EFFECTS OF ICT IN LEARNING AND TEACHING

INSTITUTIONS NAKURU COUNTY: CASE OF RIFT

VALLEY INSTITUTE OF SCIENCE AND TECHNOLOGY

SUBMITED BY: SHARON CHEPKOECH

INDEX NUMBER: 5520010444

SUPERVISOR: MADAM RUTH KOSGEI

SUBMITTED TO KENYA NATIONAL EXAMINATION

COUNCIL (KNEC) IN PARTIAL FULFILMENT FOR AWARD

OF IN CRAFT IN INFORMATION COMMUNICATION

TECHNOLOGY

JULY/AUGUST 2021

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 DECLARATION
I declare that this study is my original work and that all the resources I have used or quoted
have been indicated and acknowledged by means of complete references. This desertion does
not incorporates without acknowledgement.

SHARON CHEPKOECH

Signature ………………………………………………… Date…………………………

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DEDICATION
I dedicate this project to my father, Richard Koross for his financial support and constant
encouragement throughout my education and also to my lecturer who have rely helped in
sharing ideas to peruse the course. May God bless them abundantly.

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ACKNOWLEGEMENT

To God be the glory because he gives me strength to do all these things.

My mother instilled in me love of learning, perseverance and a quest for knowledge.
My colleagues at the college gave me support, help, patience and words of
encouragement.

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ABSRACT

One of the past few decades, information and communication technology (ICT) has become
gradually more important to schools, Universities and Colleges. Wide range of research
exists to explore and study the use of ICT in the process of learning and teaching in Learning
Institutions.

This research examines how ICT is applied in the classroom of Kenyan Schools from the
perspective of students, teachers and decision makers. The aim is to analyze the level and
impact of ICT on teachers, pedagogy, and the students’ perception of ICT use in the
classroom and to seek any fundamental differences in public and private education.

The research adapted a mixed method approach to data gatherings, using questionnaires and
semi structured interviews to gather data from students, teachers and policy makers. The
evidence was the analyzed based upon the original research questions outlined.

The results show a sporadic use of ICT in Kenya learning Institutions and suggest that when
employed, evidence is mixed as to whether there is indeed a positive or negative impact from
ICT use. The research does suggest there is capacity in the skills of teachers and students to
employ ICT effectively, at least on a fundamental or technical level. There remains a
significant gap between possessing these schools and applying them in the school setting.

Alongside this there is some support and recognition of the benefits associated with ICT use
and there are some teachers who recognize the importance of ICT in developing more
constructivist methods in the classroom.

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Table of Contents
DECLARATION....................................................................................................ii
DEDICATION.......................................................................................................iii
ACKNOWLEGEMENT.......................................................................................iv
ABSRACT................................................................................................................v
CHAPTER ONE.....................................................................................................1
1.0 Background of the study...............................................................................1
1.1 Introduction......................................................................................................1
1.2 Statement of the Study..................................................................................1
1.3 Objectives of the research............................................................................2
1.4 Research Questions.......................................................................................2
1.5 Justification of the study...............................................................................2
1.6 Scope of the study.........................................................................................3
1.7 Limitations of the study................................................................................3
CHAPTER TWO....................................................................................................5
2.1 Introduction......................................................................................................5
2.2 Conceptual Framework................................................................................5
2.2.1 Can ICT affect interactive learning?.....................................................7
2.3 Critique of the existing literature.................................................................8
2.3.1 Wide range of ICT Skills.........................................................................8
2.3.2 Technical difficulties................................................................................8
2.3.3 Time Constraints.......................................................................................9
2.3.4 Integration of ICT into teaching skills..................................................9
2.4 Summary..........................................................................................................9
CHAPTER THREE..............................................................................................11
3.1 Research Design..........................................................................................11
3.2 Target Population.........................................................................................13
3.2.1 Sample Frame..........................................................................................13
3.2.2 Sample size...............................................................................................15
3.3 Sample and sampling technique...............................................................16
3.3.1 Purposive sampling.................................................................................17
3.4 Research instruments..................................................................................18
3.4.2 Questionnaires Design............................................................................19
Table 3 Participation in Questionnaires............................................................21
3.4.3 Interview Techniques Rationale for interview use............................21

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3.4.4 Interview Design......................................................................................23
3.4.5 Implementation of the interviews........................................................23
3.5 Data collection procedure...........................................................................23
3.5.1 Interviews..................................................................................................24
3.5.2 Questionnaires..........................................................................................24
3.6 Data processing and analysis....................................................................25
3.6.1 Analysis of the data collected from the interviews..........................25
3.7 Ethnical considerations................................................................................26
CHAPTER FOUR.................................................................................................27
4.1 ICT confidence amongst teachers...........................................................27
4.1.1 Students confidence in ICT Learning..................................................28
Table 6 : Students Confidence in ICT Learning...............................................28
CHAPTER FIVE...................................................................................................30
5.1 Introduction....................................................................................................30
5.2 Summary........................................................................................................30
5.3 Conclusion.....................................................................................................31
5.4 Recommendations.......................................................................................31
Recommendations.................................................................................................31
REFERENCES......................................................................................................32

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 CHAPTER ONE

1.0 Background of the study

1.1 Introduction

In 2005, the ministry of education announced a strategic plan for education for the
subsequent twenty years, ending in 2025. One of the significant themes of this strategy was
the divide between developing countries and the advanced world. This strategy also referred
to the necessity of bridging the gap between the education system and the use of Information
Communication technology in everyday life. However, despite these broad strategic aims,
the strategy did not specify how these may be delivered operationally.

Prior to the development of this strategy, in the early 2005, the ministry of Education in
Kenya developed its first ICT initiative following a study investigating the feasibility of
using computers in learning Institutions one of their most fundamental aims.

