................... xi
ABSTRACT ............................................................................................................ xii
CHAPTER ONE: INTRODUCTION .....................................................................1
1.1 Introduction .....................................................................................................1
1.2 Background to the Study .................................................................................1
1.2.1 Ministry of Education Policy on Usage of ICT in Schools in Kenya .4
1.3 Statement of the Problem ................................................................................7
1.4 Purpose of the Study .......................................................................................8
1.5 Objectives of the Study ...................................................................................8
1.6 Research Questions .........................................................................................9
1.7 Significance of the Study ................................................................................9
1.8 Limitations of the Study................................................................................11
1.9 Delimitations of the Study ............................................................................11
1.10 Assumptions of the Study .............................................................................12
1.11 Theoretical Framework .................................................................................12
1.12 Conceptual Framework .................................................................................16
1.13 Operational Definition of Terms ...................................................................18
CHAPTER TWO: LITERATURE REVIEW ......................................................19
2.1 Introduction ...................................................................................................19
2.2 ICT in Education ...........................................................................................19
2.3 Effective Teaching and Learning ..................................................................21
2.4 Use of ICT in teaching and learning .............................................................21
2.5 Availability and Access to ICT Resources and Tools ..................................23
2.6 Frequency of Use of ICT in Teaching and Learning of CRE Subject ..........25
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2.7 Qualification and Level of Competency of CRE Teachers and Students .....27
2.7.1 Teacher Competency ........................................................................27
2.7.2 Student Competency .........................................................................28
2.8 Effective Pedagogies Used with ICT ............................................................29
2.8.1 Use of ICT in Teaching and Learning and its Impact on Students
Performance ......................................................................................30
2.9 Summary of Literature Review .....................................................................31
CHAPTER THREE: RESEARCH METHODOLOGY......................................32
3.1 Introduction ...................................................................................................32
3.2 Research Design............................................................................................32
3.2.1 Variables ...........................................................................................33
3.2.2 Research Methodology and Specific Data Collection Methods .......33
3.3 Location of the Study ....................................................................................34
3.4 Target Population ..........................................................................................34
3.4.1 Target Population of Schools ............................................................34
3.4.2 Target Population of Respondents ....................................................35
3.5 Sampling Techniques ....................................................................................35
3.5.1 Sampling of Schools .........................................................................35
3.5.2 Sampling of Respondents .................................................................36
3.6 Research Instruments ....................................................................................37
3.7 Validity and Reliability .................................................................................37
3.7.1 Validity of Research Instruments......................................................37
3.7.2 Reliability of Research Instruments ..................................................38
3.7.3 Piloting/ Pre-testing ..........................................................................38
3.8 Data Collection Techniques ..........................................................................39
3.9 Method of Data Analysis ..............................................................................39
3.10 Logistical and Ethical Considerations ..........................................................40
CHAPTER FOUR: FINDINGS AND DISCUSSION ..........................................41
4.1 Introduction ...................................................................................................41
4.2 Demographic Information of the Respondents .............................................42
4.2.1 Category of Schools ..........................................................................42
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4.2.2 Principals...........................................................................................42
4.2.3 Teachers ............................................................................................43
4.2.5 Students .............................................................................................45
4.3 Availability and Access to ICT Tools and Resources ..................................45
4.4 Qualification and Level of Competency of Students and Teachers ..............48
4.4.1 Response on ICT training of CRE Teachers .....................................48
4.4.2 Level of Competency of CRE Teachers As Compared with Students
and Fellow Teachers ........................................................................48
4.4.3 Level of Competency in Using Computer ........................................49
4.5 Frequency of Use of ICT in Teaching and Learning of CRE .......................52
4.6 Pedagogies Used with ICT in Teaching CRE ...............................................55
CHAPTER FIVE: SUMMARY, CONCLUSIONS AND
RECOMMENDATIONS ........................................................................................58
5.1 Introduction ...................................................................................................58
5.2 Summary .......................................................................................................58
5.2.1 Summary of the Findings ..................................................................59
5.3 Conclusions ...................................................................................................61
5.4 Recommendations .........................................................................................61
REFERENCES ........................................................................................................63
APPENDICES .........................................................................................................68
APPENDIX I: QUESTIONNAIRE FOR PRINCIPALS/DEPUTY
PRINCIPAL .............................................................................68
APPENDIX II: QUESTIONNAIRE FOR THE TEACHERS ..........................72
APPENDIX III: QUESTIONNAIRE FOR THE ESQAC OFFICIAL/
COMPUTER CHAMPION .....................................................79
APPENDIX IV: QUESTIONNAIRE FOR ICT TECHNICIANS/ COMPUTER
STUDIES TEACHERS ...........................................................82
APPENDIX V: QUESTIONNAIRE FOR STUDENTS ...................................88
APPENDIX VI: OBSERVATION SCHEDULE ...............................................93
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APPENDIX VII: APPROVAL OF RESEARCH PROJECT PROPOSAL FROM
KENYATTA UNIVERSITY ...................................................95
APPENDIX VIII: RESEARCH PERMIT .............................................................96
APPENDIX IX: RESEARCH AUTHORIZATION FROM COUNTY
COMISSIONER ......................................................................97
APPENDIX X: RESEARCH AUTHORIZATION FROM COUNTY
DIRECTOR OF EDUCATION ...............................................98
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LIST OF TABLES
Table 1.1: CRE examination analysis table 2010-2013 ....................................... 6
Table 3.1: Target population of schools ............................................................. 35
Table 3.2: Target population of respondents...................................................... 35
Table 3.3: Sample of public secondary schools ................................................. 36
Table 3.4: Sample of Respondents ..................................................................... 36
Table 4.1: Years of experience as a principal .................................................... 42
Table 4.2: How schools are equipped with computer accessories ..................... 46
Table 4.3: Response of teachers on ICT training ............................................... 48
Table 4.4: Level of use of ICT in comparison with associates in school........... 49
Table 4.5: Level of competency in using ICT in comparison with students at
school ................................................................................................ 49
Table 4.6: Teachers level of competency ........................................................... 50
Table 4.7: Student level of competency ............................................................. 51
Table 4.8: Frequency of use of ICT tools and resources.................................... 53
Table 4.9: Usage of ICT on weekly basis .......................................................... 54
Table 4.10: Extent to which teachers and students use the internet for teaching
and learning ....................................................................................... 54
Table 4.11: The Extent to which ICT has changed teaching and learning
methods ............................................................................................. 55
Table 4.12: ICT positively changes the learning climate in classrooms .............. 57
Table 4.13: ICT creates high attainment of learning objectives in my subject .... 57
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LIST OF FIGURES
Figure 1.1: Components of Generic Model .........................................................12
Figure 1.2: Conceptual Framework .....................................................................16
Figure 2.1: Conception of effective teaching and learning .................................21
Figure 2.2: Summary of uses of ICT ...................................................................22
Figure 4.1: Years of teaching experience ............................................................44
Figure 4.2: Years of experience as ICT technician .............................................45
Figure 4.3: ICT connections in the school...........................................................46
Figure 4.4: Average ratio of computers to the number of students .....................47
Figure 4.5: Average ratio of number computers to that of teachers ....................47
Figure 4.6: ICT improves presentation of materials in a lesson ..........................56
Figure 4.7: ICT makes preparing lesson quicker.................................................56
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ABBREVIATIONS AND ACRONYMS
CD ROMs Compact Disk Read-only Memory
CEMASTEA Center for Mathematics Science and Technology Education in
Africa
CRE Christian Religious Education
DVDs Digital Video Disks
EMIS Education Management Information System
ESP Economic Sector Programme
ESQAC Education Standards and Quality Assurance Commission
GoK Government of Kenya
HoD Head of Department
ICT Information and Communication Technology
ICT4E ICT for Education
KCSE Kenya Certificate of Secondary Education
KEMI Kenya Education management institute
KESSP Kenya Education Sector Support Programme
KICD Kenya Institute of Curriculum Development
KNEC Kenya National Examinations Council
LAN Local Area Network
MoEST Ministry of Education, Science and Technology
NI3C National Innovation and Integration Center
PDAs Personal Digital Assistants
SPSS Statistical Package for Social Sciences
TSC Teacher Service Commission
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ABSTRACT
Poor performance and fluctuation of results in humanities subjects examination
results has been witnessed in Kenya and the rest of the world over the recent past;
this can be partly attributed to how the subjects is taught, negative attitude toward
the subjects and teaching and learning resources used. The purpose of the study was
to investigate the effectiveness in the use of ICT in teaching and learning of CRE on
students performance in Public secondary schools in Bomet County. The factors that
were investigated included: level of accessibility of ICT tools, materials and
equipment, qualification and competency of teachers and students in handling the
ICT resources, frequency of usage of ICT resources and methodology used while
teaching and learning of CRE. The study employed descriptive survey research
design in the study utilizing components of Generic Model that was proposed by
Qiyun Wang, (2008). The data were collected using; questionnaires, and observation
guide. A pilot study was conducted in three public secondary schools, one ESQAC
official and one computer champion. Reliability of the instruments was tested using
test-re-test method and Spearman rank order coefficient was considered which was
0.79.The sample size comprised 21 public secondary schools, with 281 respondents
representing all stakeholders using ICT in public secondary schools in Kenya as
follows; 21 CRE subject teachers, 21 ICT technicians/computer teachers, 21
principals/deputy principals, 4 ESQAC officials, 4 computer champion and 210
students. The quantitative data arrived at were sieved, coded and analyzed through
computer package; Scientific Package for Social Sciences IBM version 21.
Interpretation of findings given was based on the analyzed information with
references made to statistical measures and techniques. The study found the ratio of
ICT to student and teachers population to be 1:45 and 1:5 respectively. The study
also established that ICT is frequently used in schools with adequate ICT tools and
resources. However, those schools that are under equipped have not effectively used
ICT. The study also established that majority of the teachers and learners are
equipped with basic ICT knowledge and competently use ICT and lastly, the study
found that learner-centered methods are used with ICT and they positively impact on
learner performance. The findings of the study provide framework on effectiveness
in the use of ICT. The school administrators, curriculum developers, Teachers
Service Commission and Ministry of Education are likely to benefit from the study
as it provides information on level of effectiveness ICT use.
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CHAPTER ONE
INTRODUCTION
1.1 Introduction
This chapter presents the background to the study, statement of the problem, purpose
of the study, objectives of the study, research questions, significance of the study,
limitations and delimitations of the study, assumptions of the study and theoretical
framework based on Generic Model that was proposed by Qiyun Wang, (2008),
conceptual framework and operational definitions of terms used and scope to the
study are also given.
1.2 Background to the Study
Quality in all dimensions of human life has been given a lot of emphasis world over.
The 21st century human beings have witnessed an increase in the pursuit for
knowledge, skills, information and competencies. Human beings are living in a
period of revolutionary change induced by what is called the information and
communication revolution (Carlaw, 2005). The ICT revolution refers to the socio-
economic, socio-political transformation currently being driven by a cluster of
technologies centred on electronic media and the internet.
Information and Communication Technology (ICT) are the media that utilize both
telecommunication and computer technologies to transmit information. ICT consists
of hardware, software, networks, and media for collection, storage, processing,
transmission, presentation of information (voice, data, text, and images) and the
hand-held devices like mobile phones are part of ICT, (Garrison & Anderson, 2003).
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Most governments all over the world believe in the use of ICT to be economically
competitive. Kenya Ministry of Education and Ministry of Higher Education
Session paper 14. (June, 2012) points out that no economy can survive without
investment in ICT, and it further elaborates that already in Kenya such areas as
banking, communications, tourism, and industry are almost totally dependent upon
it. Aktaruzzaman et al., (June, 2011) concurs that when used appropriately, different
ICTs are said to help expand access to education, strengthen the relevance of
education to the increasingly digital workplace, and raise educational quality by,
among others, helping make teaching and learning into an engaging, active process
connected to real life.
Government of Kenya, (2010) refers ICT as to range of technological tools and
resources used to communicate, create, disseminate, store and manage information.
Kafyulilo, (2010) defines ICT as to all products that can store, retrieve, manipulate,
transmit or receive information electronically in digital form. Ngaroga, (2008)
explains that ICT stands for information and communication technology and refers
to principles to all technologies used in processing information and communication
in most educational circles. He points out that the following examples that are
available in Kenyan market: Personal and portable computers and notebooks, data
projections, internet which provide a lot of information, interactive whiteboards, CD
ROMs and DVDs, video and television, magnetic tapes, video games, cameras and
PDAs.
According to Rao, (2005), application of ICTs in instruction includes using
computers, CD ROMs, interactive media, modems, satellites, teleconferencing and
other technological means to support learning. Application of ICTs in instruction has
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several aspects which include: the process of designing instruction, application of
learning theories and styles to designing instruction, selection of materials and tools
to design and implement a design, evaluation of designs, effectiveness of teamwork
and use of technology in support of the development and delivery of instruction.
Lack and insufficiency of data on use and implementation of ICT in Africa as
expressed by Kenya School Net, (2003) that attempts to measure or access the
utilization of ICT in Africa have been hampered by insufficient empirical data on to
indicate any impact of ICT on sector productivity and lack of cross-country
evidence. It further explains that in some cases the evidence has been non-existent
due to recent developments, the rapid revolution of ICT and methodological
challenges that include a deficiency of assessment variables and models of causality.
Most of the studies undertaken have focused on information infrastructure issues,
while a few researches have been undertaken to measure extent of usage ICT in
Africa; particularly in education. The study focused on collection of data on extent
of use of ICT in CRE subject and thus provided a clear picture on implementation of
ICT at classroom level so as to provide data needed.
