DETERMINANTS OF INFORMATION AND COMMUNICATION TECHNOLOGY

INTEGRATION IN TEACHING AND LEARNING IN iMLANGO PROJECT

SCHOOLS IN MAKUENI COUNTY, KENYA

BY: MWANGI, JOHNSTONE MUCHIRI

SUPERVISOR: DR. SUSAN WERE

PROGRAM: MSc. PROJECT MANAGEMENT

2016
Statement of the problem
Even in schools with ICTs, there is no
real use of them (Goko, 2012).
Akarawang et al (2015) found that in
spite of the good internet coverage
in Thailand schools there is poor ICT
understanding and competence
among teachers hence causing lack
of ICT use.
There has been more attention on
acquiring ICTs than integrating them
for teaching and learning (Ondiegi,
2014). Kariuki (2012) found that the
level of ICT integration is low in
schools that benefitted from the ESP
project in Kikuyu Constituency.
Teachers believe in the benefits of
integration of ICT but do not know
how to realize that (Usual et al, 2007).
Without a more comprehensive
understanding of ICT integration in
teaching and learning, the problem of
underutilization of ICTs will continue to
persist. Consequently, this will
compromise the acquisition of the
much needed skills and knowledge for
21st Century teachers and students.
Local studies available on ICT
integration in schools in Makueni
County have solely focused on the
management aspect of ICT integration.
These include Musau (2016), Wayua
(2016) and Rodah and Edward (2015).
Therefore, there is need to have a
broader understanding of the level of
ICT integration in teaching and learning
in iMlango project schools.
Background of the study
Global > Globalization and diffusion of ICT Kenya > GoK support for ICT integration in
is taking place in all spheres of life education. KESSP was formed in 2005 whose
(Mathipa & Mukhari, 2014). Reforms on aim is to prioritize ICT integration to improve
education are occurring world over and quality of education. National ICT strategy for
one of the principle formulas is by
Education and Training Framework was
introducing and integrating ICTs in the
developed in 2006 by MoE.
education system (Jhurree, 2005).
NEPAD e-schools project in 2003 as a pilot
Regional > Survey of 53 African countries project in 6 public secondary schools.
by Farrell et al (2007) revealed that most
Economic Stimulus Program computer
countries have embraced ICT. ICTs should
project in 2010 for 1470 public secondary
be used as tools for teaching and
schools.
learning for solving problems and help
Africa achieve educational and social Digital Literacy Program for all public
primary schools in 2016.
development (ERNWACA, 2007).
Background of the study
Makueni County > The iMlango Project Schools

Project is as a result of strategic partnership between DFID and iMlango consortium (Wallace,
2015); it consist of 37 public primary schools.

According to Wallace (2015), the ICT infrastructure for teaching and learning in the schools
include:
High speed satellite broadband internet for wireless network and LAN connected to 25
PCs.
2 laptops, 2 projectors, 2 interactive whiteboards for whole class teaching.
Online content for teachers and pupils.

Locally available studies on ICT integration in education in Makueni County are based on
management aspect of integration [(Musau (2016) of SEKU, Wayua (2016) of MKU and Rhoda
and Edward (2015) of UoN].

Currently there is no study available to examine the determinants of ICT integration in iMlango
project schools in Makueni County.
Specific Objectives
To determine the extent to which ICT teacher competence
affect ICT integration in teaching and learning in iMlango project
schools in Makueni County.
To establish the effect of teacher workload on ICT integration in
teaching and learning in iMlango project schools in Makueni
County.
To examine the influence of school leadership for ICT on ICT
integration in teaching and learning in iMlango project schools in
Makueni County.
To assess the influence of accessibility of ICTs on ICT integration
in teaching and learning in iMlango project schools in Makueni
County.
Scope of the study
The study covered determinants of ICT integration in teaching and
learning in iMlango project schools in Makueni County, Kenya.

Currently, there is no available research to inform the Government,

teachers, future researchers and other education stakeholders on the
level of ICT integration in iMlango project schools in Makueni County.

To realize this, the study focused on ICT teacher competence, teacher

workload, school leadership for ICT and accessibility of ICTs.