The implementation of computer use in learning Institutions began in the year 1987 with the
commencement of an introductory course in computing. However, progress in embedding
ICT into school use was slow and until 1996 teaching computer use was made and plans.
Despite intentions to initiate a national project to support the use of computers in schools,
there was no overarching strategy in place to support it.

Since the mid-nineties there has been an increasing trend towards more openness in ICT use,
notably the use of computers or other aspects of ICT in teaching across the curriculum. This
was enhanced by the first national project to teach. ICT in schools. This project formed the
first step in implementing the government educational strategy in bridging the gap between
the old education system and the emergent needs of teaching ICT in schools. The total
estimated cost of the project was 24 million.

1.2 Statement of the Study

There has been a rapid change in the role of the teacher in recent years. There are many new
changes and challenges that teachers face and are required to adopt to include in this are
more modern and westernized approach from schools, new methods of

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teaching and learning. An increase in student’s number and most importantly an explosion on
the development of teaching with ICT. All of these means teachers need to update their
knowledge and skills to develop the educational process in the classroom.

With the advent of a new philosophy towards ICT and its role in education a wide of research
has developed investigating the role of ICT and its effect in developing an interactive
education environment. Many of these studies has provided evidence of the significant
contribution that ICT makes to improving methods of teaching and positively impacting the
learner (Kennwell and Beauchamp 2007).

1.3 Objectives of the research

1. To examine the teaching and ICT contribution to improve attainment notably

students’ perceptions for their attainments.

2. To investigate how ICT, provide learners opportunity to develop creativity

3. To investigate difference between male and female students teaching and learning in
terms at their use of ICT in the classroom.

1.4 Research Questions

To address the research objectives the study seeks to answer the following question

1. Does the teaching and ICT contribution to improving attainment to the students?

2. How does ICT provide leaners opportunity to develop creativity?

3. What is the difference between male and female students teaching and learning in
terms of their use at ICT?

1.5 Justification of the study

It is considered that the research is potentially of considerable importance for a number

of reasons.

1. It will help to support policy males in the ministry of Education and also teachers in
developing ICT use within schools.

2. It will provide an opportunity to compare,

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the views of teacher’s students and policy
makers on ICT.
 3. It will support educational administrators and policy makers in choosing the
appropriate methods of managing changes associated with ICT use in the educational
system.

4. It will be considered to be the first study which takes into consideration the different
aspects of the application of ICT in the educational system.

1.6 Scope of the study

There has been a growth in the number of laptop schools’ colleges and universities
worldwide. As laptop schools are a relatively recent phenomena many faculty do not have
experience in teaching and integrating information communication technology (ICT) in their
environment.

This research explores how teachers in such a computing environment perceive how they are
learning to integrate into their teaching using diffusions of innovation theory (Rogers, 1960)
and also students cope with ICT being introduced and implemented in the educational
process.

1.7 Limitations of the study

Through the discussion and conclusions a number of limitation and or areas for further study
have been noted here, these are discussed in turn.

The two questionnaires are very much driven by self-assessment. Self-assessment is a valid
method for analyzing skills, quantity of use, confidence and opinions. However, it does have
its limitations. These include the interpretation of the question itself, in addition to the
interpretation of your own scale associated with any of the areas. Notably in this research, the
questions of ICT use in schools and ICT abilities could benefit from additional measuring
instruments which further analysis the levels associated with either. For instance, this could
include practical tests to investigate the ICT ability levels of teachers and students. This type
of investigation is both costly and time, intensive, but could be beneficial for future studies to
build on the findings here.

The data and findings draw from the interviewers also look place. It is possible that future
research may wish to interviews more respondents to develop a broader base of data for
analysis. This study did not investigate the level of ICT resources available to the teachers
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and students. Further studies may wish to adopt a series of measures to define this, for
example or personal computer to student ratio, a student ratio and or speed to lest on internet
access. These could then be used to measure against both teachers and student ICT use.

Finally, the research recognizes that the research does not focus on outcomes, but rather
impact an teachers’ pedagogies and student’s value or beliefs. In order to build on this
research the next stage would be to improve testing the testing the impact of ICT through
implanting specific ICT methods and using testing as a measuring instrument to indicate the
outcomes associated with ICT use.

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 CHAPTER TWO

2.0 LITERATURE REVIEW

2.1 Introduction

This research will assess and evaluate the level and nature of ICT use in TVET Institutions in
Kenya. This chapter will review the literature related to the use and impact of ICT on
learning in Kenyan Learning Institutions. Due to the central role of learning in this research,
the chapter will begin with a discussion of the most prominent theories of learning. It will
then consider the new models of interactive teaching being used in many schools in order to
integrate ICT into the curriculum and then finally relate these theories and new ideas to the
use of ICT in Kenyan Learning Institutions.

Even though some schools are wary of introducing to much ICT teaching into their practice,
this study aims to prove that embedding ICT into the teaching and learning process is
extremely valuable. While there has been some innovation in strategy including notable
successes through the use of ICT most learning Institutions still have a long way to go
because and old teachers centered paradigm still exists in schools the world over as opposed
to more modern approaches which focus on student centered principles.

In the literature review, the research considers the areas most pertinent to the five research
questions already specified and considered the role of ICT in interactive teaching, the link
between various learning theories and ICT and thereafter the use of ICT by subjects,
internationally and studies which have examined the role of gender in determining in use.

2.2 Conceptual Framework

Different definitions have been introduced regarding ‘interactively’ as a concept in the study
of teaching and learning. In this regard, significant importance is placed on theories of
learning their discussion and the studies based on the language of discourse in the classroom
between the teacher and the students (Burns & Myhill, 2004).

