Abstract:
Kenyan government recognizes the importance of ICT integration in teaching in both
secondary and primary schools as is envisaged in Kenya Vision 2030. Efforts to
implement ICT integration was first initiated by publishing sessional paper No.1 of
2005 where ICT application was given prominence. The purpose of this study was to
investigate the extent of ICT integration in teaching Geography in public secondary
schools in Matungu Sub-county, Kakamega County. The research objectives were; To
establish the status of ICT intergration in teaching Geography in secondary schools in
Matungu sub-county. To find out the type of ICT tools available and their maintenance
for intergration in teaching Geography in secondary schools in Matungu sub-county.
To find out the impact of economic stimulus programmes in teaching Geography in
secondary schools in Matungu sub-county and to establish the challenges in ICT
intergration in teaching Geography in secondary schools in Matungu sub-county.
Descriptive survey research design was used for the study. Stratified sampling
technique was used to sample schools; purposive sampling technique was used to
sample principals and teachers while simple random sampling technique was used to
sample students for the study. 4 schools from among the ones which were not sampled
for the study were used for piloting. A total of 132 respondents were targeted by the
study (constituting 12 principals, 24 geography teachers and 96 students). The study
adopted Technology Acceptance Model Theory (TAM). Questionnaires and interview
schedules were used as instruments for data collection. Statistical Package for Social
Sciences (SPSS) was used to analyze the data. Descriptive statistics such as frequencies,
percentages and means were used to analyze the data .The study recommended that the
government and other stakeholders should provide funds to facilitate ICT integration
and teachers should embrace new technologies to improve their attitude towards ICT
integration in teaching. The study recommended that another study be done in an urban
setting to compare the difference of ICT integration in teaching with the rural setting.
The study will assist the curriculum designer to come up with proper measures so that
ICT integration is taught inclusively.