The use of ICT in education has the potential to enhance the quality of teaching and
learning, the research productivity of teachers and students, and the management and
effectiveness of institutions (Kashorda, et al., 2007). However, opportunities for
realizing the benefits of using ICT in education face a number of challenges in the
developing countries. Access to ICT facilities is a major challenge facing most
African countries, with a ratio of one computer to 150 students against the ratio of
1:15 students in the developed countries (Kiptalam & Rodrigues, 2011). Thus, the
study focused on identifying the ratio of ICT materials to the number of both
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teachers and students in order to report on its effectiveness in the process of teaching
and learning of CRE.
1.2.1 Ministry of Education Policy on Usage of ICT in Schools in Kenya
Since the 1980s integration of ICTs in education has been compulsory in the
developed nations. This is not so in developing nations such as Kenya, where ICT
integration in education is considerably more recent, small-scale and experimental in
most of the developing countries including Kenya (Ministry of Education, Kenya,
2006). With respect to the great concern about the digital divide, it will be noted that
access to ICT facilities is currently one of the major challenges in Africa Kenya is
no exception. While the ratio of one computer to 15 students is the norm in most
developed countries, the ratio in Africa stands at one computer to 150 students. This
ratio is even wider in disadvantaged regions and areas. It will also be recognized that
access to ICTs varies according to the various sub-sectors of education. In Kenya,
the ratio for university and colleges is one computer to 45 students, one computer to
120 students at secondary school level while access at the primary school level
remains much more limited at one computer to 250 students (Ministry of Education,
Kenya, 2006). The researcher was interested in investigating the ratio of ICT tools
and resources in relation to the number of teachers and students in public secondary
schools in Bomet County.
The Government of Kenya has put in place the National ICT Policy and E-
Government Strategy that provides guidelines for transformation of the Kenyan into
a digital society. In both documents, the Government recognizes that an ICT literate
workforce is the foundation on which the nation will become a knowledge-based
economy, (Ministry of Education, Kenya, 2006). The focus on impact of ICT in
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education has been a major highlight in various governmental strategies and policies
including the need for attainment of National Education goals and Vision 2030. The
National Stakeholders Conference on Education and Training held on 27th
to 29th
November, 2003 led to the development of four national policies on ICT: The e-
government Strategy (2003); The Kenya Vision 2030;Sessional Paper 1,2005,
Chapter VIII on ICT; The National ICT Policy, 2006 (MOIC).
At the educational sector the following strategies and policies and bodies have been
established and mandated to carry the implementation of ICT in education
management and integration; The ICT Strategy for Education and Training, 2006;
KESSP II– ICT is one of the investment programmes for ICT; The National ICT
Strategy in Education and Training (2006, MoE); ICT Integration Team (2008); ICT
Unit; ICT4E; ICT champions programme within directorate / departments / SAGAs
/ districts/schools; EMIS National ICT Innovation and Integration Centre (2010);
Representation in directorates, CEMASTEA, KEMI, KICD, KNEC, VVOB, NI3C,
(Ministry of Education, Science and Technology, Kenya, 24th
February, 2015;
Ministry of Education, Kenya Friday, June 08, 2012).
Reported achievements on ICT integration from 2009 -2012 – in the Ministry of
Education is that 1470 schools under ESP computer project facilitated to integrate
ICT in teaching and learning. With the following package: Computers and printers,
projector, LAN, internet for one year, capacity building for teachers and principals
(over 10,000 teachers trained on basic ICT skills), digital content (form 1&2), ICT
Champions programme consequently, 1470 principals to be trained on use of ICTs
for education management. Other sectoral achievements in education include among
others, ICT integration training manual has been development, National ICT
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Innovation and Integration Centre launched and is operational (www.ni3c.net),
National education portal developed and operationalized (www.elimuportal.net),
National Teacher orientation programme (KIE) www.elimika.ac.ke, (Ministry of
Education, Kenya, 26th
-27th
, January, 2012).
The Ministry of Education also acknowledges the need to reform the secondary
school curriculum with the emphasis shifting from knowledge reproduction to
knowledge production and, to make ICT central to it. Learners exiting secondary
schools have limited skills and abilities to join the world of work, trade or to join
middle and tertiary level, (Kenya Ministry of Education and Ministry of Higher
Education Session Paper 14 of June, 2012). It is from this background to the study
that the researcher focused on examining the extent of utilization of ICT, alongside
pedagogies in order to effectively attain the educational goals, aims and objectives in
CRE subject. Table 1 below provides a clear picture on the performance in CRE
over the last five years.
Table 1.1: CRE examination analysis table 2010-2013
Year 2010 2011 2012 2013
Mean score paper 1 50.67 50.36 46.96 40.84
Mean score paper 2 41.64 47.53 41.11 55.09
Candidature 240, 130 289, 471 316, 403 330, 964
Source: KNEC Examination Report, (2011, 2012, 2013)
According to KNEC Examination report, (2013) the Chief examiner argues that the
paper tested the syllabus adequately. The paper was also in a position to discriminate
between the well taught and poorly taught students. From the table above the
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following can be deduced; there is ever increasing number of students every year.
Thus, the study focused on pedagogical integration of ICT in the process of teaching
and learning of CRE. It also provided the basis for examining how the subject is
taught (pedagogy), attitude of the learners towards the subject and the level of
exposure to ICT resources.
1.3 Statement of the Problem
This study addressed the problem of poor performance and fluctuation of results in
CRE subject in public secondary schools in Bomet County focusing on the need for
improving teaching and learning in classroom by using ICT to engage learner-
centred strategies during teaching and learning of the subject.
In a survey conducted by Pan Africa Research in 13 African countries including
Kenya the findings revealed that educational institutions are at different
stages(infancy) in pedagogical integration of ICT with differences between public
and private schools, rural and urban schools. they noted that some of the factors for
apparent limited pedagogical integration of ICT were reported to include among
others; lack of training in pedagogical integration of ICT, inadequate capacity to
develop digital content, negative attitude of teachers to use ICT(technophobia) and
lack of infrastructure support, (Ndidde, 16th
April, 2013).
Ministry of Education and Ministry of Higher Education Session paper 14 of June,
(2012) conquer with the premise that the challenges facing ICT in education sector
include among others; access, funding, inadequate ICT facilities, high cost of
development of interactive e-learning content, ICT not embraced as medium of
instruction and management tool, inadequate capacity for teachers, absence of ICT
8
Curriculum at ECD and primary levels, dynamic nature of ICT technology,
inadequate capacity for maintaining ICT equipment, inadequate use of ICT by the
Ministry of Education, and inadequate capacity to monitor utilization of ICT in
schools.
The need to introduce ICT in teaching and learning in various subjects at all tiers of
education has been occasioned by the need for quality education. In conjunction
with this, one of the national goals of education is to promote social, economic,
technological and industrial needs of learners for national development. Therefore,
the researcher was determined to communicate on the level of effectiveness in the
use of ICT in teaching and learning of CRE subject on students‟ performance. Since,
most studies conducted have concentrated on challenges facing its implementation
and not reporting on the way it is used and its impact on students performance.
1.4 Purpose of the Study
The purpose of the study was to assess the extent to which ICT is used while
teaching and learning of CRE subject in public secondary schools in Bomet County.
1.5 Objectives of the Study
i. To examine the ratio of ICT tools and resources to the number of teachers and
learners in public secondary schools in Bomet county.
ii. To identify the qualification and level of competence of CRE subject teachers
and capacity of learners in handling ICT resources and tools.
iii. To determine the frequency of usage of ICT tools and resources in teaching
and learning of CRE subject.
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iv. To determine the level of effectiveness of teaching and learning pedagogy used
with ICT tools and resources in teaching and learning of CRE subject.
1.6 Research Questions
i. What is the ratio of ICT materials and resources to the number of teachers and
learners?
ii. What are the qualification and level of competency of CRE subject teachers
and learners in handling ICT tools and resources?
iii. How frequently are ICT tools and resources used in teaching and learning of
CRE subject?
iv. What is the level of effectiveness of teaching and learning pedagogy that are
used with ICT resources and tools while teaching and learning of CRE subject?
1.7 Significance of the Study
The findings are of great value to educational sector at the national, county and sub-
county level. Since, it reports on the level of accessibility and effectiveness of ICT
materials and resources. Thus, ii informs the Ministry of Education, Science and
Technology (MoEST) for budgetary requirements, policy formulation, and level of
implementation and challenges encountered and possible solutions or strategies to be
put in place to facilitate effective implementation of ICT to boost students
performance in CRE subject.
The study informs quality assurance and standards officers on the quality of
education at sub-county level. The results can later be projected to represent national
quality of education. Since, the study was conducted during the process of teaching
10
and learning of CRE in an actual classroom setup, thus the data regarded as first-
hand information.
The study has presented vital information to TSC and other teacher education,
recruitment and employment bodies on the necessity of attainment of certain
requisite skills, standards and level competency for one to be able to use ICT
effectively during the process of teaching and learning. The data obtained are of
great significance to both KICD and KNEC. Since they suggest on various strategies
to be put in place to ensure relevant content and technology to be used effectively in
all curriculum processes including; development, implementation, evaluation and
innovation. This shall ensure quality education and attainment of educational goals,
aims and objectives and appreciation of technology in education.
Furthermore, the findings from the research are of paramount importance to research
field of curriculum implementation with the use of ICT in education in both Kenya
and the rest of the world. Thus, adding stock of knowledge in the Department of
Educational Management, Policy and Curriculum Studies in Kenyatta University
and generally in the field of Education technology in an effort to reap the most out
of the current technologies.
Lastly, the study has immensely boosted researcher‟s motivation in engaging in
other researches in the same field and has also provided an avenue for the researcher
to put into practice theoretical knowledge attained; thus providing both experience
and expertise.
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1.8 Limitations of the Study
i. The study was carried out in public secondary schools due to financial, time and
other logistical constraints. However, for more conclusive results, both public
and private schools should have been studied.
ii. The research findings obtained from schools in the sample were generalized for
the whole population. Although, different schools in Bomet County could be
facing different issues or challenges not captured in the research on the use of
ICT in teaching and learning of CRE.
iii. The study on ICT seems to be an interesting topic and some respondents might
have overrated its use which might not reflect the reality of the prevailing
conditions in the schools.
iv. There was a dearth of literature on use of ICT in the local context. Thus, the
researcher had to use literature from the global context in theoretical framework
and in literature review.
1.9 Delimitations of the Study
i. The study confined itself only to public secondary schools in Bomet County
because they are the direct beneficiaries of governmental funding, policy
formulation and implementation.
ii. Form four students would have been of greater insight in giving information
regarding the use of ICT in teaching and learning of CRE subject on their
performance. However, at the time of the study, they were preparing for
examination. Thus, the study engaged form three students only as they are
assumed to have interacted with content and exposed on the use of ICT unlike
form ones and two students.
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iii. The study confined itself to teachers in public secondary schools only. Teachers
in private schools funded by non-governmental organizations and individuals
were not included though they use ICT in the teaching process.
1.10 Assumptions of the Study
i. Public secondary schools are the main beneficiaries of the ICT initiatives.
ii. There is use of ICT in teaching and learning in all public secondary schools.
However, its level of effectiveness in teaching and learning of CRE subject is
not known by the researcher.
iii. Teachers and learners have requisite knowledge and skills to use ICT
effectively.
iv. Use of ICT has an impact on student performance.
v. Lastly, teachers are aware of effective teaching and learning
methodologies/strategies for CRE subject.
1.11 Theoretical Framework
The study is based on Generic Model that was proposed by Qiyun Wang, (2008).
The Generic Model consists of three key components: pedagogy, social interaction
and technology.
Figure 1.1: Components of Generic Model
Source: Wang, (2008) Components of Generic Model
Pedagogy
Technology Social
interaction
13
An educational system is a unique combination of pedagogical, social, and
technological components (Kirschner, Strijbos, Kreijns, & Beers, 2004). In an
educational context, pedagogy often refers to the teaching strategies, techniques or
approaches that teachers use to deliver instruction or facilitate learning. The
pedagogical component is critical for distinguishing a learning system from other
communities, such as an alumni community, as it primarily reflects the educational
purposes of the learning system (Chen, 2003). Other communities are often built
without any concrete learning purposes in mind, (Wang, (2008).
The theory further elaborates that pedagogical design is an ongoing process, which
cannot be simply pre-determined before a lesson. In addition to the selection of
proper content or activities, pedagogical design must deal with how to use these
resources in an effective way in order to scaffold students during learning processes.
In terms of pedagogical design, a learning environment ought to support and satisfy
the needs and learning intentions of students with different backgrounds. It should
also involve using various learning resources and activities that support students
learning, and allow teachers to facilitate learning (Chen, 2003; Kirschner et al.,
2004).
Social activities are crucial in daily life. People naturally live and work in various
communities, in which they turn to others for help when they encounter problems
(Jonassen, Peck, & Wilson, 1999; Wilson & Lowry, 2000). In many situations,
students might use stand-alone computers which only allow them to interact with
embedded learning resources. With the development of CMC, computers are now
connected world-wide. Social activities become more convenient and flexible
through the support of CMC (Khine, Yeap & Tan, 2003). Students may still use
14
computers individually. However, they have the opportunity to work collaboratively,
for instance in problem-solving. Computer-supported collaborative learning has
shown positive effects on students performance in solving problem-based tasks
(Uribe, Klein, & Sullivan, 2003). The social design of a learning environment must
provide a safe and comfortable space, in which learners are willing to share
information and in which they can also easily communicate with others (Wang,
2008).