Part of the rationale for the study is to highlight interactive teaching as a means of

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enhancing students’ learning. The learning theories discussed in relation to the importance of
the development of thinking and learning. Use the term ‘interaction’ to refer to the different
exchanges through to be capable of broadcasting thinking and enhancing learning. Learners
according to their suggestion develop understanding inside interactive social situation backed
up with knowledge through colorations with others who receive knowledge of cultural value
and seek new learning.

There were discussion which involved a continuum/model, starting from a discourse and
extending through interactivity and interactive reaction to a self-entered learning. According
to them ‘interactive’ teaching exists where teachers integrate with their plans as well as with
knowledge through collaboration with others who receive knowledge of cultural value and
seek new learning.

There were discussion which involved a model starting from a discourse and extending
through interactivity and interactive reaction to a self-centered learning. According to them
‘interactive’ teaching exists where teachers integrate with their plans as well as with knowing
their students provided that ‘teachers believe that the correct use of student’ inputs will take
place only within a framework of specific criteria based on the plans that precede the lesson
they intend to provide’ (Cooper & Mintye, 1994:639).

Interactive learning is achieved through maintaining a balance between direction, command,

presentation, explanation, illustration, questions discussion, exploration, confirmation,
profound thinking, evaluation and summarizing.

According we have to view interactive learning in its entirely, integrating as it does with
teaching components inside the classroom.

There is large – scale agreement that the quality and level of interaction between the teacher
and the learners is an important component of effective teaching. Classroom organization
should not considered to be the main feature of good learning but that is better measured by
the quality of interaction between the teacher and the students. Effective interactive teaching
which is distinguished by constant mutual interaction between the teacher and the learners,
involves the exchange of thoughts and not traditional method of “dictation, response and
feedback’ which results from a teachers questions.

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Various scholars distinguish interactive learning in terms of nature and efficiency of the
interaction between the teacher and the students. They suggest that interaction enables the
teacher to confirm that the learner understands the principles that have been taught. It helps
the students to practice and master target skills and clearly highlights the way they think. It
also helps the teacher, to offer targeted learning support.

Many studies in interactive learning emphasize the shift from high levels of teachers, central
to greater self-centered learning on the students’ part. It may be useful for future researchers
to imagine interaction in teaching regarding interaction and scaffolding nature through
dialogue.

2.2.1 Can ICT affect interactive learning?

Using ICT effectively can lead to a more positive educational ethics in the classroom and in
effect a more communicative classroom. Effective use of ICT by the teacher can offer greater
interactivity at both a deep and surface level. This question will explore the general use of
ICT, but also its impact on interactivity within the classroom.

(Ox et al, 2003). Undertook a review of the research and then concluded in National
Curriculum subject areas. They qualified this assertion by stating that it was not just the
everyday use of ICT as a tool, but the skillful use of ICT by the teacher. When linked to
careful strategies enhancing classroom. Communication, in order to get the best use of ICT
teachers have to be aware of ICT’s range and features as a resource and should be deeply
versed in ICT techniques. It is asserted that the skillful use of ICT by trained practioners is
absolutely key to higher attainment ICT offers a range of key features including speed ,
automation, capacity, range, provisionality and interactively.

Speed

Although ICT offers massive capacity for improving the speed of teaching. It can be
detrimental to younger children if used too quickly learners need must be considered at all
stages of planning and the pace and timing of the lesson adjusted to learners responses
through ICT use when necessary and productive.

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Capacity

ICT has offers high levels of increased storage capacity. Even small devices have huge
memories which store great amounts of data. Some data networks are not even wired
connections and as cloud storage can be accessed from anywhere, access to many sites is
made easy and swift ICT makes for an especially bright future when linked to innovative and
creative pedagogies.

Range

There is mow a wide variety of media easily accessed and available so that lessons can be
ICT based, however, ICT should partner and implement traditional ma des of leaching such
as ‘Big Bocks’ and other materials not just replace them.

2.3 Critique of the existing literature

In adopting or not adopting an innovation here are expected & unexpected consequences that
will affect the individual and the social system. The main issues identified by the adoption of
the innovation in the study include;

Off-task behavior, wide range of ICT skills, technical difficulties, technical support, time
constraints, ICT integration into teaching and philosophical support and attitude towards ICT
integration.

2.3.1 Wide range of ICT Skills

There is no minimum level of computer proficiency in the hiring of teachers. This has
resulted in faculty and students with a broad ranges of ICT skills and the situation has
particular consequences. Many teachers have minimal ICT skills while others would be
considered experts. This variation in entry-level ICT skills amongst teachers leaves some
overwhelmed and others bored.

2.3.2 Technical difficulties

A technical support required to assist the adoption of the computer is an expected cost. A
wireless environment can be adopted in classroom that have ample access to power outlets
for the computers. However, unexpected consequences include the internet being down,
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email down for extended periods of time, wireless networks either down for extended periods
of time, wireless networks either down or very slow due to volume of people on the system
or a computer would crash or freeze and the lack of electrical outlets in some classrooms. It
is difficult to integrate ICT if the technical support fails. One has to have a backup lesson if
the system fails.

2.3.3 Time Constraints

An unexpected constraints is the extra time required to learn and using the technology.
Without sufficient time to become familiar with technology, faculty would fail to become
proficient users. This issue about time would either have multiple and divergent
consequences. On the other hand, how one spends one’s time can often be a personal choice
which may make the time factor.

2.3.4 Integration of ICT into teaching skills

A key factor in the implementation of ICT in learning Institutions was the need for effective
strategies in educating faculty how to integrate ICT into ICT teaching. One assumption that
would have a command of the use of ICT was the replacement of a chalkboard to an
overhead projectors of PowerPoint.

2.4 Summary

A review of the literature addressed three area;

1. Efficiency of the integration of ICT in learning Institutions.

2. Results with computers in learning

3. Development in the teaching of ICT. The question of efficiency in the

teaching in schools was addressed by examining studies that raised the concerns of
technology use in classrooms.