The target population was 185 teachers; (37 head teachers and 148
class teachers) from the 37 iMlango project schools.
Theories & Study Variables
Theory Supported variable

Harters Competence ICT Teacher Competence

Motivation Theory

Parkinsons Law Theory Teacher Workload

Distributed Leadership Theory School leadership for ICT

Network Society Theory Accessibility of ICTs

Diffusion of Innovations Theory ICT integration

Conceptual Framework
Research Methodology
The study used a descriptive survey research design.
The target population was 185 teachers; (37 head teachers and 148 class
teachers).
Stratified random sampling was used to develop 2 categories of schools
(mixed day / boarding and day only schools).
A Stratified sample formula was used to calculate the proportion of
schools in each category; (sample size of the strata = size of entire sample
/ population size * layer size).
Simple random sampling was used to select the actual 18 schools.
Head teachers (18) were purposively selected while class teachers (72)
were randomly selected to form a sample size of 90 participants.
Both qualitative and quantitative data were collected using semi-
structured questionnaires developed to address the research questions.
Research Methodology
Descriptive statistics analyzed the basic features of the data.
Inferential statistics: Multiple regression analysis, Pearson correlation and ANOVA.
The multiple regression analysis model:
Y = 0+ 1X1+ 2X2+ 3X3+ 4X4 + ,
Where:
0 = Constant (coefficient of intercept)
Y= ICT integration in teaching and learning (Dependent variable)
X1= ICT Teacher competence (Independent variable 1)
X2=Teacher workload (Independent variable 2)
X3= School Technology Leadership (Independent variable 3)
X4=Accessibility of ICTs (Independent variable 4)
, = Error term
14= regression coefficient of four variables

Qualitative data was analyzed using content analysis.

Data analysed was presented using tables and pie charts.

 Reliability results
Variable Cronbachs Alpha Number of item

ICT teacher competence 0.84 51

Teacher workload 0.86 9

School leadership for ICT 0.73 26

Accessibility of ICTs 0.79 20

ICT integration in teaching and learning 0.88 7

All the variables were reliable as their reliability values exceeded the prescribed threshold of 0.7.
Response Rate
Out of the 90 questionnaires, 73 questionnaires were filled and
returned.
This means that the survey response rate was 81%. According to
Nulty (2008), survey response rate of 60% and above is
considered high and desirable.
Gender of Head teachers

gender

female
23%

male
77%
Gender of class teachers

Gender

Male
33%

Female
67%
 Correlation
School
ICT Teacher Teacher Accessibility of Leadership for
Competence workload ICTs ICT ICT Integration
ICT Teacher Pearson Correlation 1
Competence
Sig. (2-tailed)
N 60
Teacher workload Pearson Correlation .421 1
Sig. (2-tailed) .000
N 60 60
Accessibility of ICTs Pearson Correlation .278 -.214 1
Sig. (2-tailed) .000 .002
N 60 60 60
School Leadership for Pearson Correlation .193(*) .349 -.223 1
ICT
Sig. (2-tailed) .000 .000 .001
N 13 13 13 13
ICT Integration Pearson Correlation .710 -.332 .559 .677 1
Sig. (2-tailed) .000 .000 .000 .000
N 60 60 60 60 60
Regression model summary

Model R R Square Adjusted R Square Std. Error of the

Estimate

1 .803 .758 .630 .007

This indicates that that the independent variables significantly determined the dependent
variable.

R2 indicates that 75.8% variation on ICT integration is determined by the independent

variables and 24.6% variation determined by other variables not included in the study.

