CHAPTER ONE

1.0 INTRODUCTION

1.1: BACKGROUND INFORMATION

Information technology has been a major driver in accelerating learning opportunities in all parts

of the globe, to all learners in different cultures and nationalities. Information technology has

been widely recognized to be vital resource in all spheres of development. Currently in the sector

of education the skills of ICT are in great demand more than ever (World Bank, 2004).

Onwu (1987) recognizes the fact that information and communication technologies (ICT) are

becoming one of the major building blocks of our modern society and that many countries now

regard the acquisition of the basic skills and knowledge of ICT as an integral part of the core of

education.

Microsoft cooperation (2007) report on the ICT initiatives In Africa recognizes that ICT does not

only drive but also enables development. In the report it is argued that ICTs bring great

opportunities that can stimulate growth and also increase innovation in every setting. Therefore

this can empower individuals and institutions to contribute positively to the global economy.

ICT integration is described as the means of using any ICT tool such as Internet, e-learning

technologies and CD ROMs to assist in teaching and learning (Williams, 2003). Integration of

ICT in education is not a new concept; it can be applied in teaching and learning. According to

the Ministry Of Education, Kenya (2011), ICT integration is the incorporation of technology in

supporting and enhancing student engagement to learning thereby attaining the curriculum

objectives.

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When computers and their applications are used effectively in teaching and learning they can

increase student motivation and achievement by promoting problem solving and critical thinking

skills necessary for learners’ success, So & Kim (2009). According to Hung and Khine (2006),

computers can contribute to the clarity and also correct the common misconceptions of

phenomena by visualizing ideas thus presented.

On the positive impact of ICT on the performance in schools, Bhagwan (2005) outlines the

benefits of ICT integration as it promotes cooperative learning, encourages high order thinking,

concretizes abstract ideas and stimulates the learners’ and teachers’ interaction in class.

ICT integration can increase learners’ motivation to learn, make them understand abstract ideas

and concepts thus enhancing collaborative learning (MoE, 2011). According to Benner (2003),

the use of computers has brought about new image identities and possibilities in the teaching

context. Computer aided instructions plays a crucial role in education and teaching environment

by equipping students with skills and competencies necessary for competing in the global map of

knowledge. (MOEST 2005)

The Kenya National ICT policy was adopted in 2006. The aim of the policy was to improve

livelihoods of Kenyans by ensuring the availability of accessible, efficient, reliable and

affordable ICT services as reported in Education options paper (Kenya, MoeST, 2005). The

special objective of implementing ICT in schools and other educational institutions was to

improve quality of teaching and learning as envisioned by Farrel (2007). With the adoption of

the ICT policy in 2006, the ball started rolling in the ICT sector of education. A major step

towards this direction is the digitization of curriculum content that’s has been ongoing at the

Kenya Institute of Curriculum development, KICD (Ratemo, 2009).

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To further implement the ICT policy in Kenya, the government of Kenya came up with an

economic stimulus programme of funding five schools in every constituency to integrate ICT in

teaching (Republic of Kenya, 2009). As the project took off a major barrier to its success was

lack of ICT skills amongst teachers. As Onwu (1987) asserts that the effective integration of ICT

depends largely to a large extent on the teacher’s familiarity and ability in the IT learning

environment.

To overcome the challenges of teachers’ literacy skills in adoption of ICT, the government of

Kenya in collaboration with the government of Japan started to equip science and mathematics

teachers with the necessary ICT skills. This was done through the project of strengthening of

Mathematics and Science in Secondary Education (SMASSE) in the INSET since the year 2012

whose theme has been ‘Integration of information and communication technology in teaching

and learning’’. Here teachers have been taught on integration of computer applications such as

PowerPoint, videos, WebPages, email and other online services in teaching and learning.

(SMASSE, training manual 2012).

However not all teachers are convinced that ICT should be an integral part of their teaching

strategies as confirmed by Galanouli, Murphy & Gardner(2004), that resisting change is a state

of the mind for many teachers and one of the most difficult barriers to effective ICT integration.

The success of the pedagogical integration of ICT in teaching and learning largely depends on

the availability of resources to bring to life important aspects of the content. There are various

ICT based resources for teaching and learning chemistry for secondary school students. These

include Simulations, video clips, interactive learning objects for quizzes animations and other

kinds of multimedia learning activities (UNESCO, 2009).

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Difficulties in learning chemistry are attributed mainly to its abstract, unobservable, particulate

basis and to the need for quick movement or transfer across the three levels of Chemistry

understanding i.e. the macroscopic, microscopic & symbolic world of Chemistry. With the

advent of computer graphics software, computerized molecular modeling (CMM) and simulated

Chemistry laboratories have become tenable. Learners can model experiments and reactions, plot

graphs and view mechanisms using 3D Chemistry animations suited for all topics in chemistry.

(Ngamo and Onwu, 2010).

Although ICT has been integrated in many Chemistry courses and has shown educational

benefits, changing teachers’ traditional teaching is still a daunting task. (Burewicz & Miranowicz

(2006). On investigating the effects of computer assisted learning on secondary schools’

students’ achievement in Chemistry in Kenya, Nduati (2015) found out that the low achievement

in Chemistry subject is attributed to poor teaching methodologies adopted by the classroom

teacher in teaching the subject.

This study will address the availability and accessibility of computers and other ICT resources as

a teaching and learning methodology, sensitize teachers on the ICT curriculum issues and

identify the challenges that teachers and students face in using computers to teach and learn

Chemistry.

