http://ir.mu.ac.ke:8080/jspui/handle/123456789/64 2026-07-16T19:05:39Z http://ir.mu.ac.ke:8080/jspui/handle/123456789/10287 Title: English Language Teachers’ competence in integrating information and communication technology in secondary school teaching in Kenya Authors: Wanyonyi, Michelle Nekoye; Ongeti, Khaemba; Masinde, Robert Abstract: The integration of Information and Communication Technology (ICT) has become a critical component of effective teaching and learning in contemporary education systems. This study examined the competence of English language teachers in integrating ICT in secondary school teaching in Kenya with a view to enhancing the achievement of curriculum goals. The study was conducted in Kimilili Sub-county, Bungoma County, Kenya, and adopted a descriptive phenomenological cross-sectional research design within a mixed-methods approach. The target population comprised 272 teachers of English and approximately 6,800 Form Three learners drawn from 34 public secondary schools. Data were collected using questionnaires, focus group discussions, and face-to-face interviews and analysed descriptively according to emerging themes. The findings revealed that teachers acquired ICT competence through pre-service teacher training, in-service courses, workshops, seminars, and peer interactions. Workshops and seminars were reported by 80% of the teachers as the primary avenues for ICT skills acquisition. Despite the availability of ICT resources such as mobile phones, laptops, desktop computers, projectors, and tablets in most schools, only a small proportion of teachers demonstrated adequate competence in integrating ICT into classroom pedagogy. Many teachers reported limited confidence in using ICT and perceived ICT integration as difficult and time-consuming. Inadequate infrastructure, limited technical support, insufficient training opportunities, unreliable internet connectivity, and inadequate institutional support further constrained effective ICT integration. Conversely, learners generally expressed positive attitudes towards ICT-supported learning activities. The study concludes that teachers’ competence significantly influences the successful integration of ICT in English language teaching. It recommends continuous professional development programmes, improved ICT infrastructure, enhanced technical support services, and increased investment in teacher capacity building to promote effective and sustainable ICT integration in secondary school education. 2026-06-01T00:00:00Z http://ir.mu.ac.ke:8080/jspui/handle/123456789/10277 Title: English language teachers’ competence in integrating information and communication technology in secondary school teaching in Kenya Authors: Wanyonyi, Michelle Nekoye; Khaemba, Ongeti; Masinde, Robert Abstract: The integration of Information and Communication Technology (ICT) has become a critical component of effective teaching and learning in contemporary education systems. This study examined the competence of English language teachers in integrating ICT in secondary school teaching in Kenya with a view to enhancing the achievement of curriculum goals. The study was conducted in Kimilili Sub-county, Bungoma County, Kenya, and adopted a descriptive phenomenological cross-sectional research design within a mixed-methods approach. The target population comprised 272 teachers of English and approximately 6,800 Form Three learners drawn from 34 public secondary schools. Data were collected using questionnaires, focus group discussions, and face-to-face interviews and analysed descriptively according to emerging themes. The findings revealed that teachers acquired ICT competence through pre-service teacher training, in-service courses, workshops, seminars, and peer interactions. Workshops and seminars were reported by 80% of the teachers as the primary avenues for ICT skills acquisition. Despite the availability of ICT resources such as mobile phones, laptops, desktop computers, projectors, and tablets in most schools, only a small proportion of teachers demonstrated adequate competence in integrating ICT into classroom pedagogy. Many teachers reported limited confidence in using ICT and perceived ICT integration as difficult and time-consuming. Inadequate infrastructure, limited technical support, insufficient training opportunities, unreliable internet connectivity, and inadequate institutional support further constrained effective ICT integration. Conversely, learners generally expressed positive attitudes towards ICT-supported learning activities. The study concludes that teachers’ competence significantly influences the successful integration of ICT in English language teaching. It recommends continuous professional development programmes, improved ICT infrastructure, enhanced technical support services, and increased investment in teacher capacity building to promote effective and sustainable ICT integration in secondary school education. 2026-01-01T00:00:00Z http://ir.mu.ac.ke:8080/jspui/handle/123456789/10275 Title: Classroom assessment: interrogating teachers’ assessment practices and competence Authors: Dingili, Rodgers; Mugera, Erick Abstract: Introduction: Curricular reforms call for a paradigm shift in the way teachers conduct assessment. This paper is a report of a study that was carried out in the year 2024 interrogating teachers’ assessment practices and competence in classroom assessment. Methods: The study adopted a qualitative research methodology and a multiple case study research design. The target population consisted of teachers at grade four in Turkana county, Kenya. Purposive sampling was used to select nine public schools to participate in the study. One teacher in every school was selected through convenience sampling method. A total of nine teachers participated in the study. Data was generated using interviews and analyses inductively through the grounded method of analysis. Results and discussion: The study established that; class exercises, oral questions and observations were the frequently used assessment practices. In relation to teacher competence in assessment, it was found that teachers expertly applied theoretical-assessment techniques. In few instances where they used varied assessment tools, integrated and authentic assessment techniques, the assessment process remained unstandardized, unrecorded and unreported. There is thus need for lengthy CBC training so as teachers familiarize with requisite assessment skills for effective classroom assessment. This study thus informs teacher preparation programs at pre-service and in-service levels. 2026-01-01T00:00:00Z http://ir.mu.ac.ke:8080/jspui/handle/123456789/9622 Title: Challenges and opportunities in East African doctoral supervision Authors: Chang’ach, John K.; Barasa, Mercy Chemutai; Rugut, Cornelius; Ronoh, Janet; Chemwor, Ezekiel Abstract: In a changing doctoral supervision environment, challenges and opportunities in doctoral supervision need to be better understood to provide the right support for quality doctoral supervision. This paper offers a contextual literature review of the challenges and opportunities in the East African higher education landscape. It is demonstrated that despite the new approaches that have emerged over time on effective doctoral supervision, universities in East Africa still face low graduate completion rates and poor research output. This emerges from key challenges including poor student-supervisor relationships, differences in research orientation between students and their supervisors, and administrative issues including a shortage of doctoral supervisors, high supervisor workload, and inadequate administrative support. Nonetheless, several opportunities for improving doctoral supervision in East Africa are identified including capacity building, collaborative supervision, and leveraging of technology. It is therefore recommended that Universities take advantage of emerging solutions to challenges in doctoral supervision especially inter- university collaboration and capacity-building. 2024-01-01T00:00:00Z