| dc.description.abstract | ABSTRACT
Information and Communication Technologies (ICTs) are essential aspect of teaching and learning because their use impact positively on students’ achievements. However in Rachuonyo South Sub- County secondary schools, students have continued to attain poor results in geography in the Kenya Certificate of Secondary Education (K.C.S.E) examination with average score of D+ between 2006 and 2010 despite formulation of ICT policy by the government in 2006 which aimed at reforming education system. It is not clear which factors influence ICT integration as far as students’ performance in Geography is concerned. The purpose of this study was to establish factors influencing ICT integration in teaching and learning geography in secondary schools in Rachuonyo South Sub-County, Homa Bay County. Objectives of the study were to establish: Frequency of ICT use, geography teachers’ and students’ competencies and attitudes in ICT use, availability of ICT policies, facilities and infrastructures in secondary schools in this Sub-County. The study was grounded on a conceptual frame work and adopted a descriptive survey design. 63 head teachers, 189 form four geography teachers, 1427 form four geography students and 1 Quality Assurance and Standards Officer for me the study population. Simple random sampling procedure was used to select 63 geography teachers and 471 geography students. Saturated sampling technique was used to select head teachers and Quality Assurance and Standards Officer. Questionnaires, interview guide and documents analysis guides enabled the researcher to collect data. 10% of the population was used for piloting to ascertain reliability of research instruments and the results yielded reliability coefficient alpha levels of 0.76 (students’ questionnaires) and 0.81 (teachers’ questionnaires). Content and face validity were established by scrutiny and advice by experts from the Department of Education Communication and Curriculum Studies of Maseno University. Descriptive statistics such as frequency counts, percentages and means were used to analyze quantitative. Qualitative data were organized, categorized and reported in emergent themes. The study revealed that teachers had average while students had low ICT competencies, teachers and students had neutral attitudes on ICT integration, there were no clear ICT policies, schools lacked adequate ICT facilities and infrastructures. The study recommended facilitation of teachers’ and students’ acquisition of ICT skills by school managers, investment in ICT infrastructure and facilities to facilitate development of effective ICT policies to regulate ICTs use in geography lessons. This study may be significant to education stake holders in understanding challenges to ICT integration in secondary schools. | en_US |
