Influence of Teachers’ Self-Efficacy on ICT Implementation in Kenyan Universities
The study was motivated by the need and realization that ICT implementation has become a necessit... more The study was motivated by the need and realization that ICT implementation has become a necessity in university education in the current 21st century. Therefore, this study provides valuable baseline information to stimulate investment in teachers' self-efficacies influencing ICT implementation to streamline university education by enhancing accessibility, quality, and efficiency. Empirical literature identified a substantial technological gap among the teachers' self-efficacy that significantly influences ICT implementation. Through a descriptive survey, the study investigated how teachers' self-efficacy influences ICT implementation and informs teachers' best practices by incorporating the Technological, Pedagogical Content Knowledge (TPACK) Model lens. Stratified random sampling procedure was used to select 475 teachers/lecturers in Kenyan University. Structured questionnaires method was used to collect data. The data was analyzed using descriptive, inferential s...
Influence of teachers attitude on ict implementation in kenyan universities
Cogent Education
Universities worldwide have been implementing ICT in their curriculum due to the global demand to... more Universities worldwide have been implementing ICT in their curriculum due to the global demand to acquire and access skills and knowledge by learners in the 21st century. Information and Communication Technology (ICT) has increasingly become essential in our daily lives and educational institutions for teaching and learning processes. Teachers being pivotal in instruction, have experienced a myriad of challenges to enhance access, efficiency, and quality. Their attitudinal capacity being very crucial has not been empirically evaluated to ascertain its influence. The study adopted descriptive survey design and used quantitative research procedures. Stratified random sampling procedure was used to select 475 teachers in Kenyan University and data was collected using structured questionnaires.Quantitative data was analyzed using descriptive, factor analysis, inferential statistics, ANOVA as well as regression in Statistical Package for Social Science. The study had 86.4 % response rate and data collected passed normality by Kolmogorov-Smirnov and Shapiro-Wilk Tests criteria as well as normal quantile plots with the KolmogorovSmirnov test of (P = 0.78) and Cronbach’s Alpha score of 0.841. Descriptive results revealed that a mean score for the attitude scale of 80.23 with a standard deviation of 0.403 The analysis revealed that 58.3% (277) of the participants had positive towards ICT implementation.On Factor analysis, five factors with an Eigen value greater than 1 were identified using the Scree test. The identified factors accounted for a total of 53.71% of the variance in scores. The first factor (eigenvalue = 7.23) accounted for 36.14% variance in the responses. The second factor had an eigenvalue of 2.087 and 10.43% variance, factor 3 (eigenvalue = 1.42) accounted for 7.12%. In addition, a binary logistics regression analysis was conducted to predict influencing factors or categorical variables on ICT implementation and the results showed that teachers’ with positive attitude towards ICT implementation were
Information and Communication Technology (ICT) has become pivotal in our daily lives and educatio... more Information and Communication Technology (ICT) has become pivotal in our daily lives and educational institutions' teaching and interaction between instructors and learners. As a result, universities are restructuring their curriculum and classroom instruction bridging the digital gap between education and learning. However, research seldom centers on policies and infrastructure challenges as key ICT implementation factors. Empirical literature identified a substantial technological gap among the ICT policies and infrastructure that significantly influences ICT implementation. The review is essential given the different cultural contexts in which the interplay between ICT implementation, ICT policies, and infrastructure, of which the documentation has been relatively minor. The present study centers on the complex interplay between policy and infrastructural challenges that influence ICT implementation. In line with the study target and contributing to the existing literature, t...
Information and Communication Technology (ICT) has become pivotal in our daily lives and educatio... more Information and Communication Technology (ICT) has become pivotal in our daily lives and educational institutions' teaching and interaction between instructors and learners. As a result, universities are restructuring their curriculum and classroom instruction bridging the digital gap between education and learning. However, research seldom centers on policies and infrastructure challenges as key ICT implementation factors. Empirical literature identified a substantial technological gap among the ICT policies and infrastructure that significantly influences ICT implementation. The review is essential given the different cultural contexts in which the interplay between ICT implementation, ICT policies, and infrastructure, of which the documentation has been relatively minor. The present study centers on the complex interplay between policy and infrastructural challenges that influence ICT implementation. In line with the study target and contributing to the existing literature, the researcher analyzed the literature drawn from qualitative and quantitative studies from different sources. The review established that ICT implementation depends on policies and relevant ICT infrastructure. Therefore, stakeholders need to intervene and address the challenge of effective ICT implementation. The study findings provide valuable baseline information to stimulate investment in ICT policies and infrastructure to streamline university education by enhancing accessibility, quality, and efficiency through ICT implementation.
Information and Communication Technology (ICT) has become pivotal in our daily lives and educatio... more Information and Communication Technology (ICT) has become pivotal in our daily lives and educational institutions' teaching and interaction between instructors and learners. As a result, universities are restructuring their curriculum and classroom instruction bridging the digital gap between education and learning. However, research seldom centers on policies and infrastructure challenges as key ICT implementation factors. Empirical literature identified a substantial technological gap among the ICT policies and infrastructure that significantly influences ICT implementation. The review is essential given the different cultural contexts in which the interplay between ICT implementation, ICT policies, and infrastructure, of which the documentation has been relatively minor. The present study centers on the complex interplay between policy and infrastructural challenges that influence ICT implementation. In line with the study target and contributing to the existing literature, the researcher analyzed the literature drawn from qualitative and quantitative studies from different sources. The review established that ICT implementation depends on policies and relevant ICT infrastructure. Therefore, stakeholders need to intervene and address the challenge of effective ICT implementation. The study findings provide valuable baseline information to stimulate investment in ICT policies and infrastructure to streamline university education by enhancing accessibility, quality, and efficiency through ICT implementation.
