Browsing by Author "KASEVE, JOSEPHINE SYOMBUA"

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    EVALUATION OF THE INTEGRATION OF INFORMATION AND COMMUNICATION TECHNOLOGY PROGRAMME IN PUBLIC SECONDARY SCHOOLS OF KITUI COUNTY, KENYA
    (THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2023-07) KASEVE, JOSEPHINE SYOMBUA
    This study was an evaluation of integration of the information and communication technology programme in public secondary schools of Kitui County, Kenya. The study evaluated the level and extent to which schools have integrated ICT into teaching and learning process. The study was guided by the following research questions: How do the school principals’ leadership practices influence ICT Integration in Public Secondary Schools ; How does the schools’ ICT infrastructure affect ICT integration; In what ways do teacher related factors influence ICT Integration; To what extent do the students’ attitudes influence ICT Integration in Public secondary schools?; What are the challenges that impede ICT Integration ?; and what are the measures for improving the ICT integration in public secondary schools?. The employed Stufflebeam and Shinkfields’s (2007) Context, Input, Process and Product (CIPP) model. The evaluation adopted a convergent parallel mixed method design. Across sectional survey design was used as the quantitative design while a phenomenological design was used for qualitative design. Probability sampling and nonprobability sampling procedures were used to select representative samples. Quantitative data was collected using questionnaires, while qualitative data was generated through indepth interviews, observation and document analysis guides. Quantitative data was analyzed using descriptive statistics. Qualitative data was transcribed and analyzed according to themes and presented in narrative form. The findings of the study revealed that school principals’ leadership practices, teacher related factors influence and students’ attitude influence ICT Integration. The study established that, schools’ ICT infrastructure does affect ICT integration and also identified challenges facing ICT integration. The study recommends strengthening of Principals’ leadership practices and improvement of ICT infrastructure in schools. Challenges facing ICT integration should be addressed, and appropriate and effective measures be put in place to support the integration of ICT. The findings of the study will be of benefit to students, teachers, school administration, society and the government of Kenya as key stakeholders.