Moderating Effect of Environmental Factors on the Correlation Between Project Scope Management Practices and the Integration of Technology Integration in Public High Schools in Kenya

Abstract

This study focused on investigating Project Scope Management practices and adoption of Technology Integration in Kenyan Public High Schools. Data for the study was gathered from 189 out of the 373 public high schools located in Kiambu and Nairobi counties. A cross-sectional descriptive research design was used, incorporating both quantitative and qualitative methods for data gathering, scrutiny, and presentation. The process of selecting schools actively incorporating Technology Integration into their educational practices was carried out using stratified sampling. The study employed a combination of closed and free-response questions in the questionnaires directed to the managers and tutors responsible for technology integration, as well as interviews conducted with the administrators of the schools. The collected data was analyzed using Jamovi, an advanced version of SPSS, for both descriptive and inferential statistics. Correlation analysis was applied to assess the Relationships between quantitative variables. Pearson Correlation and regression techniques were employed for inferential analysis. The parameters of the regression model were used to ascertain the predictive role of the independent variables in the study. The findings led to the conclusion that there was indeed a significant correlation between Project Scope Management practices and Adoption of Technology in public high schools with moderation of the environmental factors. Educational policymakers and school administrators ought not only focus on improving project management practices but also create conducive environments that facilitate technology integration efforts. Environmental factors index has no significant moderation effect on relationship between Scope Management Practices and Technology integration in Public High Schools in Kenya (H06: βx2m= 0) was rejected (β2=-0.122, t= -2.12, p-value = 0.036). By recognizing and addressing the influence of environmental factors, Kenyan public high schools can more effectively address the challenges and seize the opportunities linked to technology adoption in the educational process, ultimately elevating the quality of education for students in the digital era.