1.2 STATEMENT OF THE PROBLEM

Within the national agenda known as vision 2030, Kenya expects to develop to a middle level

income country. One of the major driving forces that will influence this development is

technology acquisition and utilization. It recognizes the fact that Kenya will need to invest in

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science, technology and innovation. In this regard, Kenya, must adopt and integrate ICT in all its

sectors, more so the education sector. (Kenya Vision 2030)

The government of Kenya through the Ministry of Education has brought up many interventions

in the ICT sector. First was the formulation and implementation of the ICT policy in the year

2006, following recommendations by the Sessional paper no.1 of 2005, and then in the year 2009

the Economic Stimulus Programme was introduced whose major aim in education was to

construct schools as centers of excellence and the purchase of a mobile digital laboratory in

every constituency. Since then the government has been supplying selected schools with the

hardware and the digital content developed by the Kenya Institute of Curriculum Development

(KICD). Some of the secondary schools in Manga Sub County have benefited from such

initiatives. Science and Mathematics teachers have also been undergoing training in the

SMASSE projects whose main theme has been ICT integration in teaching and learning.

The government of Kenya is on course connecting all public primary and secondary schools to

the national grid of electricity. This is in anticipation of the implementation of the much awaited

laptop project in all public primary schools. All this has been done against backdrop of the

empirical statistics presenting the many benefits of integrating ICT in education particularly in

sciences (Hung and Khine, 2006).

Despite the huge investments made by the government of Kenya through the ministry of

education in the ICT sector, ICT integration in teaching and learning is yet to be appreciated in

many Kenyan schools. The real situation of ICT integration is worse in schools in the rural areas

such as those found in Manga sub-county. Despite the huge investments, the performance of

Chemistry in the Sub-county is still low.

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And although most of the schools have been connected to the national grid of electricity most of

the schools are yet to integrate ICT in teaching of sciences especially chemistry. Although ICT

has been integrated in teaching chemistry in many schools in developed countries and has shown

many educational benefits, changing conservative approach of teachers’ in developing countries

to teaching is an enormous task (Burewicz & Miranowicz, 2006).

This study will seek to find out extent to which computer mediated learning is involved in

teaching of Chemistry, availability of the software and hardware necessary for teaching

Chemistry and the possible challenges that have been impeding computer mediated learning in

the area under study.

1.3: PURPOSE OF THE STUDY

The main purpose of this study will be to investigate and find out the availability and use of

computers in teaching of Chemistry in Manga Sub County, Nyamira County, Kenya, with a view

of establishing how well this facilitates improvement of teaching and learning in Chemistry. This

will include the challenges Chemistry teachers in the Sub-County face while integrating

computer based approach in teaching and the possible solutions in order to enhance quality

teaching and learning.

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1.4: OBJECTIVES OF THE STUDY

The study will be guided by the general objective of investigating the availability and use of

computers in enhancing teaching and learning Chemistry in Manga Sub County. The following

are the specific objectives of the study:

1. Assess the ICT skills of Chemistry teachers in Manga Sub- County.

2. Investigate the availability and accessibility of computers and ICT resources in teaching and

learning Chemistry.

3. Find out the frequency of computer use in teaching and learning Chemistry

4. Determine the challenges that teachers and students face in using computers to teach and learn

Chemistry.

1.5: RESEARCH QUESTIONS

This research will be guided by the following research questions:

1. Do Chemistry teachers in Manga Sub-County posses adequate ICT skills?

2. Are computers and other ICT resources available and accessible in teaching and learning

Chemistry?

3. How often do teachers and learners use computers to teach and learn Chemistry?

4. What are the key challenges that teachers face when using computers to learn Chemistry?

5. What challenges do learners face when using computers to learn Chemistry?

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1.6. SIGNIFICANCE OF THE STUDY

The study will be very significant by providing information on the opportunities available in

Manga Sub County to steer computer use in schools in teaching and learning chemistry, and the

challenges thereof with a view of finding solutions to them.

First and foremost the chemistry teachers who are the actual implementers of the curriculum will

find the study useful on the resources available to them to enhance computer use while teaching,

and hence help them on choice of methodology. This will contribute to their quality delivery of

content in the classrooms.

Secondly the students taking chemistry will benefit from quality teaching of the subject likely to

be instigated by this study. Their awareness on the availability of computers and utilization will

also be increased. This will change their perspective to viewing ICT tools as the helping hand in

learning chemistry and improved performance in the subject.

The policy makers will find this study very useful as this will help identify the gaps in policy

implementation with a view of revising the existing policies more so on teacher training on ICT

integration. This is to guide the curriculum implementers to effectively make use of computers

and accompanying software as a means of teaching and learning chemistry and other subjects.

Educational administrators will benefit from this study as they will be aware of the challenges

inhibiting computer use in public secondary schools, more so those in rural areas, with a view of

addressing them. The study will also sensitize school administrators to ensure proper utilization

of ICT tools in their schools by both teachers and students to benefit teaching and learning

chemistry.

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The government through the ministry of education will be able to make informed decisions on

funding and monitoring ICT integration in schools. They then can be able to source for quality

hardware and digital content necessary for propagating computer mediated learning in schools.

Lastly then, this study will contribute positively to the existing body of knowledge in the field of

instructional technology and help to instigate further research on computer use in secondary

schools in Kenya.

1.7: SCOPE OF THE STUDY

The study will be done in sample schools in Manga Sub-County, Nyamira County, Kenya. The

area under study is located in the rural areas of Kenya, and consists of about 28 secondary

schools of different categories i.e. sub-County schools, County schools, extra-County schools,

and one national school. The schools comprise of about 9000 students, 59 Chemistry teachers

and 28 principals. The study will focus on school principals, Chemistry teachers and students

taking Chemistry. The researcher is familiar with the area under study.

1.8 LIMITATIONS OF THE STUDY

The findings in this study to be done in Manga Sub-County, a rural environment cannot be

generalized to all schools in Kenya more so those in the urban environment. The researcher is

also aware of the suspicion, with which the respondents may view the study specifically on

information about their ICT skills. Lastly, financial constrains and accessibility of the Manga

Sub –County which has poor road network may pose a challenge to this study.

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1.9: ASSUMPTIONS OF THE STUDY

This study will be based on the following assumptions:

 That the students, Chemistry teachers and principals are all computer literate.