The overall philosophical beliefs of ICT and its impact on society and the computers are used
as reasons to question the introduction of technology into schools. The positive and negative
effects of ICT on student achievement were examined as well as the concerns of using
standardized tests in measuring the efficiency of computers in classrooms.
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ICT in general develops with increased use. The complexity of the computers use in
educational context requires knowledgeable teachers who have technological and
pedagogical literacy. There was an early voice that suggested that each student is to have an
individual computer to increase the student’s potential.

Many educational institution have recognized the potential learning power of the
technological environment. There have been a variety of approaches to encourage faculty to
incorporate into learning, including such strategies as faculty development, incentives and
mentoring. Early preparation of the students is important in the successful integration of ICT
into learning.

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 CHAPTER THREE

3.0 RESEARCH METHODOLOGY

3.1 Research Design

A mixture of research methods is used in the study including both quantitative and qualitative
approaches. As general rule both quantitative and qualitative approaches should be taken into
consideration when appropriate.

Mixed methods research is a research design with philosophical assumptions as well as

methods of inquiry. As a methodology involves philosophical assumptions that guide the
direction of the collection and analyses of data and the mixture of qualitative and quantitative
approaches in many phases in the research process.

As a method, it focuses on collecting, analyzing and mixing both quantitative and qualitative
data in a single study or series of studies. It central purpose is that the use of quantitative and
qualitative approaches in combination provides a better understanding of research problems
than either approaches alone.

A mixed research methodology is employed in this study because it balances the strengths
and weaknesses of both quantitative and qualitative research. There are many advantages of
using as mixed method approach for this particulars research focus which is the effectiveness
of ICT teaching in TVET Institutions classrooms. This mixed method approach provides
research questions of the study, the answers of which rely upon a variety of forms of data.
The quantitative section which includes questionnaire addresses the research question related
to how effective ICT is related to teaching method in the classroom.

The qualitative section includes interviews.

There are many important research methods employed by researcher to secure the data
needed to answer their research questions. All have their own strengths and weaknesses and
are more or less suited to different projects. Two of the most; commonly employed data
collection methods are questionnaires and interviews, each of these provide an alternative
tool for the collection of empirical data and allows the researcher to ascertain.

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-
 - A clearer picture of the information
- An accurate measurement of data
- Evidence that supports the subject matter.

The researcher has employed both of these techniques in the study, in order to provide a
complete and drew picture of the area of research. Furthermore, this is critical to answer the
research questions.

Advantages of Quantitative methods Disadvantages of Quantitative methods

Confidence : Statistical testing can Quality of data ; Quantitative data is bound by

achieve greater credibility from results the quality of the questions being asked and the
method used to ask them

Measurement : The analysis a of Technique : There is a danger of researchers

quantitative data provides basis to being obsessed with technique as opposed to
answer research questions the aims of the research

Analysis : Quantitative data can be analyzed Data overload: Large datasets whilst
quickly largely irrespective of scale improving confidence can burden the
researcher.

Adopting the mixed approach allows us to effectively triangulate the data. Triangulation is
the process whereby two methods are used to check the results of a piece of research.
The notion is that increasing the number of method and achieving the same results from these
methods we can be more confident of the results we achieve.

By blending a number of qualitative and quantitative methods an overall strength of research

can be achieved. Each method compensates for the weaknesses of the other

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Triangulation which combines quantitative and qualitative method can focus on a single case
in which the same people finish a questionnaire and are also interviewed. The responses from
both data sets are combined and compared.

The data collected in two main ways; firstly by distributing questionnaires to teachers from
various and secondly via interviews with teachers in the ministry of education. The schools
selected were based on geographical distribution. Three schools were selected to aid in the
research. One of the three schools is private, the second school is all male public school.
Questionnaires were distributed to 55 teachers over the 3 schools, 16 participants were meet,
fourteen of them teachers and two them policy makers in the ministry of education.

3.2 Target Population

Population is defined as the set of all the elements units, objects or subjects in the universe of
interest for a particular study. It refers to the entire group of individuals’ objects, items,
cases, articles or things with some common attributes or characteristics. When the population
is clearly defined, it is referred to as the target population.

The target population of this study comprised students and teachers of various study learning
Institutions. The schools had a population of over 30,000 students at the time. The choice of
students as the main respondents was based on the fact that students are heavy users of the
things associated with ICT compared to other members such as academic and non-academic
staff, the use of ICT among students is a daily routine and it has been part of their world.

The technical staff were included in the study mainly because ICT services at the schools are
accessed through them and hence I could provide important information about ICT and
service provision.

3.2.1 Sample Frame

The sample frame is a listing of the individuals in the population from which a sample is
drawn. The quantitative samples for the survey were extracted from the sample frame. To
determine who would participate in the quantitative study, the lists of students’ in the
different schools that were available in the database were used as a frame. Most

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researchers suggest that the sample size should be informed by the researcher objectives,
research questions and research designs.

The sample size is determined by three factors:

1. The level of confidence with which the researchers wants to test, the results.
2. The degree of accuracy the researcher requires to estimate the population parameters

3. The estimated level of variation with respect to the main variable being studied. If the
quantitative research design is an experiment investigators turn to power analysis,
formulas, if the study is a survey is a survey, sampling error formula can help identify
the appropriate size for the sample.

In this study, the use of a questionnaire required survey –type sample-size calculations,
which meant that a sample error formula was used rather than power analysis formulae.

Some researchers assume that if the population is large, the sample also has to be large but
this is not necessarily accurate.

