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.