| dc.description.abstract | Information Communication Technology (ICT) integration is embraced in education to improve quality of learning and performance globally. In 1996, the Ministry of Education in Kenya, directed secondary schools to introduce computer studies into their curriculum. In 2006 (with studies having demonstrated positive correlation between ICT integration and performance), under its national ICT policy, the ministry encouraged ICT integration in education using even basic infrastructure including mobile phones and Internet; and, jumpstarted the program with grants for ICT equipment to 5 schools in every constituency in the republic. Chemistry is expected to benefit more because the versatile ICT tools concretize concepts and enhance learning of its abstract content. However, in Kisumu County Chemistry performance has remained the lowest among neighbouring counties with an average mean score of 4.45 compared to 5.085 respectively out of 12.00 from 2013 to 2016, suggesting that despite ICT integration, much has not been achieved. Moreover, training of teachers appears to be about use of, not teaching with the technology, raising doubts on their preparedness and perceptions of ICT on performance. The purpose of this study was to assess ICT preparedness, pedagogical integration and impact on Chemistry performance in secondary schools in Kisumu County. Objectives were to: establish availability of ICT resources, assess Chemistry teachers’ preparedness to integrate ICT in pedagogy, determine the extent of integration of ICT and establish stakeholders’ perceptions of ICT integration on KCSE Chemistry performance. The study was anchored on “stimulus and response” theory involving Teacher Quality, Instructional Quality and Student Outcome. Descriptive survey and sequential exploratory design was used. The study population was 125 Chemistry teachers, 61 school principals, 5,962 Form 4 Chemistry students from 61 public secondary schools with computers and 7 Sub-county Quality Assurance and Standards Officers (SQASO) in Kisumu County. Stratified random sampling technique was used to sample 17 secondary schools with computers. Student sample size was determined using Krejcie and Morgan Table which yielded 340 Form 4 Chemistry students, while 39 Chemistry teachers and 17 school principals were purposively selected. Saturated sampling was used to select 6 SQASOs. Data collection instruments were Questionnaires, Observation Checklist and an ICT Integrated Lesson Observation Guide. The instruments were piloted on 10% of population of principals, teachers, students and SCQASO. The Chronbach’s alpha reliability indices (α) of the questionnaires for principals, Chemistry teachers and Chemistry students and SQASO were .70, .72, .71 and .73 respectively. Content validity of the instruments was established by experts’ advice at the School of Education, Maseno University. Quantitative analysis of data was done using descriptive statistics that included frequency counts, percentages, means and standard deviations, while qualitative data was analyzed thematically. Findings indicated that ICT resources were available but not adequate for integration in Chemistry pedagogy; all Chemistry teachers were IT literate but seldom performed tasks in lesson preparation or in pedagogy with ICT; extent of ICT integration was very low as only 24.5% of learners have experienced ICT integration in their Chemistry lessons; and, stakeholders had positive perceptions that ICT integration improves performance but teachers seldom used it in instruction. The study concluded that ICT is not being integrated in pedagogy; and recommends that: the Ministry of Education considers funding ICT resources in schools as it does other obligations; teachers should practice technological integration; all schools should have instructional websites and go digital with all their pedagogical activities. This study is significant to the ministry of education on enhancement of e-learning. | en_US |
