Enhance Research and Innovation in ICT products, Applications, and Services
Loading...
Date
2024-02-09
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Kabale University
Abstract
The need for most secondary schools in Uganda, especially in Kigezi region, to embrace
Information and Communication Technology (ICT) has been facing a number of challenges
which had not been clearly documented. In order to ensure the efficient integration of ICT in the
teaching and learning process in these schools, there is need to understand these challenges and
know how best they can be handled. The purpose of this study was to establish whether ICT was
being integrated in the teaching and learning process among selected secondary schools in the
Kigezi region by assessing the usage of ICTs in the teaching and learning process; establish the
ICT infrastructures currently available in the selected schools and how they are being used; and,
ascertaining the challenges secondary school teachers face in integrating ICT in the teaching and
learning process. The study was guided by MICTIVO model (2009) of ICT integration which
captures most of the factors for the Integration of ICT in education by looking at infrastructure
and policy, perceptions, competences and integration at micro-level, and not only at ICT
integration in curriculum development. The study adopted a cross-sectional descriptive survey
design to collect data at one point in time from all the selected secondary schools. The
quantitative approach was the main approach while the qualitative was the complementary
approach. The target population included students (1943) and teachers (24), from Kigezi Region
Districts of Kabale, Rukiga and Rukungiri. The six (6) schools were selected among the top
schools from which Kabale University has been admitting the highest number of students for
different courses in different academic years. The schools represented schools from both urban
and rural settings. From the six schools, a sample of 332 students and 24 teachers were required
to participate in the study. Data was collected by means of a questionnaire. Data analysis was
conducted using descriptive and inferential statistics with the aid of Statistical Package for Social
Sciences (SPSS). The findings from the study indicated that ICT was not being used in the
teaching and learning process with average response mode of 1[never used ICT]. Furthermore, it
was revealed that most of ICT Infrastructures -- computers, printers, Internet connection among
others -- were not available [Average response mode of 1], In terms of ICT skills and
competences, it was found out that respondents lacked skills in Organizing computer files in
folders and sub-folders; Producing a text and using a word processing Programme, among
others, as represented by the average mode of 1 [None]. The model developed revealed that
location of the schools and the year of existence were found to be significant, while class and
gender were found to be insignificant to ICT adoption in secondary schools. Based on the
findings of the study, it is recommended that government and stakeholders should ensure that:
schools are provided with the necessary ICT infrastructure; qualified computer teachers are
recruited; computer laboratory technicians are rectruited; that there is continuous retooling of
both students and staff; and that schools encourage ICT usage at home.
Description
Keywords
ICT, Integration, Teaching, Learning