 That all the respondents will be cooperative and give reliable answers.

1.10: THEORETICAL FRAMEWORK

This study will be based on the constructivist learning theory as proposed by Jean Piaget, who

proposed that learning is an interactive process that builds on what the student already knows,

with the curriculum emphasizing concepts that are then expanded to include the parts. He

continued to argue that children should not be regarded as passive but rather active in testing

theories, making meaning and sense of the environment around them. In this case knowledge is

not the ability to recall and memorize the teacher given facts, but the ability to take what one

already knows into a broader understanding.

Constructivist theories propose that, “knowledge is being actively constructed by the individual

and knowing is an adaptive process which organizes the individual’s experiential world”.

(Mayer, 1992; Hendry, 1996). The main aim of constructivism for learners is to build

understanding from their own experiences. Constructivist learning theory enables computer

technologies to focus on student abilities, be self-directed and draw conclusions (Karagiorgi &

Symeou, 2005). With the introduction of computer technologies learners can learn on their own

with a teacher acting as their facilitator. Eventually learners can learn more when they explore

and experiment rather than when listening to a lecture. This theory allows learners to place worth

on computer mediated learning.

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 1.11: CONCEPTUAL FRAMEWORK

Based on the above theoretical framework the researcher came up with the following conceptual

framework that will guide the research as shown in figure 1.1

INDEPENDENT INTERVENING VARIABLES DEPENDENT

VARIABLES VARIABLES

TEACHER Qualification and computer knowledge OUTCOME

Increased class participation
More learner collaboration
High student achievement
Frequency of computer use
Teacher attitudes, beliefs
SCHOOL and preparedness
ICT policy Administration and technical
Computer infrastructure support
Chemistry Syllabus

STUDENT
Prior knowledge and experiences

Figure 1.1: Conceptual framework

Created by the researcher (2015)

From the above figure we get to understand the various roles of the players in the learning

process. In the constructivist approach to learning the emphasis is on the learner. The role of the

teacher here is complex involving managing the learning environment, guiding and supporting

the learner, provide instruction and monitor the progress of the learners. Teacher qualifications,

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level of computer literacy and motivation play a key role on the teacher utilizing multimedia

technology and hence constructivism.

Students become active and autonomous learners playing a major role in their learning process.

The learners seek information determine their learning outcomes and not relying on teachers to

supply them with information. With the computer technology, learning can take place in a

meaningful context where learners work collaboratively and the teacher is no longer perceived as

the sole authority to learning but rather as the person facilitating, guiding and supporting learners

own construction of knowledge. (Orlich, Harder, Callahan & Gibson, 1998)

Although there are challenges to successful integration of ICT in teaching and learning, with the

right school ICT policy, administration support, students and teachers being motivated, the

multimedia technology becomes a powerful tool of instruction that can enhance a constructivist

learning environment, which leads to better results in the classroom.

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CHAPTER TWO

2.0 LITERATURE REVIEW

2.1 INTRODUCTION

This chapter analyses and explores the existing literature on the use of computers in facilitating

chemistry teaching and learning in public secondary schools in Kenya. For the purpose of this

study, the review will be carried out under the following categories:

a) ICT policy in Kenya

b) Challenges of teaching and learning chemistry

c) Computer use in teaching and learning chemistry

d) Teacher beliefs, preparedness and practices in the use of ICT

e) Barriers to the successful integration of ICT in schools

f) Summary

2.2. ICT POLICY IN KENYA

As noted by Jones & Kozma (2003) a national ICT policy has several functions, firstly, the ICT

policies provide a set of goals, rationale and a vision of how educational systems work when

ICT is introduced into teaching and learning and consequently looks into how students, teachers,

parents and the general population of a country can benefit from it. Secondly, ICT policies

provide guidance and failure to make these policies mean that school and classroom innovations

in a school are unlikely to be sustained. And lastly, the individual efforts of teachers in schools

are less likely to be felt unless there’s a shared vision clearly laid out in the policy framework.

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With the burst in technology witnessed in most African countries in the 20 th Century, the

emergence and use of ICTs was rather haphazard as noted by Waema (2005), which necessitated

these reforms being the “draft national informatics policy” in Kenya (Ochuodho and Matuga,

2004).

The process of making an ICT policy in Kenya was one that was long and rigorous. And as noted

by Nduati & Bowman (2005), the first education policy dates back as early as 1980s and by 2000

it had not been complete. The Kenya National ICT policy was at last adopted in the year 2006

after a long rigorous process to put it in place. The aim of this policy was to ensure improved

livelihoods of Kenyans, ensure availability of reliable, efficient and accessible ICT services in

the country (Kenya MoesT, 2005).

The ICT policy in Kenya is based on four guiding principles: human resource development,

infrastructure development, appropriate policy and regulatory framework and stakeholder

participation. In the policy document for ICT (Kenya MoE, 2006) the objectives of the policy

.document are clearly defined i.e. equipping institutions of education with the digital content and

equipment also, supporting initiatives that provide digital infrastructure to schools.

As noted by Farrell in the ICT in Africa report (2007), one of the important strategies was the

promotion and development of specific e-learning resources that would address the learners’

needs in primary, secondary and tertiary institutions. One step towards this direction was the

digitization of the curriculum at the Kenya Institute of Curriculum development. (Ratemo, 2009)

The expected outcome of these strategies was to equip secondary schools with the digital

equipment up to 80% in secondary schools and primary schools to about 10%. The projected

14
access ratio being one computer for at least 50 students in secondary schools, up from one

computer for 150 students (Kenya, MoE, 2006).

Although the strategies are clearly spelt out in the ICT policy, there’s a general recognition that a

mere provision of infrastructure to schools is not enough to reach the desired outcome in schools.

The policies should help direct efforts to a well-coordinated national dissemination and sharing

of the e-learning content in order to improve the quality of teaching and learning ( Farrel 2007).