Researchers propose a sample size of 80% of the population. Thus, perspectives on the exact
sample size do vary. One misconception about sample size is that a sample must include
some minimum proportion of the population. This implies that if the size of the population is
larger, the sample size must be increased by a corresponding amount. This is not the case, in
fact the main factors that determine the sample size are the desired degree of accuracy and
the confidence level.

However, when there is a defined sample size to increase accuracy without increasing the
sample size, one has to settle for a lower confidence level, conversely to increase confidence
level and keep the same sample size, some accuracy much be sacrificed.

The study had two sample frames. The first sample frame, which was the same as the study.
Population for the survey, comprised students from the various colleges. The second sample
frame was made up of the technical staff from whom the qualitative data was collected
through face to face interviews.

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The schools’ staff list was obtain from the administration office. The list consisted of the
names of the staff members, their designations and the sections or locations where they were
stationed.

3.2.2 Sample size

The sample size was determined in two phases in the first phase the sample size was
determined from the entire target population using the sample size calculation table. The
second phase of the sampling involved drawing samples representing each school.

In selecting a stratified random sample, one must first divide the entire population into
groups or categories and then drew samples. The participants were selected from each. Using
these schools the names of the students in the database were copied and posted on a
Microsoft. Excel spreadsheet. The function – r(which is Excel’s method of putting a random
number between 0 and 1 in the cells) was inserted next to each name in the column.

Selecting both the list of names and the random number and then clicking on the SORT
command in the DATA tab resulted in the rearrangement of the lists in random orders from
the lowest to the highest number. This was based in the fact that if numbers were randomly
allocated to the student’s names, the chances of the individuals to be included in the study
were equal.

The researcher randomly picked the names of the participants from the student lists of the
schools until the desired number of participants from every school was reaches. This process
“enabled the researcher to select a sample’ which would be considered representative of the
population. The tables below show the targeted population and samples representing the
schools respectively.

Table 1. Study population

School N Percentage

Gichobo TVET Institutions 8500 17

Mutarakwa TVET Institutions 4500 8

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 Subuku TVET Institutions 3500 7

Total 16,500 32

Table 2: Study sample

School N Percentage

Gichobo TVET Institutions 65 17

Mutarakwa TVET Institutions 30 8

Subuku TVET Institutions 27 7

Total 122 32

3.3 Sample and sampling technique

It is not practical or possible to study an entire population, if it is too large and therefore it is
necessary to make general finding based on a study of a subject of the population. A subset
of a population is known as a sample sampling involves defining the sampling techniques,
the population and the instrumentation and procedures used to obtain the data. Sampling is
done to create a small group from a population that is as similar to the population as possible.

It should be a small group that’s is similar to the big group because the degree of
resemblance and representativeness is very important. By studying the sample, it is possible
to draw valid conclusions about the target group.

There are two kinds of sampling techniques namely; probability sampling and non-
probability sampling. Probability sampling occurs when the people who constitute a sample
are chosen because the researcher has same notion of the probability that they will be
representative cross-section of the whole population being studied. Non- probability
sampling is conducted without such knowledge about the sample being representative of the
overall population.

The most commonly used probability sampling techniques include sample random sampling,
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stratified random sampling, systematic sampling and cluster sampling.
Nonprobability sampling is less desirable than probability sampling, especially if the
objective of the research is to generalize the findings. Among the non-probability technique
are convenient or accidental sampling, quota, sampling, purposive or judgmental sampling
and snowballing. Probability sampling techniques are primarily used in quantitative studies
while non-probability techniques are used in qualitative studies.

When sampling, it is important to keep in mind that errors can arise on account of the
sampling process, the measurement used for the sample or even non-sampling.

The problem of the precision i.e. the range within which the population parameters will range
within which the population parameters will lie in accordance with the reliability specified in
the confidence level is also important. The confidence level is the ‘level’ of certainty that the
characteristics of the sample represented the target population. In other words sample size is
determined by how large a sampling error an investigator is willing to accept and the
variability within the population from which the sample is drawn.

Stratified random sampling was used in this study to identify the participants for the survey
as it gave everyone in the population an equal chance to be selected as part of the sample that
was ultimately used. Purposive sampling was used to identify the library staff for the study
based on the researchers’ knowledge of the population and the objectives of the research.

Stratified random sampling is a technique whereby a population is divided into mutually

groups and then a simple random or systematic sample is selected from each group. (Johnson
& Christensen 2004:207). The target population of the study comprised all the students. The
total population of the study comprised all the students. The total population of the students
at the time was 16,500. Stratified random sampling was appropriate for this study. The
significant advantage of stratified random sampling is that the researcher has some control,
over the selection of the sample to guarantee that the crucial people are covered and in the
proportion that they exist in the wide population.

3.3.1 Purposive sampling

Purposive sampling according to Kumar (2005: 179) is determined by “the judgement of the
researcher as to who can provide the best information to achieve the objects of the study”
Leedy and Ormrod (2005:2010) and O’jullivan, Rassel and Berner (2008) opine that
sampling depends on the researcher’s judgement regarding who to include in a sample. A
part from the stratified random sampling that17was used to identify the participants were
identified through a non-probability sampling technique called purposive sampling.
Purposive sampling is most stressed as the rationale for undertaking case study research
(Creswell 2003:185). The researcher identified potential participants who had characteristics
deemed suitable for providing the required information (Johnson & Christensen 2004:215).

3.4 Research instruments

3.4.1 Rationale for Questionnaire use

Questionnaires were selected as the major evidence source for the research the research in
this study. As already mentioned, questionnaires were provided to both teachers and students
from the selected schools. In this section the research instruments i.e. questionnaire likewise
validity and reliability of study tools.

Kumar (2005:33) states that a questionnaire is a “Written list of questions, the answers to
which are recorded by respondents. In questionnaires respondents read the questions interpret
what is expected and then write down the answers”.

