Abstract
This study was carried out with 86 primary school teachers in Kenya’s Narok County and explored factors affecting integration of ICT in teaching and learning. Multiple regression was used for data analysis. The results revealed that 32.5% of the variance was explained by the independent and extraneous variables (R2 =0.325, P=0.001) and was statistical significant. Attitude was found to be a significant predictor of teachers’ behavioural intention to use ICT in teaching and learning (β=0.259, p<0.05) while Performance expectancy (β=0.148, p>0.05), Effort expectancy (β=-0.185, p>0.05), Social influence (β=0.029, p>0.05), facilitating condition (β=0.194, p>0.05), Self-efficacy (β=0.195, p>0.05) and anxiety (β=0.074, p>0.05) were not significant predictors. The study recommends training of teachers on subject specific ICT technologies, laptops and computers be availed for use by teachers and pupils, school heads be trained on how to monitor and support integration of ICT by teachers and governments to provide schools with requisite ICT infrastructures.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