2.3: CHALLENGES OF TEACHING AND LEARNING CHEMISTRY

Science education has come to be known as the bedrock for the transformation of economies of

any country. This is because science education often leads to the production of the much needed

technicians, engineers, artisans, technologists and medical scientists required to turn around a

nation’s economy. It’s within this background and context that chemistry is identified as an

important and core subject in science.

However, research has shown that many learners do not understand the basic fundamental

chemical concepts. (Kamisah, O. & Nor. S, 2013). And by not understanding these fundamental

concepts they have trouble understanding the more advanced concepts building on the

fundamental concepts. (Thomas P.L, 1997)

Most students often regard chemistry as a difficult subject, a belief that makes them perform

poorly in the subject. Avaa & Edomwonyi, 2011, in the case study they conducted to determine

the challenge of teaching and learning chemistry, found out that despite the prime position

chemistry occupied in the education system, performance in the subject is still low. Among the

reasons they found out behind this poor performance was the poor instructional methods chosen

by the teachers.

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Chemistry is regarded as a difficult subject for learners by many teachers and educators mainly

because of its abstract concepts, poor teaching styles, lack of teaching aids and the difficult

chemistry language. In the research conducted in two Ethiopian universities, by Woldeamanuel

MM et al (2014) on ‘‘what makes chemistry difficult,’’ most students were critical of the course

content, lecturers’ teaching methods and availability of resources. In the research, Lecturers too

identified factors such as lack of resources, poor teaching environment and student background

as the major impediments to their quality teaching in class.

Some of the conceptual areas cited as being problematic to most learners in the world over

include but not limited to, Organic chemistry, chemical bonding, solubility and salts, energy

changes, chemical equilibrium among others. Ozman H (2004) singles out chemical bonding as

the main area students have difficulties understanding. Concepts of ionization energy, bonding,

electro-negativity, molecular structure, geometry and stability are abstract in nature hence

challenge students perception. (Nicoll, 2001)

Butts and Smith (1987) found out that most learners did not understand bonding i.e. ionic and

covalent bonding. This was further complimented by the work of Peterson et al (1989). He

carried out a study on grade -11 and grade-12 learners and found out that almost half of the

learners did not have a good grasp of covalent bonding, unequal sharing of electrons,

intermolecular forces and the octet rule.

Johnstone (1991) came up with the three levels of Chemistry content in the curriculum i.e. the

descriptive (macro), submicroscopic (Micro) and Symbolism (representational). All these make

the chemistry triangle shown below.

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 Descriptive (Macro)
CHEMISTRY

CONTENT

Sub-microscopic (Micro) Symbolism (representational)

Figure 2.2: The Chemistry triangle

SOURCE: Johnstone (1991)

On the chemistry triangle he argued that the three levels are interrelated i.e. if a student has a

problem understanding one level, it influences the understanding of other levels. Also he

indicated that the nature of the concepts in the three levels makes chemistry difficult to learn.

Earlier Johnstone (1980) had proposed for teachers teaching methods to be influenced by the

way students learn, if any meaningful learning is to take place. Reid (1991, 2000) concluded to

say that the syllabus of chemistry should not be defined by the logic of the subject but by the

needs of the learners presented by the psychology of learning.

In light of the above perceived or real challenges to teaching and learning chemistry, it’s clear

that much will not be achieved if teaching the subject is done the traditional way. In order to

promote quality teaching and learning, pedagogical aspects should be considered. This includes,

promoting group work, using educational technology in teaching, promoting student centered

learning among others. (Woldeamanuel M.M et al, 2014).

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2.4. COMPUTER USE IN TEACHING AND LEARNING CHEMISTRY

The present day generation of learners cannot be taken to be like learners in the past time. The

new generation of learners wants to learn things faster and differently with less patience on

printed material (Kyle.Y. et al, 2011). The modern day learner would rather search Google for

answers or concepts regardless of the validity of the information.

In a study carried out by the Royal Society of Chemists in the U.K in 1995, learners describe

chemistry as a difficult and boring science subject. This is despite the fact of its central role it

holds in engineering, medicine and technology.

Computer based learning environments provide many possibilities that can be used to improve

the quality of instruction in a chemistry class. In a research carried out by Ardac.D & Sezen A.H

(2002) on the ‘‘effectiveness of computer based instruction in enhancing the learning of

content’’ it was discovered that computer based instruction was more effective than the normal

instruction in improving the skills of the learners.

Computer aided instruction (CAI) has become popular in the last few years and has shown

immense benefits than the traditional mode of learning. (Huang Yun et al, 1998). Introducing

computer mediated learning in a class setting helps learners to visualize the content, develop

chemical conceptions, ideas and thoughts. Therefore with computer mediated learning the

challenges of abstract concepts, language and logic are reduced greatly. The pictures presented in

CAI are more visual and rich in meaning than plain language. (Liao Wei-ping, 2009)

There are many computer applications and softwares available that one can take advantage of to

advance teaching and learning of chemistry. These include but not limited to: the PowerPoint,

simulations and animations and the virtual Laboratory

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2.5: TEACHER BELIEFS, PREPAREDNESS AND PRACTICE IN THE USE OF ICT

With the new technology, teachers tend to form their own beliefs about the use and role of ICT

as a pedagogical tool in student success, personal competency and confidence. Bandura(1986)

noted that the teachers’ beliefs usually affects the way they teach in classrooms.

For a long time, teachers have been decrying the inadequacy of ICT resources and equipments as

(Bauer, 2005), lack of ICT skills and knowledge (Brummelhuis, 2008) as their major

impediments to ICT use. However, Ertmer (2005), identified teacher beliefs as the ‘second order’

barrier to ICT integration in teaching and learning. As the first order barriers are being overcome

and teachers start gaining access to ICT tools and resources, but the ability to use them in

classrooms in teaching and learning remains a big challenge (Scrimshaw, 2004).

