Integration of information communication technology in teaching and learning kiswahili fasihi simulizi in public secondary schools in Kenya

Abstract

Information and Communication Technology is expected to play a key role in education institutions by facilitating and improving the teaching and learning process. However, the level of Information and Communucation technology integration in teaching and learning Kiswahili fasihi simulizi is not known. Despite numerous studies on the use of Information and communication technology in education conducted, there is no major current study that addresses integration of Information and Communication Technology in teaching and learning Kiswahili fasihi simulizi in public secondary schools in Kenya. The purpose of this exploratory sequential study was to examine the integration of Information and Communication Technologies by Kiswahili teachers in teaching and learning Kiswahili fasihi simulizi. The study set to analyze Information and Communication Technology resources available for integration, to evaluate administrative support on integration of Information and Communication Technology to determine Kiswahili teachers’ computer skills for integration of Information and Communication Technology, to determine teachers’ attitude on integration of Information and Communication Technology, to examine the effect of integration of Information and Communication Technology on students’ achievement and to develop a model on how best to integrate Information and Information and Communication Technology Communication Technology for effective teaching and learning Kiswahili fasihi simulizi in public secondary schools in Kenya. The study adopted the Siemens Connectivism Learning Theory. The study used Mixed Method Research. Exploratory sequential design was used and data was collected from school Principals, Kiswahili teachers and students. Using Krejcie and Morgan table for arriving at sample size, 113 public secondary schools were randomly selected from a population of 172 secondary schools in Baringo County. Total participants were 636 principals, teachers and students. Instruments for data generation were questionnaire, interview, checklist and tests. The data collected was both qualititative and quantitative. Quantitative data was analyzed using descriptive statistics, Chi square and ANOVA.Qualitative data was presented in themes. The study found out that Information and Communication Technology resources were inadequate though administration supported Information and Communication Technology integration and few teachers had computer knowledge and skills in public secondary schools. The study also found out that Kiswahili teachers had positive attitude towards integration of Information and Communication Technology (x 2 =0.44, p=0.05). Students taught fasihi simulizi with ICT attained high scores than those taught without.There was a statistically significant difference between pre-test and post-test groups as determined by one way AOVA Test (F) 24,20)= 2.035, p=0.05). Finally, a model was developed on how best to teach Fasihi simulizi using Information and Communication Technology. The study concluded that Information and Communication Technology was not fully integrated in teaching and learning Kiswahili fasihi simulizi in Baringo County thus recommends that the cost of Information and Communication Technology resources be reduced. School administrators should set aside funds for Information and Communication Technology resources and teachers need to be sensitized on the need to have computer knowledge and skills and embrace it. The study recommends that Kenya Institute of Curriculum Development should research and record available fasihi simulizi genres in the society and provide them in schools and preserve for future reference. Through this, the society will benefit from 21 st Century ICT skills.