The technological component becomes more prominent in a technology-enhanced
learning environment, for many learning activities are conducted through the support
of a computer. An online learning environment must be available all the time and
access must be convenient and fast (Salmon, 2004). Availability and easy access are
initial requirements for an effective online learning environment. In addition,
human–computer interface design is crucial – as it determines the usability of a
technology-based learning environment. The interface design of a computer
programme ought to focus on ease of learning, ease of use and aesthetics (Wang &
Cheung, 2003). Ease of learning is critical for beginners while ease of use becomes
more important while users gain experience over time. Certainly, the interface must
be attractive so that it can motivate and engage learners, (Wang, 2008).
Wang (2008) Pedagogy, social interaction and technology are critical components of
a technology enhanced learning environment. Technology is more likely to be a
basic condition for effective integration of ICT. Sound design of pedagogy or social
interaction very much depends on the availability of technological support. Without
sufficient support of technology, undoubtedly many pedagogical and social design
activities, such as 3D simulations or asynchronous online discussions, would be hard
15
to implement. However, the primary factor that influences the effectiveness of
learning is not the availability of technology, but the pedagogical design and social
design (Mandell, Sorge, & Russell, 2002).
Wang (2008) Generic model fits well with constructivist learning theories,
interactivity design and the definition of the usefulness of a system. Consequently,
the pedagogical design of a learning environment can follow the cognitive
constructivist learning theory to include basic educational functionalities by focusing
on interaction with content. The social design can follow the social constructivist
learning theory to provide a comfortable learning space in which students can
interact with peers or the teacher. The technological design must ensure the usability
of the learning environment by focusing on interaction with the interface.
The generic model is applicable in many phases of an instructional planning process.
It can be used to guide the design and evaluation of Web-based learning
environments; facilitate online discussions; or help teachers to compare and choose
appropriate tools for specific educational contexts. This theory guided the researcher
to examine the effectiveness in the use of ICT in teaching and learning of CRE.
16
1.12 Conceptual Framework
Figure 1.2: Conceptual Framework
Source: Researcher (2015)
The researcher perceived that there were three major uses of ICT in the process of
teaching and learning of CRE subject. The uses are organization of content,
presentation of lesson and assessment. At the organizational level the teacher
performs, the role of making lesson notes, organizing content, research,
development of plays, games and multimedia resources and communication with
individuals and groups to get information to deliver to students in the classroom.
Organization;
Making lesson notes
Organizing content
Research
Development of plays,
games and multimedia
resources.
Communication.
Learning outcomes:
Quality education.
Student achievement
in CRE subject.
Motivation; student
and teacher
Effective use of ICT
in teaching and
learning of CRE
subject
Experience in use of
ICT
Factors affecting
CRE subject on
presentation:
Teacher
Student
School
Government
Presentation of lesson;
Collaborative tool
Internet use
Pedagogical strategy
Assessment tool:
Setting
Moderating
Administration of exams
Intervening variables Dependent variables Independent variables
17
The next usage of ICT is at the classroom or any place designed for learning. It is at
this level when the teacher is set to present learning objectives to students. The
teacher is expected to use ICT as a pedagogical strategy, collaborative tool and also
expose learners to global content through internet use. The last use of ICT is the
assessment of attainment of learning objectives. This can be done orally or in written
form. The perceived use include the setting, moderation, administration of
examination and provision of feedback. The effectiveness in the use of ICT in the
three contexts is affected by the following four factors:
a) Teacher‟s mastery of content, delivery methods, attitude towards the subject,
attitude towards use of ICT academic qualification, knowledge in ICT, attitude
towards ICT, understanding learners difference, personality, and class
supervisory skills.
b) Student‟s basic knowledge of ICT, level of interaction with ICT materials, level
of maturation and attitude toward the subject and subject teacher.
c) School availability of ICT resources, administrative functions, provision of
proper learning environment, school policy on use of ICT resources,
management support, technical support.
d) Government training on use of ICT, policies, provision of infrastructure, tools
and human resources for effective use of ICT.
The researcher perceived that effective use of ICT can bring about the following
outcome in the process of teaching and learning of CRE subject; attainment of
quality education, student achievement in CRE subject, knowledge and experience
in use of technology, effective use of ICT teaching and learning tools and resources
in teaching and learning of CRE subject, practicing effective teaching and learning
methodology and motivation for both the student and the teacher.
18
1.13 Operational Definition of Terms
Effectiveness: Refers to the process of utilization of resources to produce the
intended result.
Humanities: This is an academic discipline that uses methods that are primarily
critical or speculative and have significant historical elements as
distinguished from natural sciences. In the study, it refers to a
group of subjects offered in 8-4-4 curriculum. CRE subject has
been chosen for the study.
ICT: Refers all ranges of hardware and software devices and
programmes such as computers, assistive technologies, scanners,
digital cameras, multimedia programmes, notebooks, Data
projections, internet, interactive whiteboards, CD ROMS(compact
disk read-only memory) and DVDs( digital video disks), video,
magnetic tapes, video games, image editing software, database,
spreadsheet programmes and television.
Learning: Refers to the relatively permanent change in capacity for
performance acquired through experience or training.
Teaching: Refers to a professional activity in which a teacher creatively and
imaginatively uses himself and his knowledge to promote the
learning of others.
New millennium learners (NMLS): Refer to people who use the internet whenever
faced with a question.
19
CHAPTER TWO
LITERATURE REVIEW
2.1 Introduction
This chapter focuses on literature that exists on the use of ICT, its benefit,
challenges and ways of perfecting its use. The researcher has organized the topic
into three main sub-topics as follows:
2.2 ICT in Education
Throughout human history, technology has been given much emphasis. Education as
a dimension of human life cannot be left behind. Skinner, (2010) explains that ICT
has enormous potential for improving learning and teaching. He further highlights
that to begin with, the range of such technologies is now developing at a remarkable
rate- computers, the internet, digital cameras, mobile technologies, virtual learning
environments, interactive whiteboards, and electronic games and so on.
Reynolds et al., (2003) claimed that there has been excessive optimism about ICT
and its potential for improving educational standards and advocated more detailed
research to examine exactly how ICT can really improve such standards. It is from
this gap that existed that the researcher established out the impact of ICT on
teaching and learning of CRE subject.
According to National Council for Curriculum and Assessment, Irish (December,
2004) asserts that the benefit and the potential of ICT for teaching and learning are
touted as reasons for increasing our use of ICT in schools. Among the reported
benefits are gains in students achievement, increase student motivation,
20
improvement in student higher order thinking and problem-solving abilities to work
collaboratively, (West Ed. Knowledge brief, 2002).
Whilst research on the „effects‟ of ICT on teaching and learning have provided
mixed results, researchers have found that ICT can have a positive effect under
certain circumstances, and for certain purposes. Longitudinal research studies, many
of these carried out in the USA, have contributed to a greater understanding of how
children learn using ICT. For example, the evaluation of the Apple Classrooms of
Tomorrow project, (ACOT), an immersive ICT intervention, found that students
used inquiry, collaborative, technological, and problem-solving skills far more than
their peers who were regular graduates of traditional high school programmes
(Apple Computer Inc., 1995).
Debate on how ICT can transform education has also taken deep roots to scholarly
works. Skinner, (2010) argues that the education world continue to hear claims that
ICT radically transforms learning and that computers will shortly take over as main
sources of learning. Unfortunately, there is a long history of such claims about
education technology, including ICT. Thus the researcher engaged in collecting
teachers‟ opinions on the perceived roles of ICT in education in the teaching and
learning role.
Pelgrum, (2003) identified five key dimensions that should be addressed when
considering ICT integration in education: These comprise curriculum, infrastructure,
staff development and support, organizational change and leadership, and national
educational polices and ICT implementation strategies.
21
2.3 Effective Teaching and Learning
Skinner, (2010) identified the conception of effective teaching as that which depends
very much on aims, and values, furthermore he notes that within any given
conception, effectiveness depends on teaching strategies and skills, subject matter,
and ability to develop a suitable environment for learning that can be summarized as
follows:
Figure 2.1: Conception of effective teaching and learning
Source: Skinner, (2010) Factors influencing conception and realization of
effective teaching
2.4 Use of ICT in teaching and learning
According to Kashorda et al., (2007), the use of ICT in education has the potential to
enhance quality of teaching and learning, the research productivity of teachers,
students, management and effectiveness of the institutions. Thus, the researcher
identified how ICT enhances the quality of teaching and learning outcomes in CRE
subject.
Prichard (2007) suggests four purposes of ICT uses as follows: Finding things out,
developing ideas and making things happen, enhancing and sharing information,
reviewing, modifying and evaluating work in progress. Skinner (2008) summarizes
the uses of ICT in the figure below:
Judgment about context
Teaching strategies and skills
Subject knowledge
Environment for learning
Effective teaching and learning
Aims and values
22
Figure 2.2: Summary of uses of ICT
Source: Skinner, (2010) feature of ICT that can transform teaching and
learning
Papert (1988) established five guidelines for the placement and use of computers in
schools.
i. Seek out open-ended projects that foster students' involvement with a variety of
materials, treating computers as just one more material, alongside rulers, wire,
paper, sand, and so forth.
ii. Encourage activities in which students use computers to solve real problems.
iii. Connect the work done on the computer with what goes on during the rest of
the school day, and also with the students' interests outside of school.
iv. Recognize the unique qualities of computers, taking advantage of their
precision, adaptability, extensibility, and ability to mirror individual students'
ideas and constructions of reality.
v. Take advantage of such new, low-cost technological advances as temperature
and light sensors, which promote integration of the computer with aspects of the
students' physical environment (web page).
Interactivity
(Rapid feedback consequences seen quickly)
Capacity
and range Provisionality
(Vast) (Easily changed)
Speed and automatic
(Rapid processing of information)
ICT
23
Papert cautioned that better learning will not come from finding better ways for the
teacher to instruct, but from giving the learner better opportunities to construct
(Cohen, 1993) conquer with the premise that it may hinder the very process of
constructivism if technology is used in precisely the same format as the existing
tools we now have (traditional method of teaching).
Leach and Moon (2008) as cited by Skinner, (2008) identified six ways in which
ICT tools can help teaching and learning as follows:
Easier access to wide range of information.
Easier link with other teachers and learners.
More effective teaching on key concepts and disciplined understanding.
Making calculations, writing, presentation and storage easier and quicker.
Pedagogically (helping teachers support learners and aiding collaboration)
Easier research (better access to sources, evidence and experts)
Gakuu and Kidomo (2010) observe that there is a difference in having computers in
school and pedagogical integration of ICT in teaching since in most schools teaching
is done using the chalk and blackboard method (traditional). Thus, the researcher
investigated if traditional method were still in place and also if there were
integration of ICT in teaching and learning of CRE subject.
2.5 Availability and Access to ICT Resources and Tools
Kenya School Net (2003) points out that attempt to measure or assess the utilization
of ICT in Africa have been hampered by insufficient empirical data to indicate the
impact of ICT on sector productivity and lack of cross-country evidence. It further
explains that in some cases the evidence has been non-existent due to recent
24
developments, the rapid revolution of ICTs and methodological challenges that
include a deficiency of assessment variable and models of causality. Most of the
studies have focused on infrastructure issues, while few have been undertaken to
measure extent of ICTs in Africa, particularly in education. In this study, the
researcher therefore investigated the level of accessibility of ICT resources and
tools.
In a survey carried out by Kenya School Net (2003) reported that computer studies
lessons were conducted in computer laboratories, thus seemed to have priority over
computer assisted lessons in other subjects. It went on to affirm that in the schools
surveyed, access to the internet was severely limited and when available was only
for administrative use. The study found that almost 40% of these schools had less
than 10 computers, and were therefore inadequate for teaching and learning. It is
from such findings that the researcher was determined to find out if the number of
supply and use of computers (ICT tool) has increased over time since 2003 to date
(2016).
According to the Sessional Paper No. 1 of 2005 and KESSP document, argues that
the use of ICT can increase access to learning opportunities. But, lack of reliable,
quality data, in addition to absence of standardized guidelines for establishing
relevant and comparable indicators hinder policy makers in making informed
decision or demonstrating commitment to integration of ICT into education system.
It was from this that the researcher was interested to find out if in essence ICT has
been in a position to increase access to learning opportunities in Bomet county and
to establish data appropriate in order to inform policy makers to ensure ICT is used
effectively during teaching and learning process.
25
With respect to the great concern about the digital divide, it will be noted that access
to ICT facilities is currently one of the major challenges in Africa and Kenya is no
exception. While the ratio of one computer to 15 students is the norm in most
developed countries, the ratio in Africa stands at one computer to 150 students. This
ratio is even wider in disadvantaged regions and areas. It will also be recognized that
access to ICTs varies according to the various sub-sectors of education. In Kenya,
the ratio for university and colleges is one computer to 45 students, one computer to
120 students at secondary school level while access at the primary school level
remains much more limited at one computer to 250 students (Ministry of Education,
Kenya, 2006).The researcher investigated the level of accessibility and availability
of ICT tools and resources to CRE students and learners in Bomet County in order
to provide data on the ratios of the resources to number of teachers and students
respectively.
2.6 Frequency of Use of ICT in Teaching and Learning of CRE Subject
In a research carried out in Malaysia, Lau and Sim (2008) on use of ICT for teaching
and instructional support was reported at 75% and classroom management at 49%,
with least use for communication with peers at 26%. When asked about ICT
application most frequently used, higher ratings were given to teaching courseware
(73%), presentation tools (43%), and internet browsing (53%) and spread sheets
(32%). Lower ratings were given for graphical visualizing tools (24%),
hypermedia/multimedia (22%), simulation programmes (14%) and online demos
(7%).