Information and Communication Technology (ICT) has become pivotal in our daily lives and educatio... more Information and Communication Technology (ICT) has become pivotal in our daily lives and educational institutions' teaching and interaction between instructors and learners. As a result, universities are restructuring their curriculum and classroom instruction bridging the digital gap between education and learning. However, research seldom centers on policies and infrastructure challenges as key ICT implementation factors. Empirical literature identified a substantial technological gap among the ICT policies and infrastructure that significantly influences ICT implementation. The review is essential given the different cultural contexts in which the interplay between ICT implementation, ICT policies, and infrastructure, of which the documentation has been relatively minor. The present study centers on the complex interplay between policy and infrastructural challenges that influence ICT implementation. In line with the study target and contributing to the existing literature, the researcher analyzed the literature drawn from qualitative and quantitative studies from different sources. The review established that ICT implementation depends on policies and relevant ICT infrastructure. Therefore, stakeholders need to intervene and address the challenge of effective ICT implementation. The study findings provide valuable baseline information to stimulate investment in ICT policies and infrastructure to streamline university education by enhancing accessibility, quality, and efficiency through ICT implementation.
Learner autonomy represents a consumed subject in the realm of English as a foreign language inst... more Learner autonomy represents a consumed subject in the realm of English as a foreign language instruction. Nonetheless, the Algerian literature demonstrates a dearth of research on teachers’ beliefs about learner autonomy in the Algerian Middle school setting. This paper, therefore, examines the beliefs of English as a Foreign Language (EFL) teachers about learner autonomy in Algeria. To this end, quantitative and qualitative data were collected from a sample of 129 Algerian middle school teachers of English as a foreign language. The study deployed a questionnaire in conjunction with an interview for data collection. The questionnaires’ data were numerically analysed using Statistical Package for the Social Sciences (SPPS), while the interviews’ data were analysed qualitatively using coding and theme generation. Findings reveal that teachers often view learner autonomy from psychological and technical orientations, implying that it encompasses the concepts of independence, choice, a...
Universities worldwide have been implementing ICT in their curriculum
due to the global demand t... more Universities worldwide have been implementing ICT in their curriculum due to the global demand to acquire and access skills and knowledge by learners in the 21st century. Information and Communication Technology (ICT) has increasingly become essential in our daily lives and educational institutions for teaching and learning processes. Teachers being pivotal in instruction, have experienced a myriad of challenges to enhance access, efficiency, and quality. Their attitudinal capacity being very crucial has not been empirically evaluated to ascertain its influence. The study adopted descriptive survey design and used quantitative research procedures. Stratified random sampling procedure was used to select 475 teachers in Kenyan University and data was collected using structured questionnaires.Quantitative data was analyzed using descriptive, factor analysis, inferential statistics, ANOVA as well as regression in Statistical Package for Social Science. The study had 86.4 % response rate and data collected passed normality by Kolmogorov-Smirnov and Shapiro-Wilk Tests criteria as well as normal quantile plots with the KolmogorovSmirnov test of (P = 0.78) and Cronbach’s Alpha score of 0.841. Descriptive results revealed that a mean score for the attitude scale of 80.23 with a standard deviation of 0.403 The analysis revealed that 58.3% (277) of the participants had positive towards ICT implementation.On Factor analysis, five factors with an Eigen value greater than 1 were identified using the Scree test. The identified factors accounted for a total of 53.71% of the variance in scores. The first factor (eigenvalue = 7.23) accounted for 36.14% variance in the responses. The second factor had an eigenvalue of 2.087 and 10.43% variance, factor 3 (eigenvalue = 1.42) accounted for 7.12%. In addition, a binary logistics regression analysis was conducted to predict influencing factors or categorical variables on ICT implementation and the results showed that teachers’ with positive attitude towards ICT implementation were
Impact of Integrating ICT Infrastructure in Teaching and Learning in Kenyan Secondary Schools in Meru County
Information Communication and Technology has revolutionized education globally. There have been u... more Information Communication and Technology has revolutionized education globally. There have been unprecedented benefits in all education institution and individuals who have embraced the technology. Major challenges like access, efficiency and quality have been addressed conclusively through integration of ICT. Kenyan government has developed a policy framework on ICT that spell the whole process of implementation of ICT in teaching and learning in all the secondary schools. However, despite the benefits and measures put in place the there has been scanty empirical research to ascertain the impact of integrating ICT in secondary education in Kenya. A descriptive survey design was used to collect data from the field through the use of questionnaire, interviews and an observation schedule. Random sampling method was used to sample 12 secondary schools from the twenty in the County. A sample of 276 respondents comprising 12 principals, 48 teachers, and 216 Form 3 students was used for the study. A correlation coefficient of 0.75 was realized. Descriptive statistics in form of frequencies and percentages were used to analyze data. The findings indicated that impact of ICT integration has not been established in teaching and learning in schools. The was also low investment in ICT infrastructure due to high costs of computer hardware and software. The study recommended
Teachers’ ICT implementation is of growing importance in classrooms; currently, technology has be... more Teachers’ ICT implementation is of growing importance in classrooms; currently, technology has become an essential ingredient of teachers’ practice. The study explores the implication of teachers’ competencies on ICT implementation in universities. The empirical literature has established a considerable research gap despite teachers’ competencies being critical in ICT implementation. The study presents a university survey in Kenya on 475 teachers exploring the implication of teachers’ ICT competencies on ICT implementation and teachers’ skills and knowledge. The descriptive statistics results indicated a mean of 4.279 and a Spearman correlation of 0.618 between teachers’ competencies and use of software tools, implying that teachers’ level of competencies increases as they use and employ software tools when teaching. The chi-square test statistic indicated results of 288.498 and a significance of P < 0.005 . The P value is less than the chosen significance level α = 0.05, which c...