(Hokanson & Hooper, 2004) holds the view that the real challenges to teachers ICT use are

methodological, Curricular and pedagogical. Previous studies have reported that the teachers’

beliefs and preparedness for ICT plays a big role in determining their use. ( Ertemer, 2005).

Baskin and Williams (2006), argues that human factors are the most critical in nurturing the ICT

culture and growing the critical mass of teachers able to sustain the use of ICTs effectively in

their teaching. According to the study by Granger (2002), in explaining the complex relationship

between ICT skills, teachers and successful implementation, found out that there are many

factors ranging from philosophies, attitudes, communication, beliefs and preparedness that affect

teachers’ ICT use in classrooms.

A number of studies have been done in this area of this area of teachers’ beliefs and perceptions

to ICT use. Eugene (2006) carried out a study on the effect of teachers’ beliefs and attitudes

19
towards ICT utilization. The outcome of the research showed that teachers’ beliefs did not match

the actual use of ICT by teachers.

Another study was carried out by Simonson (2004) to investigate the teachers’ beliefs on their

use of computer mediated learning. The results indicated that the teachers’ attitudes and beliefs

were related to their computer use in learning.

Huang (2005) conducted a survey on teachers use and perception of technology in six European

countries. In the survey most teachers believed that the use of technology plays a crucial role in

the success of the learners. However, in the survey, some teachers reported that the use of ICT

was not of great importance to their learners. Teo (2008) did a research in Singapore on teachers’

preparedness and attitudes towards computer use. In the survey, teachers had a more positive

attitude towards the use of computers than their beliefs, perceptions and use of computer in

teaching.

The success of implementing computer mediated learning in schools depends entirely on

teachers’ beliefs, attitudes and preparedness. If teachers have a wrong perception towards the use

of technology then, they will not use technology in teaching. And if teachers attitudes, beliefs are

positive towards integrating technology then they can use ICT in learning and teaching processes

( Keengwe & Onchwari, 2008).

From the above research work and studies it’s evident that, despite the fact that a number of

studies have been done in developed countries, there is lack of research on the availability of ICT

resources and the teachers’ preparedness and practice towards the use of ICT in Kenyan

secondary schools, a fact that necessitates this present research.

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2.6. BARRIERS TO SUCCESSFUL INTEGRATION OF ICT IN SCHOOLS

ICT use in teaching and learning provides learners with immense opportunities to advance their

skills and knowledge. A study on the barriers that stand in the way of successful integration of

ICT in schools gives insight on how these barriers can be overcome. Many initiatives have been

brought up to ensure proper integration of ICT in schools, however barriers still exist. Ertmer et

al (1999) argued that as researchers and educators unearth the reasons for poor implementation

of ICT in schools, it is necessary to look at the teacher beliefs and practices as opposed to what

they lack in terms of equipment.

Bingmlas (2009) came up with the classes of barriers to successful implementation of ICT in

many classrooms. They are intrinsic and extrinsic barriers. Intrinsic barriers being the beliefs and

attitudes that administrators, teachers, and individuals have about ICT. While the extrinsic

barriers being availability of resources, time and support. Bingmlas (2009) also categorized

barriers as teacher or school level barriers. The school level barriers are issues of time, training

and accessibility.

Lai (2001), while agreeing with other researchers on the most common barriers that impede ICT

use in schools; he added another factor i.e. the change process as the most challenging barrier to

ICT use in classrooms. The change process involves: entry, adoption, adaptation, appropriation

and invention. That if the integration process does not follow the five stages then it is doomed to

fail. The five stages of technology integration are shown in the diagram below:

21
Figure 2.3: The five stages of technology integration

SOURCE: Ceo, 1999

In view of the above challenges that inhibit successful integration of ICT in schools, the

provision of the ICT resources, sufficient time and technical support should be done to the

teachers in order to boost their confidence and competence levels. That the policy makers should

address the various issues surrounding effective integration of ICT in schools, by coming up with

the ICT plan in order to address the technological infrastructure in schools (Tay, 2013).

From the above review of literature it’s clear and evident that not much research has been done

to identify specific challenges to successful integration of ICT in Kenyan schools, a motivational

fact behind this study.

2.7: SUMMARY

This chapter discussed in detail most of the available literature as pertains to the use of ICT in

teaching and learning Chemistry. The chapter has also discussed in detail the ICT policy in

Kenya, trends in the use of ICT, challenges to teaching and learning chemistry and the barriers

that inhibit successful integration and use of computers in teaching and learning chemistry. From

the review it’s clear that most developed countries like USA and most European countries are far

ahead in integrating ICT in teaching and learning.

22
Most African countries are yet to fully integrate ICT in teaching and learning. Although most

African countries have come up with the ICT policies that guide the sector, many challenges still

exist that hinder the policies from seeing the light of day. The challenges in most developing

countries range from infrastructure, teacher knowledge and motivation, to administration

support. It’s evident that specific factors that affect ICT integration in teaching and learning in

Kenya have not been identified and hence this study will be useful in unearthing some of them.

From the discussion above it’s clear that there are many opportunities to integrate ICT in

teaching chemistry but yet the review reveals a gap of information that exists in the use of

computers to teach chemistry in developing countries. This study will investigate the availability

and accessibility of computers and other ICT resources in the Kenyan schools and the factors

that affect the use of computers in teaching and learning. As the vision 2030 is yet to be realized

in Kenya this study will be useful to the stakeholders in the education sector to make critical

decisions to that will ensure its full realization.

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CHAPTER THREE

3.0 RESEARCH METHODOLOGY

3.1: INTRODUCTION

This chapter will discuss in detail the steps, method, design and processes that will be undertaken

in order to achieve the research objectives. This will be handled under the following sections:

Research design, Study variables, location of the study, target population, sampling techniques

and sample size, research instruments, pilot study, data collection and analysis and ethical and

logistical consideration.