Kiptalam and Rodreques, (2010) also investigated how teachers use ICT in teaching
and learning in the following areas; preparation of teaching and learning materials,
26
collecting hand-outs and reference materials, preparing presentations, preparing
lessons, teaching specific lessons in various subjects, communicating with other
teachers and communicating with other students. In this study, the researcher used
empirical approach in order to clearly provide extent of usage of ICT in facilitating
learning and teaching of CRE subject.
Manduku et al., (2012) found that Kenyan teachers held very positive perception
towards ICT integration in education. Similar positive perception towards ICT use,
as a tool for teaching and learning in schools, was found in a study carried out by
Jimoyiannis and Komis, (2007) in 2006-2007 amongst Kenyan secondary school
educators. From this study, it was revealed that teachers understood the importance
of ICT in enhancing teaching and learning and were willing to integrate more
technology into their day-to-day professional tasks in schools. The researcher
examined how effective ICT was used in teaching and learning of CRE subject.
In a survey carried out by Kenya School Net (2003) reported that computer studies
lessons were conducted in computer laboratories seemed to have priority over
computer assisted lessons in other subjects. The researcher also observed
administrative plan on the timetable allocation of CRE subject in order to report if
the computer lessons are still having a higher priority over humanities subject
(CRE).
Hammond et al., (2009) argues that teacher confidence, access to support and
modeling of ICT use, a hands-on approach, a willingness to try out, teacher beliefs
in the potential of ICT and a supportive school culture for this, are keys to
developing effective use of ICT in teaching. Hence, the researcher examined if
teachers were confident about the use of ICT, if they were supported at the school
27
level and report on their belief about the potentiality of ICT in teaching and learning
of CRE subject in regard to students performance.
2.7 Qualification and Level of Competency of CRE Teachers and Students
2.7.1 Teacher Competency
In a research carried out in Malaysia, Lau and Sim, (2008) for teachers‟ ICT
competency, respondents considered themselves to be excellent or good in use of
word processing (71%), teaching courseware (63%), and presentation tools (50%).
The study also found that teachers broadly agreed that use of ICT makes them more
effective in their teaching (75%), more organized in their work (80%) and better
able to meet the varying needs of their students (48%). In general, teachers also
broadly agreed that with the use of Internet and technology, their lesson plans are
richer (55%). A further 85% of the teachers indicated that they would like to
integrate more computer applications into their teaching.
Kiptalam and Rodreques (2010) in a research conducted in 6 schools, they found
that the school administrators rated over 75% of the teachers as having the necessary
ICT skills; 51-75% of the teachers were literate in 3 schools; and less than 50% of
the teachers being ICT literate in the remaining 2 schools. They also noted that
majority of the teachers; about 77% rated themselves as having “Good” to
“Excellent” expertise levels in use of word processing applications, with the least
expertise noted in web page design applications. They also noted that majority of the
teachers surveyed did not receive any prior ICT training during their formative years
at the teacher training colleges or universities before joining the teaching profession.
Fifty-five per cent of the teachers stated that they did not receive any ICT training at
28
all. Nevertheless, 51% of the teachers had taken the self-initiative to undergo ICT
training over the past 3 years they had been employed in the teaching profession.
Boakye and Banini (2008) measured the teacher‟ readiness for use of ICT from
schools in Benin, Cameroon, Ghana and Mali with the objective of determining if
the teachers were involved in the process of integrating ICT into education in these
countries. Teachers were asked about their skills with regard to ICT and use of ICT
in their pedagogical practices. Of the teachers questioned, 71% had never used the
computer in class; while 10% used it for classroom activities. About 44% had never
used the computer in preparing lesson notes while 49% did. A third of those who
used it in preparing lessons did so “always” and the rest “occasionally”. These uses
included using the computer in internet searches for content, typing out lesson notes,
and designing teaching and learning materials. About 60% of the teachers consider
themselves as having knowledge of web browsing, with 71% of them using email.
Up to 78% of the teachers learnt on their own how to use computers. Despite the fact
that some teachers did not use ICT at all, they agreed generally that the computer
had changed the way students learn. The researcher investigated the qualification of
teaches and their level of competency of to use ICT during teaching and learning of
CRE subject.
2.7.2 Student Competency
Skinner, (2010) cites Prensky (2001) idea about digital generation (those growing up
in the age of digital technology, say the last 20 years) has particular skills, attitudes
and approaches to learning that requires radical changes in the way education is
organized and conducted. It is from the information that the researcher investigated
the extent to which the use of ICT could have an impact on teaching and learning of
29
CRE subject with a lot of focus on learners ability to utilize the resources, owing the
fact that most of the students under study were below 20 years of age and thus able
to manipulate ICT tools.
2.8 Effective Pedagogies Used with ICT
Newhouse (2002) argues that introducing technology into the learning environment
has been shown to make learning more student-centred, to encourage cooperative
learning and stimulate increased teacher student interaction and that teachers using
ICT application in their pedagogy are likely to gains on measures of progressive
thought and reflection. GoK, (2010) concur with the premise that ICT facilitates the
opportunity for more student-centred teaching, and more self-learning and more
peer-teaching. And that it provides greater opportunities for teacher-to-teacher, and
student-to-student communication and collaboration and access to the World Wide
Web and suggests teaching and learning resources contained therein. The researcher
also examined the methodologies and pedagogies that were used with ICT during
teaching and learning of CRE subject.
Kisirkoi (June, 2015), observes that the students get engaged in activities of
searching the web, solving problems and conducting other class activities with the
aid of technology which they find exciting and complete their own learning tasks
which they sent back to the teacher through email. He further observed that ICT use
in teaching has effect on several teaching approaches such as collaborative learning
and activity learning which have been associated with positive impact on learning
outcome. So, the researcher was determined to report on the activities that seemed to
excite students and aid them in learning effectively CRE subject.
30
So and Kim, (2009) point out that the use of ICT integration also promotes students
critical thinking and problem-solving skills needed in life. In agreement with
findings from study carried out in by USA Apple Classrooms of Tomorrow project
(ACOT), they found that students used inquiry, collaborative, technological, and
problem-solving skills far more than their peers who were regular graduates of
traditional high school programmes, (Apple Computer Inc., 1995). Further, the
researcher engaged in the task of identifying the various strategies and
methodologies that were used by CRE teachers during instruction and later
determined if ICT tools and resources were effectively used as reviewed in the next
sections.
2.8.1 Use of ICT in Teaching and Learning and its Impact on Students
Performance
Effective use of ICTs as teaching learning resources has been associated with
significant increase in students achievement. Students gain confidence as they get
engaged by their teachers and sometimes work together with teachers as co-workers
in attempt to solve some technological problems (Grabe & Grabe, 2007).
NCCA Report, (January, 2008) concurs with Skinners, (2010) observation that the
use of ICT in appropriate context in education can add value in teaching and
learning by enhancing effectiveness of learning or by adding dimension to learning
that was not previously available. ICT may also be a significant motivation factor in
students learning, and can support students engagement with collaborative learning.
The researcher established situations that provide effective learning with the use of
ICT and also identifying methods quite effective when used with ICT during
teaching and learning of CRE subject.
31
The use of ICT in teaching and learning provide an avenue for intrinsic and extrinsic
motivation. Feldman, (2007) points out that teacher‟s enthusiasm has power to
influence students‟ cognitive, affective and motivational outcomes with its intrinsic
motivation. Effective use of ICTs as teaching learning resources has been found to
significantly increase students‟ achievement (Bitner & Bitner, 2002).
Kisirkoi (June, 2015) observed that integrating ICT in instruction benefited both
teachers and learners. The greatest motivation for integration of ICT in education
was found to be the teachers‟ desire to teach better. The greatest drive for the
teachers to use ICT in instruction was the teachers desire to teach students better
reported by the vast majority 83% of the teachers. Such a positive attitude raises
teacher and learner enthusiasm. The researcher established the level of motivation of
teachers in Bomet County when using ICT in teaching and learning of CRE subject
and the resultant effect on students achievement attained.
2.9 Summary of Literature Review
The literature reviewed showed that there are gaps in research and knowledge
especially on ICT infrastructure and application of ICT in teaching in secondary
schools. In literature review, it was found that there is no comprehensive and actual
documentation on application of ICT in teaching of CRE in secondary schools.
There is inadequate documentation on status of ICT and its application as course
delivery tool and therefore, this research aimed at investigating the actual state of
ICT in teaching of CRE in public secondary schools in Bomet County.
32
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Introduction
In this chapter, the researcher illustrates clearly how descriptive survey research
design were used in order to facilitate collection, analysis and interpretation of
research findings; The topic has been discussed in sub-topics as follows: Research
design, variables, research methodology, location of the study, target population,
sampling technique, sample size, research instruments, pilot study, validity,
reliability, data collection technique, data analysis and logistical and ethical
considerations.
3.2 Research Design
This research adopted descriptive research design as it involved gathering data that
describe events, organize, tabulate, depict, and analyze collected data (Glass
&Hopkins, 1984). The researcher employed a survey approach in order to randomly
select the subjects, getting their views about effectiveness in use of ICT in teaching
and learning of CRE subject and its impact on student performance to come up with
generalization of findings for the entire population that the subjects represent. The
survey design involves asking a large group of respondents questions about a
particular issue (Mugenda & Mugenda, 1999). It also seeks to obtain information
that describes existing phenomenon by asking individuals about their perceptions,
attitudes and values (Mugenda & Mugenda, 2003).
According to Creswell (2003), a survey design provides a quantitative or numeric
description of trends, attitudes or opinions of a population by studying a sample of
that population. This design was preferred since it was easy to apply and data were
33
achieved in a convenient manner as large number of respondents were able to
provide information within a short period of time. Lastly, the use of this design was
economical as compared with other designs.
3.2.1 Variables
Independent variables were the uses of ICT in three major steps of instruction;
organization, presentation and assessment. The researcher examined if ICT was used
effectively during the process of teaching and learning of CRE subject. The
researcher also perceives external influence of the learning outcomes by the
following factors: nature of the students, the school factors, teacher factors and
government policies. The dependent variables were the learning outcomes, namely;
level of student and teacher motivation, perceived students achievement in CRE
subject, attainment of quality education, knowledge and experience in use of ICT,
effective use of ICT in teaching and learning of CRE subjects.
3.2.2 Research Methodology and Specific Data Collection Methods
Qualitative research approach was used as it is concerned with participants‟
perspectives (Erickson, 1986). The researchers are in a position to go into particular
setting under study because they are concerned with understanding the context of the
setting, (Orodho, 2009). The researcher also complemented qualitative research
approach with quantitative research approach; which is in agreement with Orodho‟s,
(2009) explanation that it maximizes their strengths and limitation. Thus the choice
of this approach seemed appropriate for identifying the level of effectiveness of use
of ICT in teaching and learning of CRE subject. The methods that were used in this
study were: questionnaires and observation.
34
3.3 Location of the Study
The study was conducted in Bomet County. The county is in the Rift Valley
Province of Kenya. Its capital and largest town is Bomet. The county has a
population of 750,531 (2009 census) and an area of 2,037.4 km. The county has five
constituencies (formerly known as districts), namely; Bomet Central, Bomet East,
Chepalungu, Sotik and Konoin. Data captured on the county include the following;
Literacy level 63.8%, attending school (15-18Yrs) 88.6%, Urbanization 13.8%, pave
roads 5.4%, good roads 39.6%, electricity access 4.3%, poverty rate 46.5% (USAID,
Kenya).The researcher chose the location of study through purposive sampling since
it is one of the counties in rural setup with; poor conditions of roads, low access to
electricity and the highest number of school going children. Descriptive research
design comes with findings representing the entire population and so the choice of
Bomet County became appropriate because it bears characteristics that can be
generalized to the entire Kenyan population.
3.4 Target Population
3.4.1 Target Population of Schools
There are approximately 250 public secondary schools of which six are private
schools and one is a special school. The target population was stratified into:
National, Exra-county, County and Sub-county schools as shown in Table 3.1 as
follow:
35
Table 3.1: Target population of schools
Source: Quality assurance and standards officer Bomet County, (2015)
3.4.2 Target Population of Respondents
The target population comprised of CRE subject teachers, principals/deputy
principals, education officers at the county and sub-county level, computer
champions and students as shown in Table 3.2below:
Table 3.2: Target population of respondents
Respondents Target population
CRE teachers 700
Principals/ Deputy principals 243
Students 13,500
ICT technicians/ teachers 700
ESQAC officers 5
Computer champions 5
Total 15153
3.5 Sampling Techniques
3.5.1 Sampling of Schools
Stratified sampling was used to stratify the schools into national, extra-county,
county and sub-county category. Purposive sampling was used to select the two
national schools in the only county. Systematic sampling was used to select 3 extra-
Category of schools in Bomet County Target population
National 2
Extra-county 7
County 32
Sub-county 202
Total 243
36
county secondary schools, 6 county secondary schools and 10 sub-county secondary
schools. Thus, the sample selected comprised of 21 Public secondary schools in
Bomet County.