Teachers' ICT implementation is of growing importance in classrooms; currently, technology has be... more Teachers' ICT implementation is of growing importance in classrooms; currently, technology has become an essential ingredient of teachers' practice. e study explores the implication of teachers' competencies on ICT implementation in universities. e empirical literature has established a considerable research gap despite teachers' competencies being critical in ICT implementation. e study presents a university survey in Kenya on 475 teachers exploring the implication of teachers' ICT competencies on ICT implementation and teachers' skills and knowledge. e descriptive statistics results indicated a mean of 4.279 and a Spearman correlation of 0.618 between teachers' competencies and use of software tools, implying that teachers' level of competencies increases as they use and employ software tools when teaching. e chi-square test statistic indicated results of 288.498 and a significance of P < 0.005. e P value is less than the chosen significance level α � 0.05, which checks for independence on the teachers' competencies on ICT implementation. erefore, implying that the null hypothesis was rejected at the 5% level of testing. e conclusion was that there is significant evidence that teachers' competencies significantly influence ICT implementation. erefore, this study forms a foundation informing all universities stakeholders on their responsibility to support teachers in implementing technology in their instruction.
Teachers’ ICT implementation is of growing importance in classrooms; currently, technology has be... more Teachers’ ICT implementation is of growing importance in classrooms; currently, technology has become an essential ingredient of teachers’ practice. )e study explores the implication of teachers’ competencies on ICT implementation in universities. )e empirical literature has established a considerable research gap despite teachers’ competencies being critical in ICT implementation. )e study presents a university survey in Kenya on 475 teachers exploring the implication of teachers’ ICT competencies on ICT implementation and teachers’ skills and knowledge. )e descriptive statistics results indicated a mean of 4.279 and a Spearman correlation of 0.618 between teachers’ competencies and use of software tools, implying that teachers’ level of competencies increases as they use and employ software tools when teaching. )e chi-square test statistic indicated results of 288.498 and a significance of P < 0.005. )e P value is less than the chosen significance level α � 0.05, which checks for independence on the teachers’ competencies on ICT implementation. )erefore, implying that the null hypothesis was rejected at the 5% level of testing. )e conclusion was that there is significant evidence that teachers’ competencies significantly influence ICT implementation. )erefore, this study forms a foundation informing all universities stakeholders on their responsibility to support teachers in implementing technology in their instruction
Teachers' ICT implementation is of growing importance in classrooms; currently, technology has be... more Teachers' ICT implementation is of growing importance in classrooms; currently, technology has become an essential ingredient of teachers' practice. e study explores the implication of teachers' competencies on ICT implementation in universities. e empirical literature has established a considerable research gap despite teachers' competencies being critical in ICT implementation. e study presents a university survey in Kenya on 475 teachers exploring the implication of teachers' ICT competencies on ICT implementation and teachers' skills and knowledge. e descriptive statistics results indicated a mean of 4.279 and a Spearman correlation of 0.618 between teachers' competencies and use of software tools, implying that teachers' level of competencies increases as they use and employ software tools when teaching. e chi-square test statistic indicated results of 288.498 and a significance of P < 0.005. e P value is less than the chosen significance level α � 0.05, which checks for independence on the teachers' competencies on ICT implementation. erefore, implying that the null hypothesis was rejected at the 5% level of testing. e conclusion was that there is significant evidence that teachers' competencies significantly influence ICT implementation. erefore, this study forms a foundation informing all universities stakeholders on their responsibility to support teachers in implementing technology in their instruction.
Teachers' ICT implementation is of growing importance in classrooms; currently, technology has be... more Teachers' ICT implementation is of growing importance in classrooms; currently, technology has become an essential ingredient of teachers' practice. e study explores the implication of teachers' competencies on ICT implementation in universities. e empirical literature has established a considerable research gap despite teachers' competencies being critical in ICT implementation. e study presents a university survey in Kenya on 475 teachers exploring the implication of teachers' ICT competencies on ICT implementation and teachers' skills and knowledge. e descriptive statistics results indicated a mean of 4.279 and a Spearman correlation of 0.618 between teachers' competencies and use of software tools, implying that teachers' level of competencies increases as they use and employ software tools when teaching. e chi-square test statistic indicated results of 288.498 and a significance of P < 0.005. e P value is less than the chosen significance level α � 0.05, which checks for independence on the teachers' competencies on ICT implementation. erefore, implying that the null hypothesis was rejected at the 5% level of testing. e conclusion was that there is significant evidence that teachers' competencies significantly influence ICT implementation. erefore, this study forms a foundation informing all universities stakeholders on their responsibility to support teachers in implementing technology in their instruction.