3.2 RESEARCH DESIGN

The purpose of this study is to investigate the availability and use of computer mediated learning

in teaching chemistry in Manga sub-county, Nyamira County, Kenya. This study will adopt a

descriptive survey design, which determines and reports the state of things as they are. Neuman

(2006) explains that a research design must address all conditions from collection to analysis of

data in a manner that is relevant to the research purpose but economical in its procedures.

According to Orodho (2004), a survey gathers data at a particular point in time in order to

describe the existing conditions, while determining relationship between events and the standards

against which prevailing conditions can be compared. Gay (1992) defines a descriptive survey

design as the process of collecting data, testing hypothesis so as to answer specific questions that

concern the state of subjects in a study.

24
3.3: RESEARCH VARIABLES

This study will take into account of the independent variables, dependent variables and

intervening variables.

3.3.1: INDEPENDENT VARIABLES

The independent variables in this study will be: Computer resources (ICT infrastructure),

Chemistry syllabus, and teachers’ computer knowledge

3.3.2: DEPENDENT VARIABLES

The dependent variables are: Learner achievement in chemistry, learner collaboration and class

participation.

3.3.3: INTERVENING VARIABLES

The intervening variables in this study are: frequency of computer use, motivation by school

administration, learner characteristics, interest and background

3.4: LOCATION OF THE STUDY

The study will be located in Manga sub-county, Nyamira County in Kenya. The sub-county has

28 secondary schools which include a national school, private schools, day schools, county

schools, extra –county schools, mixed day and boarding schools. The researcher chose on the

locality because of many reasons which include; accessibility of schools with computers, the

researcher’s familiarity with the area, a study as this has never been done in the Sub-County and

because of the variety of schools it offers.

25
3.5: TARGET POPULATION

This study will target all the 28 secondary schools in Manga sub-county, Nyamira County,

Kenya. The target population will therefore include 28 principals, 1820 Form three students and

59 Chemistry teachers. The total target population will therefore be 1907. The researcher will

seek information from Form Three students since they are more mature and have stayed in the

school for a longer time than Form One’s or Form Two’s. Form Four’s will not be involved as

they are usually busy preparing for their end year exams.

3.6: SAMPLING TECHNIQUES

A sample is the number of cases less than the total number of cases in the population. From

which it’s drawn. (Ingule & Gatumu, 1996). Sampling saves the researcher time and expenses of

studying the entire population (Gall & Borg, 1999). In this study the researcher will use

purposive random sampling, stratified random sampling and simple random sampling. First

purposive random sampling will be used to identify schools that have computers while stratified

random sampling will be used to get a proportionate number of respondents from the various

categories of schools then simple random sampling will be used to get the respondents in the

selected schools.

3.7: SAMPLE SIZE

A sample size is the actual population picked by a researcher from the entire population under

study (Bartlett &Higgins, 2001)). According to Gray (2004), a sample population of ten percent

(10%) of the target population is a worthy representative of the whole population. For this reason

therefore 10% of the target population gives 190 respondents. But in this research, the researcher

26
opted for more than 10% of the respondents in order to increase the reliability of the study. The

sampled population is as shown in the grid below:

TABLE 3.1: SAMPLE GRID

CategoryTYPE NUMBER NUMBER SAMPLE SIZE

OF OF OF PRINCIPALS TEACHERS STUDENTS
SCHOOL SCHOOLS SCHOOLS
SAMPLED
NATIONA BOYS 1 1 1 3 40
L GIRLS - - - - -
EXTRA – BOYS 1 1 1 2 18
COUNTY GIRLS 1 1 1 2 16
MIXED 1 1 1 2 20
COUNTY BOYS 2 1 1 2 23
GIRLS 2 1 1 1 24
MIXED 10 4 4 4 140
SUB- MIXED 8 3 3 3 101
COUNTY
PRIVATE BOYS - - - - -
GIRLS 1 1 1 1 12
MIXED 1 1 1 1 10
TOTAL 28 15 15 21 404

15 schools were selected purposively from the 28 schools, with at least one school from each

category. The schools selected are those that have some form of computers and related ICT

resources. All the 15 principals of participating schools in this study will be interviewed. 21

teachers will be selected using a stratified random sampling so as to get a proportionate number

of respondents from each category. Stratified random sampling will be used to select 404

students from all the category of schools. Simple random sampling will be used to select the

students as respondents from every school. The total number of respondents becomes 440 which

represent 23.07% of the target population.

27
3.8: RESEARCH INSTRUMENTS

The study will use the following research instruments for data collection: Questionnaires,

interview schedules and observation schedules.

3.8.1: QUESTIONNAIRES

The researcher will use two kinds of structured questionnaires, one for teachers and the other for

students (Appendix 4 and Appendix 5). This research will adopt structured questionnaires which

lead to a high degree of reliability. The questionnaires will be structured into three sections. In

each questionnaire, the first section will capture the biographical data of the respondents, the

second part will have questions related to the availability of computers in schools and the last

part will ask for the use of computers, ICT skills and challenges they have to the use of

computers in teaching and learning. To ensure successful collection of data, the researcher will

physically administer the questionnaires in schools to students and teachers.

3.8.2: INTERVIEW SCHEDULE

All the school principals sampled will be engaged in interview schedules. The researcher will

first pick appointment with the principals of the various schools sampled. The interview process

will be structured to ensure identical type of results are obtained and for easy analysis of the

results from the different schools. Attached is a sample of the interview schedule for Principals

(Appendix 3).

28
3.8.3: OBSERVATION SCHEDULE

An observation schedule will also be used in order to get information on the availability and use

of computers in teaching of chemistry. The actual observation will be done in classrooms,

computer laboratories, and in the science department. In the schedule the researcher will seek

information in the number of computers available in the school, the state of ICT resources in the

school, the type of resources used in the classrooms. Observation schedule will be done during

the day of interviewing the school principal so as to maximize on the time spent in the school.

