Browsing by Author "Boit, John"

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    Effect of Teachers’ ICT Pre-requisite Skills on Adoption and Use of Information Communication Technologies (ICT) in Public Secondary Schools in Kenya
    (American Journal of Humanities and Social Sciences Research (AJHSSR), 2019) Oduor, Hellen Nekesa; Boit, John; Ayiro, Laban Peter
    The government of Kenya funded five secondary schools in every constituency in 2010/2011 financial year under ICT Economic Stimulus Programme (ESP).The move was geared towards catalyzing the adoption and use of ICT in secondary schools. The purpose of this study was to investigate the influence of teachers’ ICT prerequisite skills on adoption and use of information communication technology (ICT) in public secondary schools in the republic of Kenya. The objective was to assess the effect of teachers’ ICT pre-requisite skills on adoption and use of ICT. The study adopted a mixed methods research design, it was informed by the pragmatic philosophical paradigm and guided by diffusion of innovation (DOI) theory. The target population was 30,080 teachers from public secondary schools funded by the government of Kenya under ICT Economic Stimulus Programme (ESP). Participating regions, counties and schools were selected using simple random sampling design to obtain 384 teachers. ICT pre-requisite skills, was the independent variables while adoption and use of ICT in public secondary schools was the dependent variable. Data was collected by closed ended questionnaires and interview schedules. It was cleaned and presented using the mean, mode and range descriptive statistics. The hypothesis was tested via Pearson’s Correlation Coefficient. The study established a statistically significant relationship between teachers’ pre-requisite ICT skills and adoption and use of ICT of + 0.154. The study recommended a follow up/monitoring and evaluation of adoption and use of ICT on termly basis until it picks the momentum, a review of the teacher education curriculum to reflect more courses in ICT, emphasis on in-service training in ICT. Finding and recommendation of this study will be of use to education stakeholders; policy makers, teachers, students and the government as they strives to attain vision 2030.
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    Teachers’ Gender Influence on Adoption and Use of Information and Communication Technology in Public Secondary Schools in Kenya
    (African Journal of Education, Science and Technology, 2018-06-01) Oduor, Nekesa Hellen; Ayiro, Laban Peter; Boit, John
    The purpose of this study was to establish the influence of teachers’ gender on adoption and use of Information and Communication Technology (ICT) in public secondary schools in Kenya. The objective was to: Determine the effect of gender on adoption and use of ICT in public secondary schools. Target population was 30,080 teachers under the ICT Economic Stimulus Programme (ESP). Simple random sampling technique was used to obtain 244 teachers. A mixed methods research design inclined towards quantitative strategy was adopted. The study was informed by pragmatic philosophical paradigm. Teachers’ gender constituted the independent variable, while adoption and use of ICT was the dependent variable. Data was collected by closed-ended questionnaire and interview schedule, organized and presented using frequency, mean and standard deviation tables. The hypothesis was tested by Pearson’s correlation coefficient. The number of male teachers and female teachers was 162 and 82 respectively. However, the use of computers by males had a mean of 3.679 and the female 3.4756 on a Likert scale of 1 to 5. The use of Liquid Crystal Display (LCD) projectors had a mean of 2.5802 for male teachers and 2.4390 for female teachers. Use of printers had a mean of 4.1605 for males and 3.914 for females. Also, use of internet had a mean of 3.3765 for males and a mean of 3.353 for females. All the responses on items relating to adoption were between 4.0 and 5.0 which would mean agreeing and strongly agreeing respectively, hence the teachers were not using ICT in secondary schools. The hypothesis, HO1: There was no significant relationship between gender with adoption and use of ICT, male teachers ranked higher than female teachers on the use of IT for instructional support with mean ranks of 124.03 and 119.47 respectively after testing using Mann Whitney U test. The p value was 0.624 which was greater than P = 0.05 hence the hypothesis indicated that there was no statistically significant relationship between gender with adoption and use of ICT. Findings of this study will provide a framework which will assist school managers make decisions on how to adopt and use ICT in schools. The study recommended that education stakeholders should give clear information on the adoption and use of ICT in secondary schools and establish the source of funds for maintenance, repairs and further acquisition of the necessary infrastructure amid enrolment explosion in public secondary schools. Also, teachers need to be empowered through both pre- service and continuous in-service training.