Information Communication and Technology has revolutionized education globally. There have been u... more Information Communication and Technology has revolutionized education globally. There have been unprecedented benefits in all education institution and individuals who have embraced the technology. Major challenges like access, efficiency and quality have been addressed conclusively through integration of ICT. Kenyan government has developed a policy framework on ICT that spell the whole process of implementation of ICT in teaching and learning in all the secondary schools. However, despite the benefits and measures put in place the there has been scanty empirical research to ascertain the impact of integrating ICT in secondary education in Kenya. A descriptive survey design was used to collect data from the field through the use of questionnaire, interviews and an observation schedule. Random sampling method was used to sample 12 secondary schools from the twenty in the County. A sample of 276 respondents comprising 12 principals, 48 teachers, and 216 Form 3 students was used for the study. A correlation coefficient of 0.75 was realized. Descriptive statistics in form of frequencies and percentages were used to analyze data. The findings indicated that impact of ICT integration has not been established in teaching and learning in schools. The was also low investment in ICT infrastructure due to high costs of computer hardware and software. The study recommended
ICT in education increases access, efficiency and quality of education. The study focused on the ... more ICT in education increases access, efficiency and quality of education. The study focused on the Perceptions of teachers on the use ICT Infrastructure in education in Kenya. It adopted a descriptive survey research design. Random sampling method was used to sample 12 secondary schools from the twenty in the Sub-County and study respondents from the accessible population of the study. A sample of 276 respondents comprising 12 principals and 48 teachers and 216 form 3 students was used for the study. Questionnaires, interviews and observation schedules were used to collect data from the respondents. Reliability of the instruments was established through test re-test method. A Pearson correlation coefficient (r = 0.75) thus the instruments were internally consistent and would test what is required to be tested. The findings indicate that the teachers' perception towards ICT integration into teaching-learning process enhances efficiency, quality and accessibility.
ICT in education increases access, efficiency and quality of education. The study focused on the ... more ICT in education increases access, efficiency and quality of education. The study focused on the Perceptions of teachers on the use ICT Infrastructure in education in Kenya. It adopted a descriptive survey research design. Random sampling method was used to sample 12 secondary schools from the twenty in the Sub-County and study respondents from the accessible population of the study. A sample of 276 respondents comprising 12 principals and 48 teachers and 216 form 3 students was used for the study. Questionnaires, interviews and observation schedules were used to collect data from the respondents. Reliability of the instruments was established through test re-test method. A Pearson correlation coefficient (r = 0.75) thus the instruments were internally consistent and would test what is required to be tested. The findings indicate that the teachers' perception towards ICT integration into teaching-learning process enhances efficiency, quality and accessibility.
Influence of Teachers’ Self-Efficacy on ICT Implementation in Kenyan Universities
The study was motivated by the need and realization that ICT implementation has become a necessit... more The study was motivated by the need and realization that ICT implementation has become a necessity in university education in the current 21st century. Therefore, this study provides valuable baseline information to stimulate investment in teachers' self-efficacies influencing ICT implementation to streamline university education by enhancing accessibility, quality, and efficiency. Empirical literature identified a substantial technological gap among the teachers' self-efficacy that significantly influences ICT implementation. Through a descriptive survey, the study investigated how teachers' self-efficacy influences ICT implementation and informs teachers' best practices by incorporating the Technological, Pedagogical Content Knowledge (TPACK) Model lens. Stratified random sampling procedure was used to select 475 teachers/lecturers in Kenyan University. Structured questionnaires method was used to collect data. The data was analyzed using descriptive, inferential s...
Influence of teachers attitude on ict implementation in kenyan universities
Cogent Education
Universities worldwide have been implementing ICT in their curriculum due to the global demand to... more Universities worldwide have been implementing ICT in their curriculum due to the global demand to acquire and access skills and knowledge by learners in the 21st century. Information and Communication Technology (ICT) has increasingly become essential in our daily lives and educational institutions for teaching and learning processes. Teachers being pivotal in instruction, have experienced a myriad of challenges to enhance access, efficiency, and quality. Their attitudinal capacity being very crucial has not been empirically evaluated to ascertain its influence. The study adopted descriptive survey design and used quantitative research procedures. Stratified random sampling procedure was used to select 475 teachers in Kenyan University and data was collected using structured questionnaires.Quantitative data was analyzed using descriptive, factor analysis, inferential statistics, ANOVA as well as regression in Statistical Package for Social Science. The study had 86.4 % response rate and data collected passed normality by Kolmogorov-Smirnov and Shapiro-Wilk Tests criteria as well as normal quantile plots with the KolmogorovSmirnov test of (P = 0.78) and Cronbach’s Alpha score of 0.841. Descriptive results revealed that a mean score for the attitude scale of 80.23 with a standard deviation of 0.403 The analysis revealed that 58.3% (277) of the participants had positive towards ICT implementation.On Factor analysis, five factors with an Eigen value greater than 1 were identified using the Scree test. The identified factors accounted for a total of 53.71% of the variance in scores. The first factor (eigenvalue = 7.23) accounted for 36.14% variance in the responses. The second factor had an eigenvalue of 2.087 and 10.43% variance, factor 3 (eigenvalue = 1.42) accounted for 7.12%. In addition, a binary logistics regression analysis was conducted to predict influencing factors or categorical variables on ICT implementation and the results showed that teachers’ with positive attitude towards ICT implementation were
Information and Communication Technology (ICT) has become pivotal in our daily lives and educatio... more Information and Communication Technology (ICT) has become pivotal in our daily lives and educational institutions' teaching and interaction between instructors and learners. As a result, universities are restructuring their curriculum and classroom instruction bridging the digital gap between education and learning. However, research seldom centers on policies and infrastructure challenges as key ICT implementation factors. Empirical literature identified a substantial technological gap among the ICT policies and infrastructure that significantly influences ICT implementation. The review is essential given the different cultural contexts in which the interplay between ICT implementation, ICT policies, and infrastructure, of which the documentation has been relatively minor. The present study centers on the complex interplay between policy and infrastructural challenges that influence ICT implementation. In line with the study target and contributing to the existing literature, t...
