ADOPTION OF INFORMATION AND COMMUNICATION TECHNOLOGY IN IMPROVING TEACHING AND LEARNING IN MARIST SECONDARY SCHOOLS IN THE DEMOCRATIC REPUBLIC OF CONGO

Abstract

This research assessed the adoption of Information and Communication Technology to improve teaching and learning in the Marist Secondary Schools of the Democratic Republic of Congo. The purpose of the study was to shade light on the way ICT is being implemented and how it is used to improve teaching and learning. The study examined the perception of principals, teachers and students on ICT in teaching and learning, the skills and knowledge of ICT among the target population and its use in improving teaching and learning. While identifying the ICT tools used by the target population, it also identified the challenge faced by ICT adoption and possible solutions to solve them. The study was based on Rogers’ diffusion theory of innovation and the TPACK theory developed by Koehler and Mishra. In a descriptive study, the use of a convergent parallel mixed method was adopted to conduct the study. The target population included 7000 students, 367 teachers, from which a sample of 378 students, 50 teachers, the seven principals and the coordinator of the Marist schools were selected to participate in the study. To obtain a representative sample of participants the study used the stratified, simple random and purposive sampling techniques. Data was collected using questionnaires, interview guide and observation check list and were subjected to both content and face validity. Cronbach alpha technique determined reliability of quantitative instruments. Peer and external reader were used to insure the credibility of the interview guide and the observation checklist. Data were analysed and qualitative findings were presented in narrative while quantitative data were analysed using SPSS version 23 for descriptive and inferential findings. The key findings of the study showed that principals, teachers and students have a positive perception of ICT adoption in improving teaching and learning. The study established that principals had good skills to use ICT tools for office work but teachers were poorly skilled in using ICT tools. Students were familiar with ICT tools but not fully using them for learning purposes. ICT infrastructure was adequate for administration and office work but very poor or inexistent in some cases for teaching and learning; making insufficient and poor utilisation of ICT tools to be among the challenges facing ICT adoption in Marist secondary schools, alongside unreliable electricity, lack of training for teachers and poor guidance of students in ICT use. The study also established that younger and highly qualified teachers had better skills in ICT and male students were more skilled than female students. The study recommended to MSS to have a common ICT strategic plan, acquire ICT tools for teachers and students and train its teachers in acquiring ICT skills to gain confidence in using the available tools and the others which will be acquired in the classroom among the strategies for the adoption of ICT in the institutions concerned by the study