Table 3.3: Sample of public secondary schools
3.5.2 Sampling of Respondents
Purposive sampling was used to purposely pick from the sampled schools 21 CRE
subject teachers, 21 ICT teachers/computer teachers, 4 ESQAC officials and 4
computer champions. 21 Principals/ Deputy principals were systematically selected
on merit of school selection of the sampled 21 secondary schools. The sample
comprises 281 respondents as shown in the table 7 below:
Table 3.4: Sample of Respondents
Respondents Sample
CRE teachers 21
Students 210
ICT technicians/ teachers 21
Principals/ Deputy principals 21
ESQAC officers 4
Computer champions 4
Total 281
Category of schools in Bomet County Sample
National 2
Extra-county 3
County 6
Sub-county 10
Total 21
37
3.6 Research Instruments
The instruments that were used for the study are questionnaires and observations as
follows:
1. Questionnaires
The questionnaires administered had the following format:
a) Unstructured open-ended questions; this gave an opportunity to respondents to
provide in-depth information and to express their feelings about the use of
ICT.
b) Structured closed-ended questions; provided a clear picture on how ICT is
used in teaching and learning of CRE subject. It is selected as it saves time and
resources.
c) Contingency questions enabled respondents to answer questions which they
have capacity to handle.
d) Matrix questions; assisted the researcher as it used space economically and
efficiently. The data were also easily analyzed.
e) Demographic questions; provided vital information requisite on background
information of the respondents on their education background and knowledge
of use of ICT.
2. Structured observation was used to provide precise, numerical results on the
effectiveness in the use of ICT in teaching and learning of CRE subject in
secondary schools in Bomet County.
3.7 Validity and Reliability
3.7.1 Validity of Research Instruments
The researcher used results in the pilot study to reorganize and redesign the research
instruments while examining the validity of research techniques and research design;
38
to ensure they were well-coordinated to achieve the required results. Content
validity was used to examine if the instruments are in a position to capture all the
information required in the study.
3.7.2 Reliability of Research Instruments
The researcher used test-retest method during pilot study in order to ensure that the
research instruments were in a position to ensure consistent data are obtained when
the research is repeated at any given time in the future. This was achieved by giving
5 respondents not included in the study questionnaires, the same questionnaire is
repeated after two weeks and the finding were scored manually and analyzed.
Spearman rank order correlation was employed to compute co-relation coefficient to
estimate the extent to which the questionnaires were consistent in eliciting the same
response every time the instrument is administered, (Orodho, 2009). The correlation
coefficient (r) was 0.79 which was slightly above 0.75 proposed by(Orodho, 2009)
as considered high enough to judge the reliability of the instrument thus the
instruments were used in the actual study.
3.7.3 Piloting/ Pre-testing
The instruments selected were pre-tested in 3% of the target population not sampled
to take part in the actual study. This were 3 secondary schools with 3 CRE subject
teachers, 3 principals/deputy principals, 3 ICT teachers, 1 ESQAC official, 1
computer champion and 30 form three students selected from the schools. Piloting
was done in order to establish validity and reliability.
39
3.8 Data Collection Techniques
The data collection instruments were questionnaire and observation. These were
used as follows:
1. Questionnaires were administered by the researcher to the principal/deputy
principal, ICT experts of the selected schools, students and ESQAC officials.
Questionnaires were considered ideal since they can individually record and
interpret these instruments. The questionnaires were used to collect information
regarding the availability of resources and effectiveness in its use in teaching and
learning process. It is also through the questioners that the researcher got
information regarding the qualification of various stakeholders. Questionnaires
proved to be more economical as were self-administered, time saving, effective
and efficient in collection of the data on effectiveness on the use of ICT in
teaching and learning of CRE.
2. The researcher also used observation method guided by a check list that enabled
him to objectively identify suitable classroom and environment and facilities for
effective use of ICT in teaching and learning of CRE subject.
3.9 Method of Data Analysis
The researcher compiled and edited the data collected from the field and numbered
the questionnaires appropriately, the data were then presented in forms of charts,
tables, graphs and statistical inferences where applicable. The coding was done
initially, before the information were entered into Scientific Package for Social
Sciences (SPSS). The software was then used to analyze data. Descriptive statistics
were used to analyze data and interpretation done basing on the analysis. The data
were presented in inferential statistics measures of central tendency, variability and
40
correlation co-efficiencies. The findings were presented in thematic form basing on
the objectives chronologically discussed.
3.10 Logistical and Ethical Considerations
The researcher ensured that all logistical procedures were made and ethics of
research adhered to. Logistical consideration included:
Pre-field logistics; whereby the researcher provided layout of research instruments,
obtaining research permit, work plan time frame, packaging of research instruments
and budgeting for the research. Fieldwork logistics ensured data collected were
efficient and in post-fieldwork logistics, the researcher ensured the data collected
were secured.
The researcher also ensured that ethical considerations are adhered to which
included; informed consent of the respondents, confidentiality, principles of
anonymity, data were gathered without deception and adhering with trustworthiness.
The researcher also ensured principles of human relation are effectively used that
involved; mien and decorum, questions about one‟s research, and following
appropriate chain of command.
Lastly, the researcher also followed all legal requirements in which he first obtained
permission from the Kenyatta University then proceeded to NACOSTI which
approved the permission by authorizing a research permit to conduct research in
Bomet County and further directed to obtain a letter from County Director of
Education and County Commissioner. The letters gave permission to conduct
research in schools and education offices. The researcher further requested
permission from the principals of the schools in which research was to be conducted;
all of the respondents co-operated and gave the researcher the information needed
for the research. The researcher ensured that originality of research ideas are adhered
to while abstaining from any form of research fraud and plagiarism.
41
CHAPTER FOUR
FINDINGS AND DISCUSSION
4.1 Introduction
This chapter presents the findings and discussion. The purpose of the study was to
assess the extent to which ICT is used while teaching and learning of CRE subject in
public secondary schools in Bomet County. To solve the problem of poor
performance in CRE subject, the researcher ensured quality and equity in access to
education as stipulated in Basic Education Act (2013) and supported by the
Millennium Development goals and vision 2030.
The findings are discussed according to the following research objectives of the
study. But before the objectives are discussed background information of the
respondents are explained.
i. To examine the ratio of ICT tools and resources to the number of teachers and
learners.
ii. To identify the qualification and level of competence of CRE subject teachers
and capacity of learners in handling ICT resources and tools.
iii. To determine the frequency of use of ICT tools and resources in teaching and
learning of CRE subject.
iv. To determine the level of effectiveness of teaching and learning pedagogy used
with ICT tools and resources in teaching and learning of CRE subject.
42
4.2 Demographic Information of the Respondents
4.2.1 Category of Schools
The study involved a survey of public secondary schools in Bomet County. The
study engaged 21 schools of which; 6 were boys schools (28.6 %), 4 girls schools
(19.0 %) and 11 mixed schools (52.4 %). Of the mixed schools selected, 5(45.4%)
were day schools and 3(27.3%) 3(27.3%) were boarding schools. The schools were
further categorized as follows; National 2 (100%); the only nationals schools in the
county, extra-county 3 (42.8%), county 6 (19%), sub-county 10 (5%). This shows
that all the schools were represented in the study.
4.2.2 Principals
The respondents included 21 principals who comprised 11 males (52.4%) and 10
females (47.6%). Professional and education backgrounds were as follows; those
with a Masters degree were 3(14.3%), Bachelors degree 13(61.9%), PGDE
5(23.8%). The findings further revealed the years of experience of the principals as
shown in Table 4.1 below.
Table 4.1: Years of experience as a principal
Years of experience as the principal F %
Above15 years 7 33.3
11-15 years 2 9.5
6-10 years 2 9.5
1-5 years 10 47.7
Total 21 100.0
43
Table 4.1 shows that majority of the principals in the interviewed schools
47.7%have been principals for less than five years, the second largest group being
those with 11-15 years with 33.3%. The finding further revealed that few numbers of
principals 9.5% have worked between 6-15 years.
4.2.3 Teachers
The respondents included 21 CRE subject teachers who were 10 males (47.6 %) and
11 females (52.4 %). Their academic qualification revealed a strong educational
background with 20 (95.2 %) having Bachelors degree and 1(4.7 %) having Masters
Degree. Data on their roles in schools revealed that 8(38.1 %) were humanities
departmental heads, 2(9.6 %) were head of subjects, 5(23.8%) were guidance and
counseling masters/mistresses and 6(28.6) class teachers. The years of experience
while teaching CRE were factored in as follows; with less than a year were 2
(9.52%), between 1-5 years 14 (66.67), between 6-10 years 1 (4.76 %), between 11-
20 years 3 (19.05%) above 20 years 1(4.76 %). This reveals that majority of the
teachers teaching CRE have less than 10 years of teaching experience. The findings
on teaching experience are summarized in figure 4.1 below.
44
Figure 4.1: Years of teaching experience
Source: Researcher
4.2.4 ICT Technicians and Computer Teachers
The study involved 21 ICT technicians and computer teachers. All of the ICT
technicians and computer schools were male (100%). This feedback shows a higher
level of disparity. The academic qualification of ICT technicians were as follows: 6
(28.6%) with Bachelors degree and 15 (71.4%) having Diploma. Their employment
terms shows that 7(33.3%) are employed under TSC and 14 (66.7%) under BoM.
Their years of experience was as follows; less than five years 19 (90.48%) and
above 6 years 2 (9.52%) as shown in the figure 4.2 below.
45
Figure 4.2: Years of experience as ICT technician
4.2.5 Students
Out of the 210 students who participated in the survey, 110were males (52.4%) and
100 were females (47.6%).
4.3 Availability and Access to ICT Tools and Resources
Majority of the teachers 17 teachers (81%) reported that computers are available in
their schools and internet is accessible at 52.4%. It was also interesting to find out
that majority of teachers 16 (76.2%) have email address. Their access rate to
computer accessories was as follows; printers 19(90.5%), digital cameras 38.1 %,
teaching and learning software 42.9 %, technical support 17 (81%), projectors 13
(61.9 %).
46
The school administrators reported on how their schools are equipped with computer
accessories as follows: „well equipped‟ 2(9.6%), „moderate‟ 15(75%), and „not
equipped‟ 4(20%) as shown in Table 4.2 below.
Table 4.2: How schools are equipped with computer accessories
Source: Researcher
Research findings further revealed that most of the schools 71.43% were not
connected to the internet with a few 28.57% connected to the internet as shown in
figure 4.3 below.
Figure 4.3: ICT connections in the school
Source: Researcher
The average ratio of computers to the number of students was found to be 1:45.This
shows that there is an improvement as compared to the previous findings by the
Rating F %
Well-Equipped 2 9.6
Moderate 15 71.4
Not equipped 4 19.0
Total 21 100.0
47
Ministry of Education of a ratio of one computer to 120 students at secondary school
level (Ministry of Education, Kenya, 2006).The findings are summarized in Figure
4.4 as shown below:
Figure 4.4: Average ratio of computers to the number of students
Source: Researcher
The findings also revealed that the average ratio of the number of computers to the
number of teachers as 1:5. This is shown in the Figure 4.5 as follows:
Figure 4.5: Average ratio of number computers to that of teachers
Source: Researcher
48
4.4 Qualification and Level of Competency of Students and Teachers
The second objective of the study was to examine the qualification and the level of
competency of the teachers and students. These are dealt with in the following sub-
topics:
4.4.1 Response on ICT training of CRE Teachers
It was interesting to note that majority of CRE teachers 17(80.95%) have attended
ICT training course. However, 4(19.04%) have not received any form of training on
the use of ICT as shown in Table 4.3 below.
Table 4.3: Response of teachers on ICT training
4.4.2 Level of Competency of CRE Teachers As Compared with Students and
Fellow Teachers
The findings further revealed that majority 12(57.1%) of CRE teachers were able to
use ICT as compared to their fellow teachers, one rated as „very high‟ 1(4.8%),
„average‟5(23.8%), „low‟ 2(9.5%), and „very low‟ 1(4.8%) as shown in Table 4.4
below:
Have you attended any training on ICT? f %
Yes 17 80.95
No 4 19.05
Total 21 100.0
49
Table 4.4: Level of use of ICT in comparison with associates in school
Rating of competency F %
1. Very low 1 4.8
2. Low 2 9.5
3. Average 5 23.8
4. High 12 57.1
5. Very high 1 4.8
Total 21 100.0
CRE teachers responded on their level of competency in comparison to that of
students as follows; „very low‟1(4.8%), low‟1 (4.8), „average‟4(19%),
„high‟11(52.4%), „very high‟4(19%).This shows that majority of CRE teachers have
either „high‟ or „very high‟ as compared to that of their students as shown in the
Table 4.5 below.
Table 4.5: Level of competency in using ICT in comparison with students at
school
4.4.3 Level of Competency in Using Computer
The findings revealed that majority of CRE teachers are either confident or very
confident in the following areas: managing files 95%, word operations71.4%,
spreadsheet 80%, power point 75%, internet browsing 85.7%, using email 80.9%,
Rating of competency F %
Very low 1 4.8
Low 1 4.8
Average 4 19.0
High 11 52.4
Very high 4 19.0
Total 21 100.0
50
use of chat rooms and forums 88.7%. However, most of the CRE teachers were not
confident on creating and using database processor, publishing a personal web blog
and designing a web page or personal site. CRE teachers‟ level of competency in
computer applications and processes was summarized in Table 4.6 below.
Table 4.6: Teachers level of competency
Applications and processes
Ver
y
un
con
fid
ent
No
t
con
fid
ent
Un
sure
Co
nfi
den
t
Ver
y
con
fid
ent
% % % % %
1 Basics of operating PC (using keyboard, mouse
… etc.)