Information and Communication Technology (ICT) has become pivotal in our daily lives and educatio... more Information and Communication Technology (ICT) has become pivotal in our daily lives and educational institutions' teaching and interaction between instructors and learners. As a result, universities are restructuring their curriculum and classroom instruction bridging the digital gap between education and learning. However, research seldom centers on policies and infrastructure challenges as key ICT implementation factors. Empirical literature identified a substantial technological gap among the ICT policies and infrastructure that significantly influences ICT implementation. The review is essential given the different cultural contexts in which the interplay between ICT implementation, ICT policies, and infrastructure, of which the documentation has been relatively minor. The present study centers on the complex interplay between policy and infrastructural challenges that influence ICT implementation. In line with the study target and contributing to the existing literature, the researcher analyzed the literature drawn from qualitative and quantitative studies from different sources. The review established that ICT implementation depends on policies and relevant ICT infrastructure. Therefore, stakeholders need to intervene and address the challenge of effective ICT implementation. The study findings provide valuable baseline information to stimulate investment in ICT policies and infrastructure to streamline university education by enhancing accessibility, quality, and efficiency through ICT implementation.
Information and Communication Technology (ICT) has become pivotal in our daily lives and educatio... more Information and Communication Technology (ICT) has become pivotal in our daily lives and educational institutions' teaching and interaction between instructors and learners. As a result, universities are restructuring their curriculum and classroom instruction bridging the digital gap between education and learning. However, research seldom centers on policies and infrastructure challenges as key ICT implementation factors. Empirical literature identified a substantial technological gap among the ICT policies and infrastructure that significantly influences ICT implementation. The review is essential given the different cultural contexts in which the interplay between ICT implementation, ICT policies, and infrastructure, of which the documentation has been relatively minor. The present study centers on the complex interplay between policy and infrastructural challenges that influence ICT implementation. In line with the study target and contributing to the existing literature, the researcher analyzed the literature drawn from qualitative and quantitative studies from different sources. The review established that ICT implementation depends on policies and relevant ICT infrastructure. Therefore, stakeholders need to intervene and address the challenge of effective ICT implementation. The study findings provide valuable baseline information to stimulate investment in ICT policies and infrastructure to streamline university education by enhancing accessibility, quality, and efficiency through ICT implementation.
Information and Communication Technology (ICT) has become pivotal in our daily lives and educatio... more Information and Communication Technology (ICT) has become pivotal in our daily lives and educational institutions' teaching and interaction between instructors and learners. As a result, universities are restructuring their curriculum and classroom instruction bridging the digital gap between education and learning. However, research seldom centers on policies and infrastructure challenges as key ICT implementation factors. Empirical literature identified a substantial technological gap among the ICT policies and infrastructure that significantly influences ICT implementation. The review is essential given the different cultural contexts in which the interplay between ICT implementation, ICT policies, and infrastructure, of which the documentation has been relatively minor. The present study centers on the complex interplay between policy and infrastructural challenges that influence ICT implementation. In line with the study target and contributing to the existing literature, the researcher analyzed the literature drawn from qualitative and quantitative studies from different sources. The review established that ICT implementation depends on policies and relevant ICT infrastructure. Therefore, stakeholders need to intervene and address the challenge of effective ICT implementation. The study findings provide valuable baseline information to stimulate investment in ICT policies and infrastructure to streamline university education by enhancing accessibility, quality, and efficiency through ICT implementation.
Learner autonomy represents a consumed subject in the realm of English as a foreign language inst... more Learner autonomy represents a consumed subject in the realm of English as a foreign language instruction. Nonetheless, the Algerian literature demonstrates a dearth of research on teachers’ beliefs about learner autonomy in the Algerian Middle school setting. This paper, therefore, examines the beliefs of English as a Foreign Language (EFL) teachers about learner autonomy in Algeria. To this end, quantitative and qualitative data were collected from a sample of 129 Algerian middle school teachers of English as a foreign language. The study deployed a questionnaire in conjunction with an interview for data collection. The questionnaires’ data were numerically analysed using Statistical Package for the Social Sciences (SPPS), while the interviews’ data were analysed qualitatively using coding and theme generation. Findings reveal that teachers often view learner autonomy from psychological and technical orientations, implying that it encompasses the concepts of independence, choice, a...
