Influence of individual and contextual predictors on adoption of computer technology in economic stimulus secondary schools in Kenya

Abstract

The factors influencing technology adoption at the contextual and individual levels are interrelated. This study sought to investigate the the prediction of some of these factors at the individual and contextual levels on computer adoption in Economic Stimulus Programme (ESP) secondary schools in Kenya. The ESP was initiated by the Government of Kenya in 2009 where five secondary schools in every constituency countrywide were provided with Information Communication Technology (ICT) infrastructure to facilitate technology adoption. The objectives of this study were to: establish the extent to which computer technology was adopted; determine the extent of the individual characteristics and contextual factors in predicting adoption of computer technology; as well as determine challenges experienced in the adoption. The study was based on the ecological system theory by Bronfenbrenner (2005) and adapted a cross sectional survey design. Mixed methods approach was used in order to enrich the findings of the study. Multistage sampling was applied to select areas and subjects for data collection. Simple random sampling was used to select the schools in the clustered counties. The study targeted head teachers, teachers and learners in the ESP secondary schools as well as ICT officers in different departments of the Ministry of Education, Science and Technology (MoEST). The instruments used included unstructured interviews for the officers from the Ministry, a structured questionnaire for teachers and learners while head teachers responded to an unstructured questionnaire. Descriptive and inferential statistics were used in data analysis. In relation to adoption of computers in ESP schools, the findings showed varied levels of access by teachers and learners and only a few teachers had high competence in computer use. Frequency in usage was low. The general adoption was therefore considered low. Among significant predictors of adoption were duration of computer use, competence, administrative and technical support as well as training. Individual characteristics were found to have had a relatively larger influence in predicting adoption of computer technology in ESP schools as compared to contextual factors. Different stakeholders such as policy makers and curriculum developers will benefit from this study. Based on the findings, the study recommended that ESP schools should have ICT policy guidelines, MoEST should initiate functional monitoring and evaluation systems, the teachers‟ capacity that appeals to their affective dimension for ICT should be enhanced continuously. It is imperative for MoHEST to take cognizance of systemic nature of predictors of adoption, otherwise adoption will remain a distant goal in education.