- 10.0 5.0 55.0 30.0
2 Managing files (delete, move to,..etc.) 5.0 5.0 5.0 40.0 45.0
3 Using word processor ( such as word program ) - 19.0 20.0 33.0 38.0
4 Use spreadsheet processor (such as excel
program)
- 10.0 10.0 60.0 20.0
5 Creating or using data base processor (such as
access program)
19.0 38.1 5.0 38.0 -
6 Combining files from different sources to create
presentations
4.8 33.3 9.6 33.3 19.0
7 Producing learning software 15.0 10.0 35.0 35.0 5.0
8 Using PowerPoint software 10.0 5.0 10.0 55.0 20.0
9 Searching for saved data on hard disk or compact
disk
- - 11.1 61.1 27.8
10 Using data show basis on PC as projection tool - 23.8 19.0 38.2 19.0
11 Using different designing programs (Photoshop,
Flash)
5.0 25.0 15.0 45.0 10.0
12 Deleting or editing pictures, animations or
movies
9.5 4.8 19.0 38.1 28.6
13 Using digital camera - 9.5 9.5 33.4 47.6
14 Internet browsing 9.5 - 4.8 33.3 52.4
15 Searching for information on the internet 9.5 - 4.8 38.1 47.6
16 Downloading files from the internet 9.5 - 9.5 19.0 62.0
17 Using Email ( reading and sending mails) - 9.5 9.5 62.0 19.0
18 Using chat rooms and forums 9.5 - 4.8 20.8 64.9
19 Publishing a personal blog 15.0 10.0 30.0 35.0 10.0
20 Designing web page or personal site 14.3 14.3 47.6 14.3 9.5
51
Table 4.7: Student level of competency
Application s and processes
Ver
y
un
con
fid
ent
No
t co
nfi
den
t
Un
sure
Co
nfi
den
t
Ver
y
con
fid
ent
% % % % %
1 Basics of operating PC (using keyboard,
mouse etc.)
11.2 12.2 9.3 41.0 26.3
2 Managing files (delete, move to, … etc.) 14.9 12.9 15.8 35.0 21.8
3 Using word processor ( such as word
program )
10.2 22.7 36.7 17.4 13.0
4 Use spreadsheet processor (such as excel
program )
11.5 18.7 41.6 15.8 12.4
5 Creating or using data base processor (such
as access program)
15.4 20.7 34.7 16.7 12.6
6 Combining files from different sources to
create presentations
13.0 15.0 37.2 16.9 17.9
7 Producing learning software 12.4 24.9 38.8 11.5 12.4
8 Using PowerPoint software 15.9 22.6 32.7 16.8 12.0
9 Searching for saved data on hard disk or
compact disk
11.0 10.0 23.4 25.8 29.8
10 Using data show basis on PC as projection
tool
15.5 20.8 39.5 11.6 12.6
11 Using different designing programs
(Photoshop, Flash)
19.6 12.9 27.9 14.4 25.4
12 Deleting or editing pictures, animations or
movies
11.5 8.6 16.7 30.7 32.5
13 Using digital camera 9.6 10.0 23.0 31.6 25.8
14 Internet browsing 7.2 15.5 25.6 30.4 21.3
15 Searching for information on the Internet 8.1 15.3 21.1 26.8 28.7
16 Downloading files from the Internet 6.2 16.7 24.4 27.3 25.4
17 Using Email ( reading and sending mails) 14.9 8.0 31.3 25.9 19.9
18 Using chat rooms and forums 8.5 10.4 34.3 17.4 29.4
19 Publishing a personal blog 14.9 23.9 36.8 17.4 7.0
20 Designing web page or personal site 17.6 19.6 37.7 12.1 13.0
52
The findings from table 4.7 above revealed that majority of the students are
confident on their competency of basic operating system 67.3%, managing files
56.8%, deleting and editing pictures 63.1%, use of digital camera 57.8%, use of
internet 51.7% and searching for saved data 55.5%.
4.5 Frequency of Use of ICT in Teaching and Learning of CRE
The findings on table 4.8 below indicates that majority of the teachers are
conversant with computer application package and often use it in preparation of
teaching and learning resources. However, a challenge is posed on use of internet as
a source of communication with both parents and students at 11.8% in online forums
and emails. The finding further shows that the use of ICT in teaching and learning
has been utilized in schools with ICT infrastructure. However, those that have no
such resources have not implemented the use of ICT effectively. This finding
concurs with research finding by Kiptalam and Rodreques that the least common use
was for communicating with students (13.3%), and teachers (20.4%).
53
Table 4.8: Frequency of use of ICT tools and resources
Applications and processes
Frequency of use of ICT tools and resources at
school in %
Never Occasionally Monthly Weekly Daily
1 Create a document using a word
processor
20 - 60 10 10
2 Manipulate graphics or images
using graphics software
12.5 56.3 6.2 12.5 12.5
3 Look up information on a hard
disc drive or compact disc
17.6 23.5 17.6 11.8 29.5
4 Use the Internet to obtain teaching
resources.
19.0 14.3 9.6 33.3 23.8
5 Create lessons that incorporate
simulation software
25.0 37.5 6.4 12.5 18.8
6 Create lessons that use
presentation software
31.3 25.0 12.5 18.8 12.4
7 Set computer-based homework 37.5 12.5 6.0 31.5 12.5
8 Create lessons that incorporate
students' use of a digital video,
graphics or sound editors.
40 30 10 20 -
9 Use email to communicate with
other teachers.
11.8 41.8 11.8 23.5 11.1
10 Use email to communicate with
your students.
76.5 11.7 - - 11.8
11 Use email to communicate with
your student‟s parents
100 - - - -
12 Participate in an on-line
interactive discussion or bulletin
board with students
58.8 29.4 5.9 5.9 -
13 Use software to monitor the
students' scores
25.0 18.8 6.3 12.4 37.5
14 Use interactive whiteboards 29.5 23.5 17.6 17.6 11.8
15 Use subject-specific software 19.0 14.3 9.6 33.6 23.5
54
Table 4.9: Usage of ICT on weekly basis
Usage per week F %
1. Not used 5 23.8
2. Less than an hour 5 23.8
3. 1-2 hours
4. More than 2 hour
7
4
33.3
19.1
Total 21 100
Report on how ICT is used in weekly basis on Table 4.9 above indicates that 23.8%
of the teachers have not used ICT in teaching and learning CRE, while 23.8% use it
in less than an hour. Those who use for between 1-2 hours are 33.3%. The findings
further reveal that those who use for more than two hours are 19.1%.
Table 4.10: Extent to which teachers and students use the internet for teaching
and learning
Internet use F %
1. a very great extent 4 18.0
2. great extent 3 14.0
3. undecided 2 10.0
4. little extent 10 48.0
5. a very little extent 2 10.0
Total 21 100.0
The finding in table 4.10 reveals that 85% of the principals acknowledge that
teachers are given a chance to integrate ICT in teaching and learning of CRE.
However, 15% felt that teachers have not been accorded with an opportunity to
integrate ICT in their classroom practice of teaching CRE.
55
4.6 Pedagogies Used with ICT in Teaching CRE
The fourth objective of the study was to find out how ICT is used with various
pedagogies during the process of teaching and learning of CRE subject. The
following findings were arrived at in Table 4.11 below.
Table 4.11: The Extent to which ICT has changed teaching and learning
methods
Extent of change F %
1.No change 2 9.5
A little 2 9.5
Average 14 66.7
Very high 3 14.3
Total 21 100
From Table 4.11, teachers responded on how ICT has impacted on their
methodologies of teaching and learning as follows: no change (9.5%), a little extent
(9.5%), average extent (66.7%), and very high extent (9.5%). It was interesting to
note that 84.6 % of the teachers responded that they found easy thinking of ways to
use computer and ICT resources in teaching the subject. Majority of the students
(72%) interviewed expressed that ICT makes teaching interesting. However, 5%
were not decided and 23% disagreed that ICT does not make learning interesting.
Most 82.35% of the teachers agreed that ICT improves the level of presentation in a
lesson as shown in figure 4.6 below;
56
Figure 4.6: ICT improves presentation of materials in a lesson
Furthermore, 76% stated that ICT makes preparation of the lesson quicker and that
78% of the teachers strongly agreed that ICT makes the lesson more fun for students
and thus captivating them to learn new ideas as shown in figure 4.7 below.
Figure 4.7: ICT makes preparing lesson quicker
57
The finding further revealed that majority of CRE teachers 95% are in agreement
that ICT positively changes the learning environment in classroom as shown in
Table 4.12 below.
Table 4.12: ICT positively changes the learning climate in classrooms
Perception F %
Does no agree 1 4.76
Agree 9 42.9
strongly agree 10 47.34
Total 21 100.0
The researcher was impressed to find out that most of the teachers 85.7% believe
that ICT creates high attainment of learning objectives as shown in Table 4.13
below.
Table 4.13: ICT creates high attainment of learning objectives in my subject
When interviewed on the methods/ strategies they use to teach CRE, majority of the
teachers 70% preferred; experiential approach, plays, discussions, group work,
demonstration, discovery and problem-solving. This findings concur with Generic
model and fits well with constructivist learning theories; which are focused on
learner-centred approach that maximizes learners potentials and improves on their
performances.
Perception f %
Don‟t agree 3 14.3
Agree 8 38.1
strongly agree 10 47.6
Total 21 100.0
58
CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
5.1 Introduction
This chapter gives the summary of findings, conclusion, recommendations and
suggestions for further research.
5.2 Summary
The purpose of this study was to investigate the level of effectiveness in the use of
ICT in teaching and learning of CRE subject and its impact on students performance
in public secondary schools in Bomet County. The study was guided by the
following research objectives:
i. To examine the ratio of ICT tools and resources to the number of teachers and
learners in public secondary schools in Bomet county.
ii. To identify the qualification and level of competence of CRE subject teachers
and capacity of learners in handling ICT resources and tools.
iii. To determine the frequency of usage of ICT tools and resources in teaching and
learning of CRE subject.
iv. To determine the level of effectiveness of teaching and learning pedagogy used
with ICT tools and resources in teaching and learning of CRE subject.
The study employed descriptive survey research design which employed both
quantitative and qualitative methods. The researcher employed a survey approach in
order to randomly select the subjects, getting their views about effectiveness in use
of ICT in teaching and learning of CRE subject and its impact on student
performance thus coming up with generalization of findings for the entire population
that the subjects represent.
59
The researcher used SPSS IBM 21 Statistical Package for Social Sciences for
windows to process the collected data. Descriptive statistics such as frequencies and
percentages were used to summarize the data.
5.2.1 Summary of the Findings
The study found that the average ratio of computer to the number of students is 1:45
and that of teachers was 1:5. Research findings further revealed that most of the
schools 71.43% were not connected to the internet with a few 28.57% connected to
the internet. The study also found that majority of schools are moderately equipped
with computer accessories 15(75%).These findings reveal that ICT has not been
exploited to its fullness in order to attain effectiveness in teaching and learning of
CRE in Bomet County. It was also noted that some schools have one or two
computers that are only used in administration. This has hindered teachers in
preparation and organization of teaching and learning materials.
The study also found that majority of CRE teachers 16(80%) have attended ICT
training courses. However, 4(20%) have not received any form of training on the use
of ICT. The findings further revealed that majority of CRE teachers are confident in;
managing files, word operations, spreadsheet, power point, internet browsing, using
email, using chat rooms and forums. However, most of the CRE teachers were not
confident in creating and using database processor, publishing a personal web blog
and designing a web page or personal site. The findings from the students revealed
that they are also confident in their competency of basic operating system, managing
files, deleting and editing pictures, use of digital camera, use of internet and
searching for saved data. The findings also revealed that majority of the teachers are
conversant with computer applications package and often use it in preparation of
60
teaching and learning resources. The finding further shows that the use of ICT in
teaching and learning has been utilized in schools with ICT infrastructure. However,
those that have no such resources have not implemented the use of ICT effectively.
The study found that ICT is used by teachers in three major steps of teaching and
learning process as follows: preparation of lesson 50%, organizing and
presentation of content 55% and assessment of content 68%. The study also found
that majority of the teachers (65%) on daily basis use ICT to manage students
score, create word documents, looking for information on local disk and searching
information on the internet. However, majority of the teachers 76.5% have not
communicated using emails with their students and that 58.8% have never used
any online platform to communicate with their students.
The study found that the use of ICT in teaching and learning of CRE has impacted
positively on the achievements of students. Majority of the teachers (84.6 %)
responded that they found easy thinking of strategies to use computer and ICT
resources in teaching the subject. Majority of the students (72%) expressed that
ICT makes teaching interesting. Most of the teacher (84.4%) agreed that ICT
improves the level of presentation in a lesson. Furthermore, 76% stated that ICT
makes preparation of the lesson quicker and that 78% of the teachers strongly
agreed that ICT makes the lesson more fun for students and thus captivating them
to learn new ideas. The finding further revealed that majority of CRE teachers
95% are in agreement that ICT positively changes the learning environment in
classroom; 85.7% believe that ICT creates high attainment of learning objectives.
Majority of the teachers 70% reported to be using experiential approach, plays,
discussions, group work, demonstration, discovery and problem-solving. The
61
methods used seemed appropriate as they are student-centred and can be used
effectively while integrating ICT for higher learner attainment of the desired
learning objectives.
5.3 Conclusions
i. The study found that the ratio of ICT tools and resources to the number of
teachers and learners are 1:5 and 1:45 respectively in public secondary schools
in Bomet County.
ii. Majority of the CRE subject teachers and learners are qualified and competent
and have the capacity of handling ICT resources and tools.
iii. Teachers frequently use ICT in organization, presentation and assessment of
CRE subject content. However, challenge is posed on the limited access and
availability of ICT tools and resources in teaching and learning of CRE subject.
iv. The pedagogy used while teaching and learning of CRE seemed to be quite
appropriate as it was learner-centred. The pedagogy was integrated well with the
use of ICT which appealed to the learners and made learning interesting thus
having a positive impact on their attainment.
