Abstract
Information Communication Technology (ICT) is intended to enable teachers to facilitate learning. However, ICT use in Biology has not been effective in Kenya. Despite the use of ICT, performance in Kenya Certificate of Secondary Education (K.C.S.E.) Biology examination mean scores dropped from 6.70 to 4.10 between 2007 and 2009. It is not clear how school support (SS) influences the use of ICT in Biology. Therefore the purpose of this study was to assess the influence of SS in the use of ICT in secondary schools in Kenya. Purposive and saturated sampling was used to select 316 Form Four students, 8 teachers, 4 principals, and 1 District Quality Assurance Officer (DQASO). A descriptive survey design was used. Data were collected using questionnaire, interview schedule and document analysis guide. Results show that SS of ICT use in Biology was weak (mean = 1.72) in motivation, implementation policy, in-service training, ICT provisions and school administration and their implications are discussed. DOI: 10.5901/mjss.2014.v5n3p467
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