There are many advantages of questionnaires (Grey (2009:338) motes that a numbers of
these are:

1. They are low cost in term of both time and money

2. The inflow of data quick and from many people.
3. Respondents can complete the questionnaire at a time and place that suits them.
4. Data analysis of closed questions is relatively simple and questions can be
coded quickly.

Kumar (2005) notes the disadvantages of a questionnaire;

- Application is limited : A major disadvantage is that only those able to read or

write can compete one.

- Response rate is low : Questionnaires are often not sent back or completed by
respondents.

- There is a self-selecting bias i.e. not all those in receipt of the questionnaire will
return it.

- A lack of opportunity to clarify issues may mean that the questionnaire is

misinterpreted.
18
- The response to a question may be influenced by the response to other questions.
 As respondents can read all the questions before and they can be affected by the
knowledge of other questions.

- It is possible to consult other people i.e. in mailed questionnaires respondents

may engage with other people ahead of responding.

- A response can often not be supplemented with other information.

In order to keep this study balanced and unbiased it is important to recognize the
disadvantages of questionnaires. Kumar (2005) believes that questionnaires are notorious for
their law response rate that people fail to return them which could leave the researcher with
limited data to analyze. He also states that another issue could be leave the researcher with
limited data to analyze. He also states that another issue could be if the respondents do not
understand a question there is no opportunity for them to have this clarified as they are not
working face – face with a questioned, the study focuses on the scale and nature of providing
a true reflection of the respondents views.

In terms of the validity of questionnaires, Gray (2009) states that this can be affected by the
wording of the question it contains and that even if individual questions are valid, poor
sequencing of questions or a confusing organization or design of the questionnaire can
threaten its validity and thus the validity of the entire study –reliability is a n equally
important an issue to consider reliability is linked to correct and secure results. If a study is
highly reliable the same results should be obtained anytime this study is carried out,
assuming what is being measured has not changed.

Given the large volume of data considered in evaluating the research questions from both
students and teachers, it is believed that questionnaires offers the best methodology, allowing
the researcher to analyze these large datasets quickly in the form of closed questions.

3.4.2 Questionnaires Design

In order to design a valid questionnaire, a researcher must consider in details the information
he or she is seeking to draw out of the data, in conjunction he or she is seeking to draw out of
the data in conjunction with the research questions (Anderson 2004). Neuman (2003)
suggests that a good research question(s). The current questionnaires was designed after went
through many questionnaires of studies and research into educational technology. Having
19
read these studies I found that they also dealt with effectiveness of educational technology in
teaching methods at learning Institutions.

Since the study focuses on the scale and nature of ICT use, I considered it important to
distribute questionnaires to both students and teachers in each school which would further
help me to analyze the results more clearly. The questionnaires were distributed to teachers
of care subjects namely: English, Mathematics and the sciences.

Components of the teachers’ questionnaire

To answer the first research question “How confident are teachers in using ICT in the
teaching and learning process?” the teachers answer a section on the questionnaire which
considers the extent that they use ICT applications and associated activities for teaching in
school and at home?

Section one addresses the teachers’ confidence in ICT use, designed according to a Likert
Scale. This part consist of 20 items and responses from ‘very unconfident’ to ‘very
confident’

Section two consists 15 items about teachers ICT use in teaching practice and again is
designed according to a scale.
Section three consists of 13 items about teachers’ opinion about using ICT in the teaching
process, to know the advantage and disadvantages of using ICT in their touching methods.
The second part in section three in section three is concerned with the impact of ICT use on
the teacher and is again designed according to a scale.

Components of the student’s questionnaire

To answer the second research questions ‘How do students use ICT in the classroom and at
home? Students were invited to answer to range of questions. This part consists of 20 items
and requests respondents to describe the frequency of use. Section two consists of 20 items
concerned with ICT use a home. Section three consists of 13 items about student’s opinion of
using the computer in the teaching/ learning process again designed according it a likest
scale. Section four consists of as items about students ICT usage level.

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Table 3 Participation in Questionnaires

Sample Distributed Returned Returned

Questionnaires Questionnaires Questionnaires

Teachers 360 331 91%

Table 4 Participation in Questionnaires

Sample Distributed Returned Returned

Questionnaires Questionnaires Questionnaires

Students 360 308 85%

3.4.3 Interview Techniques Rationale for interview use

The second data collection method employed in this study is interviews. An interview is
essentially a conversation between two people, where one is the researcher and the other is
the respondent Gray (2009:368). Gray (2009) believes that when considering the validity of
interviews, they should assess what they were planned to assess and nothing further. In the
case of structured and semi-structured interviews; the matter of validity can be directly
addressed by attempting to guarantee that the questions’ content directly addressed by
attempting to guarantee that the questions content directly concentrates on the research
21 and it is of the utmost importance that an
targets. Reliability must be considered here again
instrument consistently measures what it sets out to measure thus making it imperative that
interviews be standardized and the exact same questions asked to every candidate in the same
order.

The interviews aim to focus on the answer of first question and third of the study and they
are;

 How confident are teachers in using ICT in the teaching and learning process?
 How do students use ICT in the classroom and at home?

Freely and express in their own way and this helps them to speak without any restrictions-
this offers high credibility to the researcher at the time of teachers interview.

In the interview the researcher can get into more details with the teacher and expands
discussion to them. As Arskey and Knight (1999) comment; Interviewing is a powerful way
of helping people to make explicit things that have hitherto been implicit to articulate their
perceptions, feelings and understandings. (Arksey and knight, 1999:32).

The researcher can use his knowledge and experience in the field of education to ask
questions during interview. The interview helps the researcher to monitor the non-verbal
behavior of teachers and the interviews gives opportunity to the researcher to clarify and
correct misunderstanding. (Gray 2009) suggests that interviews allow a researcher the
opportunity to further probe any responses that might require clarification.