The higher the R2 the better the model fits the data.
Coefficients
Model Unstandardized Standardized T Sig
Coefficients Coefficients

B Std. Error Beta

1 (Constant) 4.342 2.065 2.020 .000

ICT Teacher competence .302 .648 .782 0.312 .003

Teacher workload .343 .224 .332 1.533 .002

School leadership for ICT .560 .419 .193 2.859 .000

Accessibility of ICTs .516 .398 .278 3.363 .001

The model equation would be (Y = 0 + 1X1 + 2X2 + 3X3 + 4X4 +) becomes: Y= 4.342+ 0.302X1+ 0.343X2+ 0.560X3 + 0.516X4.
All independent variables significantly determines ICT in teaching and learning in iMlango project schools in Makueni County.
Findings
ICT teacher competence and ICT integration have a significant
positive Pearson correlation of 0.710.
School leadership for ICT and ICT integration have a significant
positive Pearson correlation of .677.
Accessibility of ICTs and ICT integration have a significant
positive Pearson correlation of 0.559.
Teacher workload and ICT integration have a significant
negative Pearson correlation of -0.421.
Conclusion
ICT Teacher Competence:
ICT teacher competence has a direct and positive influence on
ICT integration in iMlango project schools in Makueni County.
The greater levels of ICT knowledge and skills, pedagogical skills
on ICT and teacher development increases the confidence
levels of teachers.
Consequently, this impacts positively on their ability to use ICT in
their respective classrooms.
Conclusion
Teacher Workload:
Teacher workload negatively impacts on ICT integration in
teaching and learning in iMlango project schools in Makueni
County.
The pressure to cover syllabus makes the teachers in iMlango
project schools to concentrate much on the syllabus more than
using ICT in teaching and learning.
Besides, the teachers are burdened by the pressure to prepare
pupils for exams and tests, and mark workbooks and exams and
this hinders them from participating in ICT use in teaching and
learning.
Conclusion
School leadership for ICT:
School leadership for ICT positively impacts on ICT integration in
teaching and learning in iMlango project schools.
The head teachers in most of these schools are computer literate
and thus highly engage in the use if ICT instruments and place
much emphasis on the application of ICT in their teaching and
learning.
This consequently supports the integration of ICT in teaching and
learning in these schools.
Conclusion
Accessibility of ICTs:
Accessibility of ICTs positively impacts on ICT integration in
teaching and learning in iMlango project schools.
However, the insufficient ICT resources such as interactive
whiteboards, internet speed, desktop computers, laptops,
projectors and ICT content affect the use of ICT in teaching and
learning in iMlango project schools. This consequently limits the
integration of ICT in teaching and learning in these schools.
Recommendations
ICT integration in teaching and learning, which has been found to
be significantly determined by the study variables can be
improved.
Teacher workload
Since increased teacher work load was found to negatively
influence ICT integration, this study recommends that schools
hire /Government deploy more teachers to help reduce the
number of teachers lessons and other activities that reduce time
for teachers to use ICT in teaching and learning.
Recommendations
Accessibility of ICTs
iMlango project schools should increase the accessibility of ICTs
to both the teachers and pupils.
This can be achieved through increasing the number of laptops
and projectors for teachers use and desktop computers for
pupils, increase the number of classrooms with whiteboards and
increasing the amount of online content for teachers and pupils.
Such actions will boost the accessibility of ICTs and hence
facilitate deeper ICT integration.
Recommendations
School leadership for ICT
The school leadership for ICT in iMlango project schools should
be strengthened.
Head teachers should be active in leading and guiding teachers
in frequent use of ICT in teaching and learning. This will in turn
increase the level of ICT integration in teaching and learning in
these schools.
Recommendations
ICT Teacher competence
Head teachers need to support ICT competence among the teaching
staff. This can be achieved through allowing teachers time to
undertake ICT training on a rotational basis.
The leadership of iMlango project schools need to provide greater
pedagogical support to both existing and new teachers to increase
their pedagogical skills on ICT.
New teachers should be sensitized, encouraged and supported more
to engage in ICT policy formulation in their schools and at the national
level.
These recommendations can in turn support ICT integration in teaching
and learning in these schools.
Recommendations for further studies
Since this study confined itself to iMlango project in Makueni
County, other studies should be carried out on other ICT in
teaching and learning projects being implemented in other
Counties in order to find out if the findings apply elsewhere.
The study suggests that other factors should be considered in
further studies such as: commitment to professional learning,
quality of software and hardware, incentives to change, and
ease of use of technology among others that can also influence
ICT integration in teaching and learning.
 End.
Thank you.