| dc.description.abstract | Utilization of Information Communication Technology (ICT) in teaching activities has
attracted the attention of many educators. However, utilization of ICT in education has
not been successfully implemented in schools in Kenya. The purpose of this study was to
investigate utilization of ICT in teaching activities in secondary schools in Nakuru East
Sub-County, Kenya. This study was guided by the following objectives: to establish the
influence of teacher motivation practices, teacher training practices, resource allocation
practices and school policies on utilization of ICT in secondary schools in Nakuru East
Sub-County, Kenya. The theoretical framework for this study was the Model of
Acceptance with Peer Support (MAPS) developed by Skykes and Unified Theory of
Acceptance and Use of Technology. Descriptive Survey Design was used for this study.
The target population of the study was 469 teachers, 19 principals in 19 secondary
schools in Nakuru East Sub-County, Kenya. Census sampling was used. 2 principals and
46 teachers were selected in the piloting of the instrument. Sample size was 423 teachers
and 17 principals. Closed-ended questionnaires were employed for data collection,
initially piloted in Nakuru East Sub-County, and subsequently validated by field
supervisors and subject matter experts. Reliability was assessed using the test-retest
method, and the constructs measured were to a great extent. The data analysis
encompassed both descriptive (percentages and means) and inferential statistics,
resulting in correlation and regression coefficients. The findings show a moderate
positive relationship between teacher motivation practices and ICT utilization in teaching
activities (r=0.58; p<0.05). A statistically significant relationship exists between teacher
training practices and ICT use in teaching activities (r=0.59; p<0.01). Similarly, ICT
Resource Allocation Practices correlate significantly with ICT application in teaching
(r=0.622; p<0.05), as do school policies (r=0.359; p<0.05). The study recommends that
to enhance ICT utilization in teaching, motivating teachers with ICT certificates and skill
development is vital, alongside strengthening teacher training through seminars.
Allocating ICT resources such as laptops and e-learning accessories further supports ICT
use. School management should support teachers, encourage ICT resource utilization,
and explore effective training methods. Providing ICT resources to teachers and schools
enhances teaching activities. Developing ICT policies can reinforce teacher ICT use.
This study informs school boards on improving ICT utilization, potentially enhancing
teacher productivity, as well this study adhered to ethical provisions. | en_US |