5.4 Recommendations
Based on the findings from the study, the researcher makes the following
recommendations:
1. Policy implementation: The Ministry of Education through the ESQAC should
ensure monitoring and evaluation is done in all schools and aid the development
and delivery of ICT in public secondary schools. The government should also
implement the National ICT policy of 2002. School administrators should
reciprocate by make policies in order to maximize the use of ICT in teaching and
62
learning of various subjects; clearly stipulated and captured in the school
timetable.
2. ICT investment and allocation of finances: The government should increase
budgetary allocation in public secondary schools on ICT as the ratio currently on
the use of ICT is low as compared to developed countries. This can be done in
partnership with the private sector in order to ensure that ICT resources and tools
are distributed to all public secondary schools. Lastly, they should put in place
human resources to guide on effective use of ICT in learning institutions.
3. Training of human resources: The use of ICT is still at the initial stages thus
the education officers should supervise and provide support for effective use of
ICT. They should also conduct seminars, workshops and programmes to help
teachers and learners acquire training on effective use of ICT with learner-
centred approaches. Teachers Service Commission should ensure that their
human resource is equipped with knowledge on the use of ICT. They should co-
ordinate with Teacher Educational Institutions to ensure that student-teachers are
equipped with training on the use of ICT. They should also work closely with
KESSP in order to facilitate implementation of ICT in educational institutions.
4. Curriculum development: Kenya Institute of Curriculum Development should
provide learning software and simulation packages in all the levels of education
in order to captivate learners to acquire the desired knowledge- this will not only
motivate them, but also ensure quality education is attained. Lastly, they should
partner with private software developers in order to open avenues for talented
and creative individuals to competitively come-up with learning software.
63
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68
APPENDICES
APPENDIX I: QUESTIONNAIRE FOR PRINCIPALS/DEPUTY
PRINCIPAL
Introduction
This study seeks to establish the effectiveness in the use of ICT in teaching and
learning of CRE on students‟ performance. Your school is among the few that have
been selected for the study and your honest response to this questionnaire will make
it a success.
(Please (√) Tick appropriately)
SECTION A: BACKGROUND INFORMATION
1. Type of School
Boys [ ] Girls [ ] Mixed [ ]
2. What is the category of this school?
National [ ] Extra County [ ]
County [ ] District [ ]
3. What is your gender?
Male [ ] Female [ ]
4. What is your professional qualification?
M.Ed [ ] B.Ed [ ] PGDE [ ]
Diploma in education [ ] Other
5. Have you ever attended any course on integration of ICTs in schools?
Yes [ ] No [ ]
Don't know [ ] N/a [ ]
If yes above, indicate who organized the course and explain how the course has
helped you to integrate ICTs in your school
6. Year of experience as a principal
Above 15 years [ ] 11-15 years [ ]
6-10 years [ ] 1-5 years [ ]
69
SECTION B: ICT FACILITIES AND PERSONNEL
1. How many computer laboratories are there in your school?
2. What is the total number of personal computers in your school?
3. How adequate are the available computers against teacher and student
population?
Very adequate [ ] Adequate [ ]
Not adequate [ ]
4. What is the student per computer ratio?
5. What is the teacher per computer ratio?
6. What times of the day are computers accessible?
Students: Morning [ ] Mid-day' [ ] Afternoon [ ]
Teachers: Morning [ ] Mid-day [ ] Afternoon [ ]
7. Specify the number of hours one can access the computer in a day?
Student Teacher
8. Has the school employed a computer laboratory technician(s)?
Yes [ ] NO [ ]
If yes, what is the qualification of the technician(s)?
9. What are the hindrances to acquiring ICT infrastructure in the school?
10. (a) Does the school allocate financial resources for ICT use?
70
11. (b) If yes above, state the adequacy of the financial resources allocated.
Very adequate [ ] Adequate [ ]
Don't know [ ] Inadequate [ ]
Very inadequate [ ]
12. How is the school equipped with computer accessories?
Well equipped [ ] Moderate [ ]
Not equipped [ ]
SECTION C: INTEGRATION OF ICT IN TEACHING
1. What is your schools' policy as regards to lCT integration in teaching and
learning?
2. Are the software modules, application programmes and digital content to teach
humanities available in your school?
Yes [ ] No [ ]
Don't know [ ] N/A [ ]
3. Which of the following lCT applications does the school use?
Web-based (online) learning [ ] Computer-based learning [ ]
Virtual classrooms [ ] Digital collaborations [ ]
4. Are there courses organized by your school for teachers who have no knowledge
on use of electronic technologies (i.e. computers and Internet) in teaching and
learning process?
Yes [ ] No [ ]
Don't Know [ ] N/A [ ]
If yes above, please state the type of courses? :
If no above, please explain your response?
71
5. How are teachers periodically updated on the new developments on ICT use in
education?
6. (a) Is your school connected to the Internet?
Yes [ ] No [ ]
Don't know [ ] N/A [ ]
(b) If yes, to what extent do teachers and students use Internet for teaching and
learning?
7. Is the cost of the Internet affordable to the school?
Yes [ ] No [ ]
Don't know [ ]
8. At what extent
A very great extent [ ] Great extent [ ]
Undecided [ ] Little extent [ ]
A very little extent [ ] N/A [ ]
9. (b) Explain your response in above
10. Do the students and teachers have access to Internet connected computers?
Yes [ ] No [ ]
11. Are the teacher given a chances and opportunities to learn to integrate computers
into their classroom practices?
Yes [ ] No [ ]
12. Do you believe those teachers are motivated adequately to use ICT in teaching
and learning in terms of Training Administrative support?
Yes [ ] No [ ]
72
APPENDIX II: QUESTIONNAIRE FOR THE TEACHERS
Introduction
The questionnaire consists of five sections which assess the level of effectiveness in
the use of ICT in teaching of CRE on students‟ performance. I would kindly
appreciate if you would spare a few minutes of your time to fill in the questionnaire
to the best of your knowledge. Kindly respond to the questionnaire by ticking (√) in
the appropriate box or by filling the spaces provided. The information provided will
be highly appreciated and treated with utmost confidentiality and only used for the
sole purpose of this study which is academic.
Section One: Personal Profile
1. Name of the school ………………………………………….
2. Which sub-county is your school in?
Bomet East [ ] Bomet Central [ ]
Chebalungu [ ] Konoin [ ]
Sotik [ ]
3. Your gender
Male [ ] Female [ ]
4. How many year(s) of teaching experience do you have in teaching humanities
subject(s)?
Less than 1 year [ ] 1-5 years [ ]
6-10years [ ] 11– 20 [ ]
21-above [ ]
5. Highest level of Academic qualification
Masters degree [ ] Bachelors [ ]
Diploma [ ]
6. Do you have any additional role/ responsibility in humanities department? (HoD,
etc.)
73
Section two: Teacher's ICT tools and resources accessibility
1. Please indicate (√) which of the lCT tools or resources listed below are available
for use at your school as a teacher and number of the resources/tools available
for use
ICT Tools and Resource
Availability
Yes No
Desktop
Personal email account
Internet
Printer
Digital cameras
Specialist software applications
Technical support
Digital projectors
Desktop computers for student use in your classroom
Laptops/ computers for student use
laptop computer for personal use
2. How many teachers are in your schools ?
Teachers’ ICT skills and competency
3. Have you attended any ICT training courses?
Yes [ ] No [ ]
If (yes) fill the table below;
Course Duration in (years,
months, weeks,
days)
Institution
Sponsored by school Personal
initiative
i.
ii.
iii.
74
4. How do you describe your level in using ICT in comparison with your associates
at school? (Please tick the appropriate number)
5. How do you describe your level in using ICT in comparison with your students
at school? (Please tick the appropriate number)
6. How would you rate your confidence level in terms of the following computer
skills or applications?
[Please tick one box only that indicates the appropriate
choice in each row ]
No. V
ery
unco
nfi
den
t
Not
confi
den
t
Unsu
re
Confi
den
t
Ver
y
confi
den
t
1 2 3 4 5
1 Basics of operating PC (using keyboard, mouse …
etc.)
2 Managing files (delete, move to … etc.)
3 Using word processor ( such as word program)
4 Use spreadsheet processor (such as excel program )
5 Creating or Using data base processor (such as
access program)
6 Combining files from different resources ( sound
or video files ) to create presentations
7 Producing learning software
8 Using PowerPoint software
9 Searching for saved data on hard disk or compact
disk
10 Using data show basis on PC as projection tool
75
[Please tick one box only that indicates the appropriate
choice in each row ]
No.
Ver
y
unco
nfi
den
t
Not
confi
den
t
Unsu
re
Confi
den
t
Ver
y
confi
den
t
1 2 3 4 5
11 Using different designing programs (Photoshop,
Flash)
12 Deleting or editing pictures, animations or movies
13 Using digital camera
14 Internet browsing
15 Searching for information on the Internet
16 Downloading files from the Internet
17 Using Email ( reading and sending mails)
18 Using chat rooms and forums (Facebook, Twitter,
WhatsApp,)
19 Publishing a personal blog
20 Designing web page or personal site
76
Section Three: Frequency of ICT Usage in Teaching Practice
1. How often do you use any of the following ICT tools and activities for teaching
practices and school-related work at school or home?
At school ICT usage at home and at school At home
Nev
er
Occ
asio
nal
ly
Month
ly
Wee
kly
Dai
ly
No.
[Tick the option that indicates both school
and home use]
Nev
er
Occ
asio
nal
ly
Month
ly
Wee
kly
Dai
ly
1 2 3 4 5 1 Create a document using a word processor 1 2 3 4 5
2 Manipulate graphics or images using
graphics software
3 Look up information on a hard disc drive
or compact disc
4 Use the Internet to obtain teaching
resources.
5 Create lessons that incorporate simulation
software
6 Create lessons that use presentation
software
7 Set computer-based homework
8 Create lessons that incorporate students'
use of a digital video, graphics or sound
editors.
9 Use email to communicate with other
teachers.
10 Use email to communicate with your
students.
11 Use email to communicate with your
students‟ parents
12 Participate in an on-line interactive
discussion or bulletin board with students
13 Use software to monitor the students'
scores
14 Use interactive whiteboards
15 Use subject-specific software
77
2. On a weekly basis, how many hours do you expect students to use ICT for
learning your subject?
Not used [ ] Less than one hour [ ]
1-2 hours [ ] 3-6 hour [ ]
3. How many lessons are they allocated for teaching and learning of your subject
per week?
1 2 3 4 5 6 More than 6 hours
4. To what extent is the usage of computer in teaching change your teaching
methods?
No change [ ] A little [ ] Average [ ]
Very High [ ]
Section 4: Give your opinion about using ICT in the teaching process of CRE:
1. Advantages and disadvantages of using computer in your teaching method
No.
[Please tick one box only in each row] S
trongly
dis
agre
e
Dis
agre
e
Nei
ther
agre
e nor
dis
agre
e
Agre
e
Str
ongly
agre
e
1 I find it easy to think of ways to use computer in
my teaching
1 2 3 4 5
2 ICT makes teaching more interesting for me
3 ICT makes teaching more difficult
4 ICT makes my lessons more diverse
5 ICT decreases students‟ motivation
6 ICT improves the presentation of material in my
lessons
7 ICT makes preparing lessons quicker
8 ICT limits the content of my lessons
9 ICT makes preparing lessons more difficult
10 ICT makes the lessons more fun for the students
11 ICT makes it more difficult to control the class
12 ICT often prevent teaching because of interruption
in work or in software
13 ICT has given me more confidence to extend my
use of computer in other topics
78
2. When you use ICT in teaching humanities, in what ways does this affect you as a
teacher?
No.
[Please tick one box only in each row]
Str
ongly
dis
agre
e
Dis
agre
e
Nei
ther
agre
e nor
dis
agre
e
Agre
e
Str
ongly
agre
e
1 ICT enhances my role as a teacher 1 2 3 4 5
2 ICT makes me feel more professional
3 ICT positively changes the learning climate in my
classroom
4 ICT positively changes the relationship between
me and my students
5 ICT positively changes the usual relationship
between students in my classroom
6 ICT use makes me feel there is high students
attainment of learning objectives in my subject
Section five: ICT use and Pedagogy
1. Please indicate (√) the methods/ strategies that you are use in the process of
teaching and learning of humanities while using ICT tools and resources below.
No. Methods/strategies Use with ICT
1 Lectures
2 Note taking
3 Dictation
4 Problem-solving strategies
5 Memorisation
6 Demonstration
7 Experience
8 Experimentation
9 Experiential approach
10 Plays
11 Discovery
12 Discussion
13 Debate
14 Group work
15 Dialogue
16 Fieldwork
17 Projects
Thank you for your participating in this survey. The information you have
provided shall be treated with privacy and confidentiality.
79
APPENDIX III: QUESTIONNAIRE FOR THE ESQAC
OFFICIAL/ COMPUTER CHAMPION
INTRODUCTION
The questionnaire consists of five sections which assess the level of effectiveness in
the use of ICT in teaching of CRE on students‟ performance. I would kindly
appreciate if you would spare a few minutes of your time to fill in the questionnaire
to the best of your knowledge. Kindly respond to the questionnaire by ticking (√) in
the appropriate box or by filling the spaces provided. The information provided will
be highly appreciated and treated with utmost confidentiality and only used for the
sole purpose of this study which is academic.
