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Title: | EVALUATION OF THE INTEGRATION OF INFORMATION AND COMMUNICATION TECHNOLOGY PROGRAMME IN PUBLIC SECONDARY SCHOOLS OF KITUI COUNTY, KENYA |
Authors: | KASEVE, JOSEPHINE SYOMBUA |
Keywords: | INTEGRATION OF INFORMATION COMMUNICATION TECHNOLOGY PROGRAMME |
Issue Date: | Jul-2023 |
Publisher: | The Catholic University of Eastern Africa |
Abstract: | ABSTRACT
This study was an evaluation of integration of the information and communication
technology programme in public secondary schools of Kitui County, Kenya. The study
evaluated the level and extent to which schools have integrated ICT into teaching and
learning process. The study was guided by the following research questions: How do the
school principals’ leadership practices influence ICT Integration in Public Secondary Schools
; How does the schools’ ICT infrastructure affect ICT integration; In what ways do teacher
related factors influence ICT Integration; To what extent do the students’ attitudes influence
ICT Integration in Public secondary schools?; What are the challenges that impede ICT
Integration ?; and what are the measures for improving the ICT integration in public
secondary schools?. The employed Stufflebeam and Shinkfields’s (2007) Context, Input,
Process and Product (CIPP) model. The evaluation adopted a convergent parallel mixed
method design. Across sectional survey design was used as the quantitative design while a
phenomenological design was used for qualitative design. Probability sampling and nonprobability
sampling procedures were used to select representative samples. Quantitative
data was collected using questionnaires, while qualitative data was generated through indepth
interviews, observation and document analysis guides. Quantitative data was analyzed
using descriptive statistics. Qualitative data was transcribed and analyzed according to
themes and presented in narrative form. The findings of the study revealed that school
principals’ leadership practices, teacher related factors influence and students’ attitude
influence ICT Integration. The study established that, schools’ ICT infrastructure does affect
ICT integration and also identified challenges facing ICT integration. The study recommends
strengthening of Principals’ leadership practices and improvement of ICT infrastructure in
schools. Challenges facing ICT integration should be addressed, and appropriate and
effective measures be put in place to support the integration of ICT. The findings of the study
will be of benefit to students, teachers, school administration, society and the government of
Kenya as key stakeholders. |
Description: | Doctor of
Philosophy Degree in Educational Research and Evaluation |
URI: | http://localhost/xmlui/handle/1/12893 |
Appears in Collections: | Theses and Dissertations
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