Analysing ICT resources available for integration in teaching and learning Kiswahili fasihi simulizi in public secondary schools in Kenya

Abstract

This study sought to analyse ICT resources available for integration. The study adopted the Siemens Connectivism Learning Theory. The study used mixed method research (MMR). The exploratory sequential design was used, and data were collected from school Principals, Kiswahili teachers and students. Using Krejcie and Morgan’s table for arriving at the sample size, 113 public secondary schools were randomly selected from a population of 172 secondary schools in Baringo County. The total participants were 636 principals, teachers and students. Instruments for data generation were questionnaires, interviews, checklists and tests. Both qualitative and quantitative data were collected. Descriptive statistics and ANOVA analysed quantitative data and ANOVA. Qualitative data was presented in themes. The study concludes that ICT resources in most public secondary schools are inadequate, and teachers are not well skilled and competent enough to integrate these resources in teaching and learning. The study recommends that the cost of ICT equipment and resources be reduced by waiving import tax and that computer-assisted instructions be assembled locally. On the other hand, school administrators and managers should plan and set aside funds to purchase ICT resources to promote ICT integration.