Stakeholders’ Perceptions of ICT Integration on KCSE Chemistry Performance in Public Secondary Schools in Kisumu County, Kenya

Abstract

Information Communication Technology (ICT) integration is embraced in education to improve the quality of learning and performance globally. In 1996, the Ministry of Education in Kenya directed secondary schools to introduce computer studies into their curriculum. In 2006 (with studies having demonstrated a positive correlation between ICT integration and performance), under its national ICT policy, the ministry encouraged ICT integration in education using even basic infrastructure, including mobile phones and the Internet. It jumpstarted the program with grants for ICT equipment to 5 schools in every constituency in the republic. Chemistry is expected to benefit more because the versatile ICT tools concretize concepts and enhance the learning of its abstract content. This study aimed to assess stakeholders' perceptions of ICT integration on Kenya Certificate of Secondary Education (KCSE) Chemistry performance. The study was anchored on the 'stimulus and response' theory involving Teacher Quality, Instructional Quality, and Student Outcome. A descriptive survey and a sequential exploratory design were used. Quantitative analysis of data was done using descriptive statistics that included frequency counts, percentages, means, and standard deviations, while qualitative data was analyzed thematically. Findings indicated that stakeholders had positive perceptions that ICT integration improves performance, but teachers seldom used it in instruction. The study concluded that all schools should have instructional websites and go digital with all their pedagogical activities.