Here, it was believed that interviews with policy makers within schools would allow for
greater probing of the answers provided and would allow for answers which are free from the
confines of policy or ‘political’ bias.

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3.4.4 Interview Design

The interview was a semi-structured interview with open-ended questions to provide more
flexibility for both the researcher to ask extra questions and for the participants to offer more
information (Kwale & Brinkman).

The interview was designed as it was open questions to provide more flexibility to the
researcher to ask additional questions when needed and the method of design of questions
helps teachers to provide more information to the researcher.

The researcher asked teacher to talk about the general views on the use of technology in
education. The interview questions were derived from the study questions.

3.4.5 Implementation of the interviews

The interview was conducted with teachers of basic subjects i.e. mathematics, sciences and
languages.

A timetable was set for interviewing. The researcher used a tape recorded to record the
interviews.

Gray (2009) advises that the first task of the interviewer is to purpose of the interview who
the information is for how the information is going to be handled why the information is
being collected and how it will be used (Gray, 2009 : 379). It is important to attempt to put
the participant at ease (Chen, 2008).

The purpose of the interview was established and assurances of confidentiality of their
answers and that it will be used for educational research only, were given. Definition of
topics that will be addressed in the interview before the interview for two reasons;

1. To reduce anxiety among teachers before the start of the interview.

2. To give time to participants to thanks about the interview subjects so they can provide
realistic answers.

3.5 Data collection procedure

Kothari (2004:96) status that a number of different methods can be used to collect data
including interviews focus group discussions observation and questionnaires.

23
3.5.1 Interviews

One way of collecting data is by conducting interviews

 “Interview involves one on-one verbal interaction between the researcher and
respondent” (Melville and Hoddard 2001 4:9) There must be an interview to (whose
role is to ask questions) and the interviewee (whose role is to respond to the respond
to questions). It involves presenting oral-verbal stimuli and replying with oral-verbal
responses.

 Interviews can be done face – to – face, or if possible by telephone (Kothari 2004 :

97). They can be conducted with individual respondents or with a group of
respondents. Interviews are preferred for data collection because of the following
advantages’

a) More in- depth information can be obtained

b) Helps the interview to know value and preparedness of the employee.
c) Clarity of questions can be achieved due to elaboration by the interview
d) Can be conducted with both literate and illiterate respondents hence data from a
big sample can be obtained.Sample can be conducted and controlled more efficiently
as there is no problem of missing returns.

However, the following are demerits of interviews as a data collection method.

Might prove to b e a very expensive method of data collection

 Interviewing method is prone to bias
 Inadequate data due to inapproachable classes of people
 An effective interview presupposes proper report with the respondents to facilitate
free and frank responses.

3.5.2 Questionnaires

A questionnaires is a document that contains instructions, questions and statements which are
compiled to obtain answers from respondents. The questions are presented with exactly the
same wording and in the same order to all the respondents (Kothari 2004:101).
Questionnaires maybe online or postal questionnaires.
24 The researcher used a questionnaire in
the study. (Ludy & Ormod 2005:191). Summarize the guidelines for questionnaire
constructions as follows;

25
Keep it short; use simple, clear, unambiguous, check for unwarranted assumptions implicit in
questions, word your questions in ways that do not give clues about preferred or more
desirable results, check for insistency, determine in advance how you will code the
responses, keep the respondents, task simple, provide clear instruction, give a rationale for
any items whose purpose may be unclear, make the questionnaire attractive and professional
looking.

The questionnaire consisted of both open-ended and closed ended questions. For the close-
ended questions, the students and teachers were provided with a list of alternative responses
to choose from in order to facilitate consistent answers to questions, instructions were given
on how to respond to the questions.

The researcher obtained some of the questions of the questionnaire from previous studies.

3.6 Data processing and analysis

The first step of the data analysis and processing involved coding the responses in the coding
sheet by transcribing the data from the questionnaire through assigning character (numerical
codes). This was followed by screening and cleaning the data to make sure that there were no
errors.

The coding provided a platform for identifying similar patterns from the answers to the
questionnaire on which themes were developed. Each code represented a theme – a lay
assigned to related views by a group of respondent on a given question. The data analysis
was carried out after the data entry of all the questions were complete. Descriptive statistics
formed the basis for presenting the data collected. Frequency and percentage distributions
indication the number of occurrences of each category were used to reveal the patterns and
thus to facilitate interpretation.

3.6.1 Analysis of the data collected from the interviews

The researcher used Microsoft word to transcribe the responses. A content analysis was then
done, where the researcher read all responses in order to identify themes. The process of
content analysis involves continually revisiting the data and reviewing the categorization of
the data until the researcher is sure that the themes and categories

26
used to summarize and describe the findings are a truthful and accurate reflection of the data.

After the contents analysis, Microsoft word made it easier to group similar themes together
by simply copying and pasting related theme so that the researcher could then analysis the
data.

3.7 Ethnical considerations

Johnson (2008 p, 101) Suggests that ethics are “principles and guidelines that help uphold.
The things we value’. For researcher ethnics is an important consideration and the researcher
received a permission letter from the ministry of education to enter the schools and distribute
questionnaires to students as well as teachers in addition to conducting interviews with
teachers. The value of research depends as much on its ethnical reality as on the nobility of
its discoveries (Walliman, 2011). The researcher with approval from participants, explained
that their participation is voluntary and statements will be kept confidential and the
information is only for research use and the researcher will not ask participant to mention
their names in order to preserve their privacy likewise objectives of the study were explained.
The researcher followed these instructions.

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 CHAPTER FOUR

4.0 Research Findings and Discussion

4.1 ICT confidence amongst teachers

The table below shows the results associated with teachers ICT confidence, where they were
invited to rate that confidence, where they were invited to rate that confidence on a scale of
1-5 from ‘very unconfident’ educations to ‘very confident’ for a range of ICT skills or
applications.