During the observation, the researcher will be filling and taking notes in the already prepared

schedule as shown in the appendix 6.

3.9: PILOT STUDY

Before the actual data collection begins the researcher will do a pilot study first in order to

establish the reliability of the research instruments. One school will be involved in this whereby

one principal, two chemistry teachers and 15 students will be involved. The school will be

selected based on convenience sampling of one of the county schools since they are the majority

in the sub-county. The school involved in the pilot study will not be involved in the actual

collection of data. The pilot study will enable the researcher to get familiar with the research

instruments and also identify ambiguity in the instruments.

3.9.1: RELIABILITY

Reliability is the measure of the degree to which a research instrument gives consistent results

after repeated trials. Reliability of the research instruments will be calculated after the piloting

stage using the Cronbach co-efficient formula. Given below,

29
The formula will be appropriate in establishing the reliability of the tools since they have non

dichotomous scores. A reliability coefficient of about 0.7 will be acceptable for the study. After

establishing the reliability co-efficient of the tools, more refinement will be done to enhance the

reliability of the test items and the tools.

3.9.2: VALIDITY

According to Bennars & Otiende (1994), validity is a determination of whether a research tool

measures what it is intended to measure. The content validity of the instruments will be highly

enhanced to ensure that there are no ambiguous questions and that there exists no spelling

mistakes on the questionnaires. This will be achieved by working hand in hand with my

supervisors who are experts in area of research. The content validity of the instruments will be

enhanced by seeking the views of chemistry teachers with some teaching experience.

30
3.10: DATA COLLECTION

Before carrying out the data collection in schools, the researcher will make preliminary visits to

the schools in order to be familiar with the school administration, teachers, students and the

school programme. During these visits, the researcher will explain to the respondents the purpose

of the study in order to minimize the Hawthorne effect in the research process. An interview will

then be scheduled with the principal during the familiarization visits.

The researcher will then at another time administer the questionnaires to the respondents. The

respondents will be given enough time to respond to the questionnaires. On the same day the

researcher will carry out an observation in the classroom by accompanying one of the chemistry

teachers to class. An interview with the school principal will then be executed on that day or

another day at the convenience of the principal. For purposes of collecting data efficiently within

the stipulated time frame, the researcher will employ two research assistants who will help in

data collection when the researcher himself is busy on official duties. First the researcher will

train the assistants on data collection procedures, etiquette and professionalism. Then the

researcher will involve them in collecting data in the first five schools together with him while

training them before leaving them to work on their own.

3.11: DATA ANALYSIS

According to Kothari (2010), analysis of data is the computation of measures together with

searching for patterns of relationships that exist in the data. After the process of gathering data,

the researcher will inspect all the data in the research instruments with a view of classifying the

data obtained.

31
The data obtained will be grouped into two groups, quantitative and qualitative data.

Quantitative data which will pre-coded will be entered into the computer and analyzed by the

statistical Package for Social Sciences (SPSS). The analyzed data will be analyzed in form of

frequency distribution tables, percentages, and means. The data will be presented in terms of

charts, graphs and tables. Qualitative data obtained from the interview schedule and the open

ended questions will also be analyzed paying special attention to the comments given by the

respondents. The analysis of the data will be done in such a way as to answer all the research

questions.

3.12: ETHICAL AND LOGISTICAL CONSIDERATIONS

Prior to carrying out the research, the researcher will seek clearance from the graduate school of

Mount Kenya University. Then the researcher will seek clearance from the National Council for

Science and Technology (NACOSTI), to conduct the research. Thereafter, permission will be

sought from the DEO’s office in Manga sub-county and also from the school administration,

where the research will be carried out. The researcher will also seek permission of all

respondents and the information they will give will be treated with great confidentiality and will

only be used for the purposes of this study. All the sources from which information in this study

was acquired have been acknowledged.

32
3.13. SUMMARY

This chapter has dealt with the research design and methods that will be used in collecting

data. The research instruments to be used in this study have also been discussed widely. The

criteria for establishing the validity and reliability of the instruments has also been dealt with.

The way the analysis will be done has also discussed in order to answer the fundamental

questions about the use and availability of computers in teaching chemistry in Manga sub-

county, Nyamira county.

33
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APPENDIX 1: PRINCIPAL’S INTERVIEW SCHEDULE

The main purpose of this research work is purely academic, whose main objective is to establish
the availability and use of computers in secondary schools in Manga sub-county in teaching and
learning chemistry. The information provided herein will be treated with high level of
confidentiality.

SECTION 1:

BACKGROUND INFORMATION

1. SEX MALE FEMALE

2. Work experience as a teacher……………………..

Number of years as a principal…………………….

Number of years as a principal in the current station………………

3. Type of school
National school

Extra county school

County school

Sub-county school

Others specify………………………………..

SECTION TWO: AVAILABILITY OF ICT RESOURCES

1. A.

ICT RESOURCE AVAILABLE NOT AVAILABLE

Computer Laboratory
Computers
Projectors
Chemistry teaching
softwares
Electricity supply

39
 B. Estimate the number of resources available:

Computers…………………

Projectors…………………

ICT technician……………..

SECTION 3.

1. Total population of the school……………

2. Number of Chemistry teachers in the school…………
3. Is Chemistry a compulsory subject at Form three and four yes No.

Give the reason for your answer above……………………………………………….

4. Do you encourage teachers to use computers in teaching?

YES NO

What do you think are some of the reasons behind your answer?
i.……………………………………………………………………………………………
ii……………………………………………………………………………………………
iii……………………………………………………………………………………………
5. Does the school have an ICT policy?

YES NO
6. Have teachers been sponsored in the past by the school to attend workshops and seminars
on ICT integration? YES NO

SECTION 4:

1. What are some of the challenges do you face as a school as regards to availability and use
of computers in teaching and learning?
i…………………………………………………………………………………..
ii………………………………………………………………………………….
iii…………………………………………………………………………………
iv………………………………………………………………………………….