Section one: Personal profile
1. Which sub-county are you leading?
Bomet East [ ] Bomet Central [ ]
Chebalungu [ ] Konoin [ ]
Sotik [ ]
2. Your gender;
Male [ ] Female [ ]
3. How many year(s) of leadership have you been in the sub-county.
Less than 1 year [ ]
1-5 years [ ]
6-10years [ ]
11– 20 [ ]
21-above [ ]
3. Highest level of Academic qualification
Masters degree [ ]
Bachelors [ ]
Diploma [ ]
Other (specify)
80
Section one: availability of ICT tools and resources
1. How adequate are the available ICT resources in Public secondary schools
against teachers and students population?
Very adequate [ ]
Adequate [ ]
Not adequate [ ]
2. Has the government in the last three years put initiatives in place to ensure that
there is use of ICT in your sub-county? (explain briefly)
Section two: ICT use in secondary schools
1. (a). Have you ever attended any course on integration of ICTs for schools?
Yes [ ] No [ ]
Don't know [ ] N/a [ ]
(b). If yes can you rate the course helpfulness in terms of how it assist you
manage and facilitate its integration in secondary schools in your sub-county.
Not helpful [ ] Somehow helpful [ ] Very helpful [ ]
2. (a) Has the government organized seminars, workshop and other programmes
to support teachers in use of ICT in your sub-county?
No [ ] Yes [ ]
(b) If the answer in 2(a). is yes explain briefly when the course were conducted
and the representation in schools
81
Section three: frequency of usage of ICT in schools
1. How often do you access the level of usage in Public secondary schools in your
sub-county?
Frequency of assessment Tick √ where appropriate
Every day
Every week
Every 2 weeks
Every 1month
After two months
Once in a term
Never checked
2. Rate the usage of ICT by teachers in your sub-county.
Rate of usage of ICT Tick appropriately
Excellent
Very good
Good
Average
Poor
Never used
3. What is your suggestion and recommendation concerning the use of ICT Public
secondary schools?
Thanks for participating in the survey
82
APPENDIX IV: QUESTIONNAIRE FOR ICT TECHNICIANS/
COMPUTER STUDIES TEACHERS
This study seeks to establish the effectiveness in the use of ICT in teaching and
learning of humanities subjects on students‟ performance. Your school is among the
few that have been selected for the study and your honest response to this
questionnaire will make it a success.
(Please (√) Tick appropriately)
SECTION A: BACKGROUND INFORMATION
1. Name and type of School
Boys [ ] Girls [ ] Mixed [ ]
2. What is the category of this school?
National [ ] Extra County [ ]
County [ ] District [ ]
3. What is your gender?
Male [ ] Female [ ]
4. What is your professional qualification?
Masters in
Bachelors Degree in
Diploma in
Certificate in
5. (a) Have you ever attended any course on integration of ICTs in schools?
Yes [ ] No [ ]
Don't know [ ] N/A [ ]
(b) If yes above, indicate who organized the course and explain how the course
has helped you to integrate ICTs in your school
83
6. Year of experience as an ICT technician/ computer teacher.
Above 15 years [ ] 11-15 years [ ]
6-10 years [ ] 1-5 years [ ]
7. Are you employed by the TSC as a computer laboratory technician?
Yes [ ] No [ ]
If the answer is no in
8. Indicate the employment terms
BoM [ ] PTA [ ] Other
SECTION B: ICT FACILITIES AND PERSONNEL
1. How many computer laboratories are there in your school?
2. What is the total number of personal computers in your school?
3. How adequate are the available computers against teacher and student
population?
Very adequate [ ] Adequate [ ] Not adequate [ ]
7. a) What is the student per computer ratio?
b) What is the teacher per computer ratio?
8. (a) What times of the day are computers accessible?
Students: Morning [ ] Mid-day' [ ] Afternoon [ ]
Teachers: Morning [ ] Mid-day [ ] Afternoon [ ]
(b) Specify the number of hours one can access the computer in a day?
Student
Teacher
9. What are the hindrances to acquiring ICT infrastructure in the school?
84
10. (a) Does the school allocate financial resources for lCT use?
(b) If yes above, state the adequacy of the financial resources allocated.
Very inadequate [ ] Very adequate [ ]
Adequate [ ] Don't know [ ]
Inadequate [ ]
11. How is the school equipped with computer accessories?
Not equipped [ ] Well equipped [ ]
Moderate [ ]
SECTION C: INTEGRATION OF ICT IN TEACHING
1. What is your schools' policy as regards to lCT integration in teaching and
learning?
2. Has your school purchased the following resources to facilitate use of ICT in
teaching and learning, Indicate where this facilities are stored?
ICT Tools and Resource
Availability
Where they
are stored
Yes No
Desktop
Personal email account
Internet
Printer
Digital cameras
Specialist software applications
Technical support
Digital projectors
Desktop computers for student use in your
classroom
Laptops/ computers for student use
laptop computer for personal use
85
3. Which of the following lCT applications does the school use? (Tick on the ones
that are used in your school)
Web-based (online) learning [ ] Computer-based learning [ ]
Virtual classrooms [ ] Digital collaborations [ ]
4. Are there courses organized by your school for teachers who have no knowledge
on use of electronic technologies (i.e. computers and Internet) in teaching and
learning process?
Yes [ ] No [ ]
Don't Know [ ] N/A [ ]
5. If yes in above, please state the type of courses? :
lf no in above, please explain your response?
6. How are teachers periodically updated on the new developments on ICT use in
education?
7. (a) Is your school connected to the Internet?
Yes [ ] No [ ]
Don't know [ ] N/A [ ]
(b) If yes, to what extent do teachers and students use Internet for teaching and
learning?
86
8. (a) Is the cost of the Internet affordable to the school?
Yes [ ] No [ ]
Don't know [ ] A very great extent [ ]
Great extent [ ] Undecided [ ]
Little extent [ ] A very little extent [ ]
N/A [ ]
(b) Explain your response in above
9. Do the students and teachers have access to Internet connected computers?
Yes [ ] No [ ]
10. Are the teacher given a chances and opportunities to learn to integrate ICT into
their classroom practices?
Yes [ ] No [ ]
11. Do you believe those teachers are motivated adequately to use ICT in teaching
and learning in terms of Training Administrative support?
Yes [ ] No [ ]
87
SECTION D: QUALIFICATION OF CRE TEACHERS
1. Rate the level of competency of CRE teachers in your school in the following
areas.
[Please tick one box only that indicates the
appropriate choice in each row ]
No. Ver
y
unco
nfi
den
t
Not
confi
den
t
Unsu
re
Confi
den
t
Ver
y
confi
den
t
1 2 3 4 5
1 Basics of operating PC (using keyboard, mouse
… etc.)
2 Managing files (delete, move to… etc.)
3 Using word processor ( such as word program)
4 Use spreadsheet processor (such as excel
program)
5 Creating or Using data base processor (such as
access program)
6 Combining files from different resources (sound
or video files) to create presentations
7 Producing learning software
8 Using PowerPoint software
9 Searching for saved data on hard disk or compact
disk
10 Using data show basis on PC as projection tool
11 Using different designing programs (Photoshop,
Flash)
12 Deleting or editing pictures, animations or
movies
13 Using digital camera
14 Internet browsing
15 Searching for information on the Internet
16 Downloading files from the Internet
17 Using Email ( reading and sending mails)
18 Using chat rooms and forums (Facebook, Twitter,
WhatsApp,)
19 Publishing a personal blog
20 Designing web page or personal site
Thanks for participating in the survey.
88
APPENDIX V: QUESTIONNAIRE FOR STUDENTS
Introduction
This questionnaire assesses the level of effectiveness in the use of ICT in teaching of
CRE on students‟ performance. I would kindly appreciate if you would spare a few
minutes of your time to fill in the questionnaire to the best of your knowledge.
Kindly respond to the questionnaire by ticking (√) in the appropriate box or by
filling the spaces provided. The information provided will be highly appreciated and
treated with utmost confidentiality and only used for the sole purpose of this study
which is academic.
Section one: Personal profile
1. Name of the school
2. Your gender
Male [ ] Female [ ]
3. What is your understanding of the term ICT?
Section two: student’s ICT tools and resources accessibility
1. Which of the lCT tools or resources listed below are available for use at your
school as a student. Please indicate (√)
ICT Tools and Resource
Availability
Yes No
Desktop computers
Personal email account
Internet
Printer
Digital cameras
Specialist software applications
Technical support
Digital projectors
Desktop computers for student use in your classroom
Laptops/ computers for student use
Laptop computer for personal use
89
2. How many computers are in your schools and available for student use ?
Student’s ICT skills and competency
3. How do you describe your level in using ICT in comparison with your fellow
students at school? (Please tick the appropriate number)
4. How would you rate your confidence level in terms of the following computer
skills or applications?
[Please tick one box only that indicates the appropriate
choice in each row ]
No. Ver
y
unco
nfi
den
t
Not
confi
den
t
Don‟t
know
Confi
den
t
Ver
y
confi
den
t
1 2 3 4 5
1 Basics of operating PC (using keyboard, mouse … etc.)
2 Managing files (delete, move to, etc.)
3 Using word processor (such as word program)
4 Use spreadsheet processor (such as excel program)
5 Creating or Using data base processor (such as access
program)
6 Combining files from different resources (sound or
video files) to create presentations
7 Producing learning software
8 Using PowerPoint software
9 Searching for saved data on hard disk or compact disk
10 Using data show basis on PC as projection tool
11 Using different designing programs (Photoshop, Flash)
12 Deleting or editing pictures, animations or movies
13 Using digital camera
14 Internet browsing
15 Searching for information on the Internet
16 Downloading files from the Internet
17 Using Email (reading and sending mails)
18 Using chat rooms and forums (Facebook, Twitter,
WhatsApp)
19 Publishing a personal blog
20 Designing web page or personal site
90
Section Three: Frequency of ICT Usage in Teaching Practice
1. On a weekly basis, how many hours do you use ICT for learning the humanities
subject?
Not used [ ] Less than one hour [ ]
1-2 hours [ ] 3-6 hour [ ]
2. How often do you use any of the following ICT tools and activities for learning
practices and school-related work at school?
Use of ICT at school
No.
[Tick the option that indicates both school and home use]
Nev
er
Occ
asi
on
all
y
Mon
thly
Wee
kly
Dail
y
1 2 3 4 5
1 Create a document using a word processor
2 Manipulate graphics or images using graphics software
3 Look up information on a hard disc drive or compact
disc
4 Use the Internet to obtain learning resources.
5 Using digital content (i.e. videos, plays etc.)
6 Using presentation software
7 Set computer-based homework
8 Use email to communicate with your humanities
teachers.
9 Use email to communicate with your fellow students.
10 Participate in an on-line interactive discussion or bulletin
board with your teachers
11 Using interactive whiteboards
12 Using stored notes and resources in computer.
13 Retrieving exams from a computer
91
Section 4: Give your opinion about using ICT in the teaching process of CRE
subject:
1. Advantages and disadvantages of using ICT in your learning of CRE subject. N
o.
1
[Please tick one box only in each row]
Str
on
gly
dis
agre
e
Dis
agre
e
Nei
ther
agree
nor
dis
agre
e
Agre
e
Str
on
gly
agre
e
1 2 3 4 5
1 ICT makes learning more interesting for me
2 ICT makes learning more difficult
3 ICT makes the lessons more diverse
4 ICT decreases my motivation to learn
5 ICT improves the way the teachers presentation of
materials in our lessons
6 ICT makes the lessons more fun for me as a student
7 ICT often prevent learning because of interruption
in work or in software
8 ICT use learning humanities has given me more
confidence to extend my use of computer in other
subjects
9 ICT use in class makes me understand lesson better
10 ICT use in class is very boring
92
2. When you use ICT in learning humanities, in what ways does this affect you as a
student?
No. [Please tick one box only in each row]
Str
ongly
dis
agre
e
Dis
agre
e
Nei
ther
ag
ree
nor
dis
agre
e
Agre
e
Str
ongly
agre
e
1 2 3 4 5
1 ICT use makes students to like the subject
2 ICT use by the teacher makes me to like the
topic
3 ICT positively changes the learning climate in
my classroom
4 ICT positively changes the relationship
between us and the teacher better
5 ICT positively improves our interaction with
our teacher in classroom
6 ICT use makes me feel that I achieve more of
what the teachers is teaching
7 ICT use in class make us participate more
unlike when the teacher does not use ICT
Thank you for your participating in this survey. The information you have
provided shall be treated with privacy and confidentiality
93
APPENDIX VI: OBSERVATION SCHEDULE
Upon visiting the schools the researcher will seek to make the following
Observations in the schools:
1. Presence of a computer laboratory.
Yes [ ] No [ ]
2. The number of computers in the school.
Type of computer Number
Desktop
Laptop
3. The main location of computers.
Location of ICT facilities
Computer room
Administration office
HoD humanities Department
4. Presence of other telecommunication facilities.
5. Preparation of professional documents by humanities teachers.
Professional document ICT
compliant
Non
compliant
Schemes of work
Lesson plan
Record of work
Lesson notes
Teaching and learning resources
Examination
94
6. If there is electricity supply and a generator for power back-up.
Facility
Electricity
Generator
UBS
7. Access to the internet connection
Types
LAN
Satellite
Modem
Wireless internet connection
Cable
95
APPENDIX VII: APPROVAL OF RESEARCH PROJECT
PROPOSAL FROM KENYATTA UNIVERSITY
96
APPENDIX VIII: RESEARCH PERMIT
97
APPENDIX IX: RESEARCH AUTHORIZATION FROM
COUNTY COMISSIONER
98
APPENDIX X: RESEARCH AUTHORIZATION FROM
COUNTY DIRECTOR OF EDUCATION