Table 5 : ICT Confidence amongst Teachers

The degree of use is classified as high when the arithmetic mean ranges between (3.68- 5);
medium when the arithmetic mean ranges between (2.34-3.67) and low when the arithmetic
mean ranges between (1-2.33).

It is notable from the table that the level of teachers’ confidence in using ICT and its
applications is high, with an overall arithmetic mean of 3.71 with standard deviation of
0.872. Since the standard deviation is relatively low – i.e. it is less than one, it indicates
convergence among the study sample. The results also show that the highest skill or
applications in teacher’s response was utilizing the basics of operating ICT (such as using the
keyboard, mouse etc) where the arithmetic mean was 4.59 and the standard deviation 0.863.
the mode had a value of 5 indicating the highest response rate that was ‘very confident’ with
a percentage response rate of 73.4% managing files’ was second, where the arithmetic mean
was 4.44 with a standard deviation of 0.975- implying a lesser degree of convergence among
teachers at this level. The mode was 5 which indicates that the highest responses was ‘very
confident’ with a percentage response rate of 65.9%.
28
The lowest level was among teachers was confidence in ‘designing web pages or personal
sites’ where the arithmetic mean was 2.69 with standard deviation of 1.53, highlighting a
greater disparity among teachers at this level.

4.1.1 Students confidence in ICT Learning

Students’ confidence in the ICT abilities is a good indicator of the skills they have in various
aspects of ICT and its application. The learning process depends on the interaction between
the teacher and the learner and as such the impact of ICT use depends on the abilities of the
student to successfully understand and utilize the variety of functionality offered by different
forms of ICT. In order to determine the level of ICT use among students, arithmetic means,
standard deviation, rank, mode, frequencies and percentages regarding ICT skills and its
application were calculated.

Table 6 : Students Confidence in ICT Learning

It’s notable from the table that the level of students’ use for ICT and its application is high
where arithmetic mean was 3.91 with standard deviation of 0.867. Since the standard
deviation is relatively low which equals less than deviation is relatively low which equals
less than integer one this refers to a convergence among students towards this high level for
students related to ‘ searching for information on the internet’ where the arithmetic mean
29
was
 4.37 with standard deviation of 10.089. The modal
value of 5 indicates the highest response was ‘very confident’ where the percentage response
rate was 68.2%. TVET Institutions came the students confidence in ‘browsing the internet’
where the arithmetic mean was 4.36 with standard deviation of 1.105 which highlights a
slight divergence among responses. The mode was 5 which indicates that the highest
response was ‘very confident’ where the percentage response rate was 68.2%.

The least confident responses included ‘designing of educational programs’ where the
arithmetic mean was 3.12 and the standard deviation 1.122 – which highlights a divergence
in the responses. The modal value of 3 indicates that the highest response was ‘unsure’ where
the percentage response rate was 33.8%.

30
 CHAPTER FIVE

5.0 SUMMARY, CONCLUSION AND RECOMMENDATION

5.1 Introduction

This chapter summarizes the research and thereafter attempts to make recommendation
associated with those findings. The recommendation will be based on the findings associated
with each research questions. Additionally, this chapter investigates the limitation associated
with the piece of research and proposes areas of further study for the researcher or other
researchers in this field.

5.2 Summary

The researcher largely achieved the key objectives of the research by establishing that the
level of ICT use and awareness among the students and teachers was high and
recommendable. The key areas on which the respondents were included their general ICT
usage, implementation of ICT subject, the receptive nature of students towards ICT, use of
ICT at home.

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5.3 Conclusion

This research describes a situation in Kenya Learning Institutions where ICT use is, at best,
sporadic. Far from the development of the deep pedagogical impact that ICT can offers, or
indeed a delivery of a student centered paradigm, schools in Kenya remain at a level where
they are simply not employing enough ICT to make a difference. Where it is employed,
evidence is mixed as to whether there is indeed a positive or negative impact.

The research implies to investigate difference between male and female students in teaching
and learning and how ICT provides learners opportunities to develop creativity. To this point
this research shows little indication that has been successful, and point to radically needed
reform to ensure this aim is achieved.

5.4 Recommendations

This research summarize the main findings of the research based on both negative and
positives of these findings, the researcher has made the following recommendations;

1. Teachers
i. Teachers are broadly confident about the use of ICT and its application
ii. Inspite the confident the use of ICT to influence teaching methods both at school
and home is relatively low.
iii. The use of ICT is made with positivity from teachers

2. Students
i. Students are very critical of the use of the ICT
ii. Students are positive to an extend about the application of ICT in the classroom
iii. Students are extremely confident about their ICT use similar to teachers.

Recommendations
- Setting a strategy direction for ICT use.
- Ensuring teachers are sufficiently skilled
- Implementing ICT skills in the classroom

32
REFERENCES
Arksey and knight, (1999). Interviewing is a powerful way of helping people to make explicit
things that have hitherto been implicit to articulate their perceptions, feelings and
understandings.

Burns & Myhill, (2004). Language of discourse in the classroom between the teacher and the
students.

Cooper & Mintye, (1994). The correct use of student inputs will take place only within a
framework of specific criteria based on the plans that precede the lesson they intend to
provide.

Creswell, (2003). Purposive sampling is most stressed as the rationale for undertaking case
study research.

Johnson, (2008). Ethics are principles and guidelines that help uphold.

Kennwell and Beauchamp (2007). With the advent of a new philosophy towards ICT and its
role in education.

Rogers, (1960). Diffusions of innovation theory.

Walliman, (2011).The value of research depends as much on its ethnical reality as on the
nobility of its discoveries

33