Universities worldwide have been implementing ICT in their curriculum
due to the global demand t... more Universities worldwide have been implementing ICT in their curriculum due to the global demand to acquire and access skills and knowledge by learners in the 21st century. Information and Communication Technology (ICT) has increasingly become essential in our daily lives and educational institutions for teaching and learning processes. Teachers being pivotal in instruction, have experienced a myriad of challenges to enhance access, efficiency, and quality. Their attitudinal capacity being very crucial has not been empirically evaluated to ascertain its influence. The study adopted descriptive survey design and used quantitative research procedures. Stratified random sampling procedure was used to select 475 teachers in Kenyan University and data was collected using structured questionnaires.Quantitative data was analyzed using descriptive, factor analysis, inferential statistics, ANOVA as well as regression in Statistical Package for Social Science. The study had 86.4 % response rate and data collected passed normality by Kolmogorov-Smirnov and Shapiro-Wilk Tests criteria as well as normal quantile plots with the KolmogorovSmirnov test of (P = 0.78) and Cronbach’s Alpha score of 0.841. Descriptive results revealed that a mean score for the attitude scale of 80.23 with a standard deviation of 0.403 The analysis revealed that 58.3% (277) of the participants had positive towards ICT implementation.On Factor analysis, five factors with an Eigen value greater than 1 were identified using the Scree test. The identified factors accounted for a total of 53.71% of the variance in scores. The first factor (eigenvalue = 7.23) accounted for 36.14% variance in the responses. The second factor had an eigenvalue of 2.087 and 10.43% variance, factor 3 (eigenvalue = 1.42) accounted for 7.12%. In addition, a binary logistics regression analysis was conducted to predict influencing factors or categorical variables on ICT implementation and the results showed that teachers’ with positive attitude towards ICT implementation were
Impact of Integrating ICT Infrastructure in Teaching and Learning in Kenyan Secondary Schools in Meru County
Information Communication and Technology has revolutionized education globally. There have been u... more Information Communication and Technology has revolutionized education globally. There have been unprecedented benefits in all education institution and individuals who have embraced the technology. Major challenges like access, efficiency and quality have been addressed conclusively through integration of ICT. Kenyan government has developed a policy framework on ICT that spell the whole process of implementation of ICT in teaching and learning in all the secondary schools. However, despite the benefits and measures put in place the there has been scanty empirical research to ascertain the impact of integrating ICT in secondary education in Kenya. A descriptive survey design was used to collect data from the field through the use of questionnaire, interviews and an observation schedule. Random sampling method was used to sample 12 secondary schools from the twenty in the County. A sample of 276 respondents comprising 12 principals, 48 teachers, and 216 Form 3 students was used for the study. A correlation coefficient of 0.75 was realized. Descriptive statistics in form of frequencies and percentages were used to analyze data. The findings indicated that impact of ICT integration has not been established in teaching and learning in schools. The was also low investment in ICT infrastructure due to high costs of computer hardware and software. The study recommended
Teachers’ ICT implementation is of growing importance in classrooms; currently, technology has be... more Teachers’ ICT implementation is of growing importance in classrooms; currently, technology has become an essential ingredient of teachers’ practice. The study explores the implication of teachers’ competencies on ICT implementation in universities. The empirical literature has established a considerable research gap despite teachers’ competencies being critical in ICT implementation. The study presents a university survey in Kenya on 475 teachers exploring the implication of teachers’ ICT competencies on ICT implementation and teachers’ skills and knowledge. The descriptive statistics results indicated a mean of 4.279 and a Spearman correlation of 0.618 between teachers’ competencies and use of software tools, implying that teachers’ level of competencies increases as they use and employ software tools when teaching. The chi-square test statistic indicated results of 288.498 and a significance of P < 0.005 . The P value is less than the chosen significance level α = 0.05, which c...
Teachers' ICT implementation is of growing importance in classrooms; currently, technology has be... more Teachers' ICT implementation is of growing importance in classrooms; currently, technology has become an essential ingredient of teachers' practice. e study explores the implication of teachers' competencies on ICT implementation in universities. e empirical literature has established a considerable research gap despite teachers' competencies being critical in ICT implementation. e study presents a university survey in Kenya on 475 teachers exploring the implication of teachers' ICT competencies on ICT implementation and teachers' skills and knowledge. e descriptive statistics results indicated a mean of 4.279 and a Spearman correlation of 0.618 between teachers' competencies and use of software tools, implying that teachers' level of competencies increases as they use and employ software tools when teaching. e chi-square test statistic indicated results of 288.498 and a significance of P < 0.005. e P value is less than the chosen significance level α � 0.05, which checks for independence on the teachers' competencies on ICT implementation. erefore, implying that the null hypothesis was rejected at the 5% level of testing. e conclusion was that there is significant evidence that teachers' competencies significantly influence ICT implementation. erefore, this study forms a foundation informing all universities stakeholders on their responsibility to support teachers in implementing technology in their instruction.
