https://kerd.ku.ac.ke/handle/123456789/48 2026-08-26T07:17:44Z 2026-08-26T07:17:44Z Munala, Eshery Ondiek, Collins Oduor https://kerd.ku.ac.ke/handle/123456789/1698 2020-07-08T10:12:48Z 2020-05-05T00:00:00Z

Exploring Teacher’s Role in ICT Implementation for Learner Progress Monitoring in Secondary Schools in Nairobi County, Kenya Munala, Eshery; Ondiek, Collins Oduor The study objective was to determine the role of the teacher in ICT implementation for learner progress monitoring. The study was based on the social and cognitive constructivist theory. The target population constituted 10 teachers of public secondary schools. The target population was sampled and picked using purposive sampling technique. A questionnaire and a short interview were used as research instruments. The research project was guided by a descriptive survey design. The data was analysed using descriptive statistics. The findings were interpreted, discussed and presented on tables, pie charts and in form of percentages for ease of discussion, interpretation and conclusions. Quantitative data was obtained using percentages as well as weighted mean with the help of SPSS software, IBM version 20, while qualitative data was analysed by use of descriptive statistics. Findings indicated that majority of teachers had undergone ICT training which implied that a high percentage of teachers had the required skills on instructional technological knowledge and therefore aptly took up their roles for ease of use in curriculum implementation, even though the teachers were not armed with ICT skills for complex analysis of the learners’ results An article in Editon Consortium Journal of Curriculum and Educational Studies (ECJCES)

2020-05-05T00:00:00Z Chepkemoi, Naumi Wanyonyi, David https://kerd.ku.ac.ke/handle/123456789/1677 2020-07-08T08:48:59Z 2017-09-01T00:00:00Z

The Use of ICT in Teaching Kiswahili Play in Secondary Schools in Uasingishu County, Kenya Chepkemoi, Naumi; Wanyonyi, David The main aim of this study was to investigate the use of ICT in teaching Kiswahili plays in secondary schools as a way of cultivating interest and positive attitude towards drama at an early age. The objectives of the study were: To ascertain whether teachers of Kiswahili play have ICT skills for teaching Kiswahili plays and to examine attitude of teachers of Kiswahili towards integration of ICT in teaching Kiswahili plays The study used social learning theory by Bandura and the functionalism theory by John Dewey. The study employed a descriptive survey design to answer the research questions. Stratified sampling was used to categorize schools in to boys, girls, mixed schools, day and boarding schools. Simple random sampling was applied to select 275 students from a total of 918 students. The study used focus group discussion, questionnaires for teachers and students to collect data and interviews to provide further information on the teacher’s attitude on the use of ICT in teaching Kiswahili play and observation. The study showed limited use of ICT in teaching and learning of Kiswahili play and it adds up into the pool of existing knowledge and is beneficial to teachers since it gives suggestion on the best combination to motivate and arouse interest of teaching and also to the teacher training institutions in preparing teachers to adequately use ICT in instruction in classroom level and also to the curriculum developers An article in the European Scientific Journal

2017-09-01T00:00:00Z Murungi, Verasia Mukwaiti Kibaara, Tarsilla M. Mwaniki, Terry M. https://kerd.ku.ac.ke/handle/123456789/1660 2020-07-08T07:03:53Z 2017-08-01T00:00:00Z

Impact of Implementing Information Technology on Teaching in Public Secondary Schools in Mbeere Sub-county, Embu County, Kenya Murungi, Verasia Mukwaiti; Kibaara, Tarsilla M.; Mwaniki, Terry M. The significant role of information and communication technology (ICT) in education has been improving and the Kenyan Government has developed policies and initiatives to institute the use of ICT’s in schools and this study therefore sought to establish the impact of implementing information technology on teaching in public secondary schools by examining the impact of ICT in teaching. The findings of the study showed that although the government established ICT policies to enhance use of ICT, secondary schools in the Sub County have not adequately implemented ICT in teaching, with the study showing that teachers lacked the necessary skills for the ICT uptake, though the they have the will and commitment to roll out the ICT policy as directed by the Ministry. The study recommends that teachers need to be supported through training on ICT skills necessary for teaching, and that computer applications to form part of the teacher training curriculum. An article in IJRDO-Journal of Educational Research

2017-08-01T00:00:00Z Mutwiri, Laban Murithi Kafwa, Violet Nabwire Mwaka-Kyalo, Marcella https://kerd.ku.ac.ke/handle/123456789/1657 2020-07-08T06:51:21Z 2017-11-22T00:00:00Z

The Role of Principals in Information and Communications Technology (ICT) Policy Formulation in Public Secondary Schools in Kenya Mutwiri, Laban Murithi; Kafwa, Violet Nabwire; Mwaka-Kyalo, Marcella The appreciation of the role of Information Communications and Technology (ICT) in recent years has driven many countries and Institutions of learning in particular to adopting these developments with an aim to enhance effective instructional designs. Its usage has widely been linked to one of the key catalysts towards attainment of Millennium Development Goals (MDGs). Inclusion of key stakeholders in the formulation of policies that guide its implementation is therefore vital. This paper is an examination of the role played by Principals in ICT policy formulation in public secondary schools. To achieve this objective, the study employed a descriptive design sampling 211 public secondary schools from Meru County through stratified sampling technique. The study sample comprised of 335 teachers, selected through simple random sampling method and 211 Principals purposively selected. Data was collected by triangulation, which made use of interview schedule, questionnaire, and observation guide. The data collected was analyzed using descriptive statistics using frequencies and percentages. The authors found out that most schools lacked compressive ICT policy on the use of ICT in teaching and learning. Government need to escalate both in-service and pre-service training programmes of school heads on ICT pedagogical skills, as well as ensuring effective translation of ICT policy on education to school level. An article in Kabarak Journal of Research & Innovation

2017-11-22T00:00:00Z