2. Suggest some of the likely solutions to the challenges mentioned above

i……………………………………………………………………………………
ii……………………………………………………………………………………
iii……………………………………………………………………………………

40
APPENDIX 2:

CHEMISTRY TEACHERS’ QUESTIONNAIRE

This research is meant to serve an academic purpose which is to determine the availability and
use of computers in enhancing quality teaching of Chemistry in secondary schools in Manga sub-
county. The responses offered here will be confidential and will only serve academic purposes
only.

Please tick ( ) where applicable and give your comments in the spaces provided

SECTION 1:

BACKGROUND INFORMATION

1. Your sex Male Female

2. Level of qualification

PHD

Med

Bed

Diploma

3. How many years have you worked as a teacher………………….

How many years have served as a teacher in the current station……………..

4. Current designation
H.O.D

Boarding master

Class teacher

Others

Specify (Others)…………………………………………

41
 5. What is your teaching subject combination

Chem/……………

1. SECTION II
Tick ( ) as appropriate

ICT RESOURCE AVAILABLE NOT AVAILABLE

Computer Laboratory
Computers/Laptops
Chemistry teaching softwares
Projectors
Internet Connectivity

2. Estimate the number of available ICT resources

Computers/ Laptops………………….
Projectors……………………………..

3. Tick ( ) as appropriate to determine the accessibility of the following ICT resources

ICT HIGHLY ACCESSIBLE INACCESSIBLE HIGHLY

RESOURCE ACCESSIBLE INACCESSIBLE
Computer lab
Computers
Projectors
Chemistry
teaching
software
Internet
connectivity

42
 4. ADEQUACY OF ICT RESOURCES

ICT HIGHLY ADEQUATE INADEQUATE HIGHLY

RESOURCE ADEQUATE INADEQUATE
Computer
Laboratory
Computers
Projectors and
computer
accessories
Chemistry
teaching
software

SECTION III

1. Are you computer literate? Yes [ ] No [ ]

2. How do you rate your computer literacy

Beginner level

Intermediate level

Advanced level

3. In the past five years have you attended any seminar or workshop on ICT integration in
teaching? YES[ ] NO [ ]

4. a. Do you use computers to teach? Yes [ ] NO [ ]

b. If your answer in (3a) above is ‘yes’ briefly explain how you use them

……………………………………………………………………………………………

……………………………………………………………………………………………

…………………………………………………………………………………………….

43
 c. If your answer in (3a) above is ‘No’ then give some reasons.

……………………………………………………………………………………..

……………………………………………………………………………………..

5. How often do you use computers to teach chemistry?

Quite often

Rarely Never

6. Do you get the support you require in order to use computers? YES NO

7. Do you believe use of computers enhances quality teaching and learning of chemistry?
YES NO

8. What challenges do you encounter in utilization of computer resources to teach

chemistry?
i……………………………………………………………………………………

ii……………………………………………………………………………………

iii……………………………………………………………………………………

iv……………………………………………………………………………………

9. Briefly suggest ways in which those challenges can be overcome

………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………

44
APPENDIX 3

CHEMISTRY STUDENTS’ QUESTIONNAIRE

INSTRUCTION: Put a tick [ ] where applicable or fill the information as required in the
spaces provide;’. The information provided here will be treated as confidential and will only
serve an academic purpose only.

SECTION I: BIOGRAPHIC DATA

1. YOUR SEX Male Female

2. Your age Between 13-14

15-16

17-18

19-20

Above 21 years

3. Your class Form three

4. For how long have you been in this school

3years

1-2 years

Less than 1 year

SECTION II: INFORMATION RELATED TO THE USE OF COMPUTERS TO LEARN

5. Does your school have a computer laboratory? YES NO

6. a. Have you ever been taught some basic computer skills? Yes No

b. If yes how do you rate your computer literacy skills?

Very good

Good

Average

45
 Poor.

7. a. Have you ever used a computer? Yes No

b. If your answer in (7a) above is ‘Yes’ then state the purpose for using the computer
Educational

Social

Other
Specify (Other)…………………………………………………………………………

8. a. Have you ever used a computer to learn Chemistry? Yes No

b. If your answer in ‘8a’ above is yes, how often do you use computers to learn
Chemistry?

Quite often Often

Rarely Never

9. Do teachers in your school use computers to teach Chemistry? Yes No

SECTION III

10. Do you believe use of computers to learn Chemistry will help to improve your
performance in the subject? Yes No.

11. What are some of the topics that you feel you would enjoy if computers were used in
teaching and learning?

………………………………………………………………………………………………
………………………………………………………………………………………………

12. What is your experience when computers are used to learn Chemistry?

Very good Good

Bad Very bad

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13. What are some of the key challenges you face when using computer to learn?
i………………………………………………………………………………….
ii…………………………………………………………………………………
iii………………………………………………………………………………...

14. In your opinion suggest what can be done in order to overcome the challenges ‘above’
………………………………………………………………………………………………
………………………………………………………………………………………………

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 APPENDIX 6: OBSERVATION SCHEDULE

1. COMPUTER LABORATORY

Available Not available

2. COMPUTERS

Adequate Not adequate

3. COMPUTER LAB CHECKLIST

ITEM NUMBER CONDITION ACCESSIBILITY COMMENT

Computers

Projectors

Laptops

Flash Disks

Compact disks

DVD’S

CAMERA

SMART
BOARDS
SMART
PHONES

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4. CLASSROOM OBSERVATION

USE OF AVAILABLE NOT AVAILABLE COMMENTS

TECHNOLOGY
Teacher’s use of
ICT
Student’s use of
ICT
Technical support

5. Challenges observed on the use of ICT

a)………………………………………………………………………..

b)………………………………………………………………………..

c)…………………………………………………………………………

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