Teachers’ ICT implementation is of growing importance in classrooms; currently, technology has be... more Teachers’ ICT implementation is of growing importance in classrooms; currently, technology has become an essential ingredient of teachers’ practice. )e study explores the implication of teachers’ competencies on ICT implementation in universities. )e empirical literature has established a considerable research gap despite teachers’ competencies being critical in ICT implementation. )e study presents a university survey in Kenya on 475 teachers exploring the implication of teachers’ ICT competencies on ICT implementation and teachers’ skills and knowledge. )e descriptive statistics results indicated a mean of 4.279 and a Spearman correlation of 0.618 between teachers’ competencies and use of software tools, implying that teachers’ level of competencies increases as they use and employ software tools when teaching. )e chi-square test statistic indicated results of 288.498 and a significance of P < 0.005. )e P value is less than the chosen significance level α � 0.05, which checks for independence on the teachers’ competencies on ICT implementation. )erefore, implying that the null hypothesis was rejected at the 5% level of testing. )e conclusion was that there is significant evidence that teachers’ competencies significantly influence ICT implementation. )erefore, this study forms a foundation informing all universities stakeholders on their responsibility to support teachers in implementing technology in their instruction
Teachers' ICT implementation is of growing importance in classrooms; currently, technology has be... more Teachers' ICT implementation is of growing importance in classrooms; currently, technology has become an essential ingredient of teachers' practice. e study explores the implication of teachers' competencies on ICT implementation in universities. e empirical literature has established a considerable research gap despite teachers' competencies being critical in ICT implementation. e study presents a university survey in Kenya on 475 teachers exploring the implication of teachers' ICT competencies on ICT implementation and teachers' skills and knowledge. e descriptive statistics results indicated a mean of 4.279 and a Spearman correlation of 0.618 between teachers' competencies and use of software tools, implying that teachers' level of competencies increases as they use and employ software tools when teaching. e chi-square test statistic indicated results of 288.498 and a significance of P < 0.005. e P value is less than the chosen significance level α � 0.05, which checks for independence on the teachers' competencies on ICT implementation. erefore, implying that the null hypothesis was rejected at the 5% level of testing. e conclusion was that there is significant evidence that teachers' competencies significantly influence ICT implementation. erefore, this study forms a foundation informing all universities stakeholders on their responsibility to support teachers in implementing technology in their instruction.
Teachers' ICT implementation is of growing importance in classrooms; currently, technology has be... more Teachers' ICT implementation is of growing importance in classrooms; currently, technology has become an essential ingredient of teachers' practice. e study explores the implication of teachers' competencies on ICT implementation in universities. e empirical literature has established a considerable research gap despite teachers' competencies being critical in ICT implementation. e study presents a university survey in Kenya on 475 teachers exploring the implication of teachers' ICT competencies on ICT implementation and teachers' skills and knowledge. e descriptive statistics results indicated a mean of 4.279 and a Spearman correlation of 0.618 between teachers' competencies and use of software tools, implying that teachers' level of competencies increases as they use and employ software tools when teaching. e chi-square test statistic indicated results of 288.498 and a significance of P < 0.005. e P value is less than the chosen significance level α � 0.05, which checks for independence on the teachers' competencies on ICT implementation. erefore, implying that the null hypothesis was rejected at the 5% level of testing. e conclusion was that there is significant evidence that teachers' competencies significantly influence ICT implementation. erefore, this study forms a foundation informing all universities stakeholders on their responsibility to support teachers in implementing technology in their instruction.
Information Communication and Technology has revolutionized education globally. There have been u... more Information Communication and Technology has revolutionized education globally. There have been unprecedented benefits in all education institution and individuals who have embraced the technology. Major challenges like access, efficiency and quality have been addressed conclusively through integration of ICT. Kenyan government has developed a policy framework on ICT that spell the whole process of implementation of ICT in teaching and learning in all the secondary schools. However, despite the benefits and measures put in place the there has been scanty empirical research to ascertain the impact of integrating ICT in secondary education in Kenya. A descriptive survey design was used to collect data from the field through the use of questionnaire, interviews and an observation schedule. Random sampling method was used to sample 12 secondary schools from the twenty in the County. A sample of 276 respondents comprising 12 principals, 48 teachers, and 216 Form 3 students was used for the study. A correlation coefficient of 0.75 was realized. Descriptive statistics in form of frequencies and percentages were used to analyze data. The findings indicated that impact of ICT integration has not been established in teaching and learning in schools. The was also low investment in ICT infrastructure due to high costs of computer hardware and software. The study recommended
ICT in education increases access, efficiency and quality of education. The study focused on the ... more ICT in education increases access, efficiency and quality of education. The study focused on the Perceptions of teachers on the use ICT Infrastructure in education in Kenya. It adopted a descriptive survey research design. Random sampling method was used to sample 12 secondary schools from the twenty in the Sub-County and study respondents from the accessible population of the study. A sample of 276 respondents comprising 12 principals and 48 teachers and 216 form 3 students was used for the study. Questionnaires, interviews and observation schedules were used to collect data from the respondents. Reliability of the instruments was established through test re-test method. A Pearson correlation coefficient (r = 0.75) thus the instruments were internally consistent and would test what is required to be tested. The findings indicate that the teachers' perception towards ICT integration into teaching-learning process enhances efficiency, quality and accessibility.
ICT in education increases access, efficiency and quality of education. The study focused on the ... more ICT in education increases access, efficiency and quality of education. The study focused on the Perceptions of teachers on the use ICT Infrastructure in education in Kenya. It adopted a descriptive survey research design. Random sampling method was used to sample 12 secondary schools from the twenty in the Sub-County and study respondents from the accessible population of the study. A sample of 276 respondents comprising 12 principals and 48 teachers and 216 form 3 students was used for the study. Questionnaires, interviews and observation schedules were used to collect data from the respondents. Reliability of the instruments was established through test re-test method. A Pearson correlation coefficient (r = 0.75) thus the instruments were internally consistent and would test what is required to be tested. The findings indicate that the teachers' perception towards ICT integration into teaching-learning process enhances efficiency, quality and accessibility.
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Papers by Timothy Bariu
due to the global demand to acquire and access skills and knowledge by learners in
the 21st century. Information and Communication Technology (ICT) has increasingly
become essential in our daily lives and educational institutions for teaching and
learning processes. Teachers being pivotal in instruction, have experienced a myriad
of challenges to enhance access, efficiency, and quality. Their attitudinal capacity
being very crucial has not been empirically evaluated to ascertain its influence. The
study adopted descriptive survey design and used quantitative research procedures.
Stratified random sampling procedure was used to select 475 teachers in Kenyan
University and data was collected using structured questionnaires.Quantitative data
was analyzed using descriptive, factor analysis, inferential statistics, ANOVA as well
as regression in Statistical Package for Social Science. The study had 86.4 %
response rate and data collected passed normality by Kolmogorov-Smirnov and
Shapiro-Wilk Tests criteria as well as normal quantile plots with the KolmogorovSmirnov test of (P = 0.78) and Cronbach’s Alpha score of 0.841. Descriptive results
revealed that a mean score for the attitude scale of 80.23 with a standard deviation
of 0.403 The analysis revealed that 58.3% (277) of the participants had positive
towards ICT implementation.On Factor analysis, five factors with an Eigen value
greater than 1 were identified using the Scree test. The identified factors accounted
for a total of 53.71% of the variance in scores. The first factor (eigenvalue = 7.23)
accounted for 36.14% variance in the responses. The second factor had an eigenvalue of 2.087 and 10.43% variance, factor 3 (eigenvalue = 1.42) accounted for
7.12%. In addition, a binary logistics regression analysis was conducted to predict
influencing factors or categorical variables on ICT implementation and the results
showed that teachers’ with positive attitude towards ICT implementation were
of teachers’ practice. )e study explores the implication of teachers’ competencies on ICT implementation in universities. )e
empirical literature has established a considerable research gap despite teachers’ competencies being critical in ICT implementation. )e study presents a university survey in Kenya on 475 teachers exploring the implication of teachers’ ICT competencies on ICT implementation and teachers’ skills and knowledge. )e descriptive statistics results indicated a mean of 4.279
and a Spearman correlation of 0.618 between teachers’ competencies and use of software tools, implying that teachers’ level of
competencies increases as they use and employ software tools when teaching. )e chi-square test statistic indicated results of
288.498 and a significance of P < 0.005. )e P value is less than the chosen significance level α � 0.05, which checks for independence on the teachers’ competencies on ICT implementation. )erefore, implying that the null hypothesis was rejected at
the 5% level of testing. )e conclusion was that there is significant evidence that teachers’ competencies significantly influence ICT
implementation. )erefore, this study forms a foundation informing all universities stakeholders on their responsibility to support
teachers in implementing technology in their instruction
due to the global demand to acquire and access skills and knowledge by learners in
the 21st century. Information and Communication Technology (ICT) has increasingly
become essential in our daily lives and educational institutions for teaching and
learning processes. Teachers being pivotal in instruction, have experienced a myriad
of challenges to enhance access, efficiency, and quality. Their attitudinal capacity
being very crucial has not been empirically evaluated to ascertain its influence. The
study adopted descriptive survey design and used quantitative research procedures.
Stratified random sampling procedure was used to select 475 teachers in Kenyan
University and data was collected using structured questionnaires.Quantitative data
was analyzed using descriptive, factor analysis, inferential statistics, ANOVA as well
as regression in Statistical Package for Social Science. The study had 86.4 %
response rate and data collected passed normality by Kolmogorov-Smirnov and
Shapiro-Wilk Tests criteria as well as normal quantile plots with the KolmogorovSmirnov test of (P = 0.78) and Cronbach’s Alpha score of 0.841. Descriptive results
revealed that a mean score for the attitude scale of 80.23 with a standard deviation
of 0.403 The analysis revealed that 58.3% (277) of the participants had positive
towards ICT implementation.On Factor analysis, five factors with an Eigen value
greater than 1 were identified using the Scree test. The identified factors accounted
for a total of 53.71% of the variance in scores. The first factor (eigenvalue = 7.23)
accounted for 36.14% variance in the responses. The second factor had an eigenvalue of 2.087 and 10.43% variance, factor 3 (eigenvalue = 1.42) accounted for
7.12%. In addition, a binary logistics regression analysis was conducted to predict
influencing factors or categorical variables on ICT implementation and the results
showed that teachers’ with positive attitude towards ICT implementation were
of teachers’ practice. )e study explores the implication of teachers’ competencies on ICT implementation in universities. )e
empirical literature has established a considerable research gap despite teachers’ competencies being critical in ICT implementation. )e study presents a university survey in Kenya on 475 teachers exploring the implication of teachers’ ICT competencies on ICT implementation and teachers’ skills and knowledge. )e descriptive statistics results indicated a mean of 4.279
and a Spearman correlation of 0.618 between teachers’ competencies and use of software tools, implying that teachers’ level of
competencies increases as they use and employ software tools when teaching. )e chi-square test statistic indicated results of
288.498 and a significance of P < 0.005. )e P value is less than the chosen significance level α � 0.05, which checks for independence on the teachers’ competencies on ICT implementation. )erefore, implying that the null hypothesis was rejected at
the 5% level of testing. )e conclusion was that there is significant evidence that teachers’ competencies significantly influence ICT
implementation. )erefore, this study forms a foundation informing all universities stakeholders on their responsibility to support
teachers in implementing technology in their instruction