UNIVERSITY OF TECHNOLOGY AND ARTS OF BYUMBA

FACULTY OF EDUCATION

DEPARTMENT OF ARTS AND HUMANITIES

OPTION OF ENGLISH AND KINYARWANDA

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EFFECTIVE UTILIZATION OF ICT ON THE IMPROVEMENT OF STUDENTS

ENGLISH LANGUAGE LEARNING IN RWANDA CASE STUDY GS NYAMAGANA

…………………………………………………………………………………………………

RESEARCH PROJECT SUBMITTED TO THE DEPARTMENT OF ARTS AND

HUMANITIES WITH PARTIAL FULFILLMENT OF AWARD OF BACHELOR’S
DEGREE WITH HONOUR IN EDUCATION

BY

NKUNDABARAMA ELIE UG 106810

BENIMANA BERENISE UG 107267

SUPERVISOR

NGARAMBE Sylvester
 ABSTRACT

In the twenty first century, technology use has had huge impact in every sphere of life.
Information and Communication Technology has been used enormously in school administration
as an aid in data control. With high level of investment in Information and Communication
Technology, still there is limited integration of Information and Communication Technology in
improving the learning and teaching English language .The purpose of this study was to
investigate the utilization of Information and Communication Technology in management of
public secondary schools in GS NYAMAGANA, Specific objectives were: Determine the
relationship between ICT and improvement of students English Language learning in G.S
NYAMAGANA,To evaluate the Utilization of ICT helping students understand The English
language in G.S NYAMAGANA, To examine ICT barriers that hinders the English language
learning of students in G.S NYAMAGANA

The study would be of significance to the Ministry of Education in coming up with relevant
educational policies on management of schools. It would also be significant to Rwanda
Educational Board in training Teachers on the use of Information and Communication
Technology in improving the learning and teaching English language. Technology acceptance
Model by Fred Davis (1985) guided this study. Data was analyzed qualitatively and
quantitatively. Quantitative data was analyzed using descriptive statistics assisted by SPSS.
Quantitative data were presented in tables, and percentages, Qualitative data were organized into
themes according to study objectives and described using words and analyzed was presented in
form of tables and percentage .Quantitative data was displayed first, and qualitative data were
collaborated. The study was carried out in GS NYAMAGANA. The study targeted 421
respondents and the sample size were 92 respondent Thus, Teachers became automatic
respondents of the study. Teachers were sampled using simple random sampling. Interview
guides were used to collect data from Teachers while questionnaires were administered to
students. The main findings of this study indicated that ICT use in learning and teaching English
language for effective learning English was minimal. Schools rarely use ICT in English teaching.
The study recommends more teacher in-service training on utilization of ICT in schools,
government to create more incentives on use of ICT, school administration to purchase more
computers to enable teachers have more accessibility.
CHAPETER I: GENERAL INTRODUCTION

This research was intended to Effective Utilization of ICT on the improving students English
Language Learning in Rwanda case study GS NYAMAGANA in RUHANGO district This
chapter includes background of the problem, statement of the problem, general objective,
specific objectives of the study, research questions, significance of the study, scope of the study,
methodology and organization of the study

1.1. Background of the study

In this 21st century, the term “technology” is an important issue in many fields including
education. This is because technology has become the knowledge transfer highway in most
countries. Technology integration nowadays has gone through innovations and transformed our
societies that has totally changed the way people think, work and live (Grabe, 2007). As part of
this, schools and other educational institutions which are supposed to prepare students to live in
“a knowledge society” need to consider ICT integration in their curriculum (Ghavifekr, Afshari
& Amla Salleh, 2012).

ICT stands for information & communication technologies. ICT refers to technologies that
provide access to information through communications. It is similar to information
technology (IT). “But primarily focuses on communication technologies. This includes the
internet, wireless network, cell phones & other communications medium”. In the past few
decades information & communication technologies have provided to society with vast array of
a new communication capabilities. “People can communicate in real time with others in
different countries using technologies such as instant messaging, voice over IP and video
conferencing, social networking websites like face book allow users from all over the world
to remain in contact and communicate on a regular basis”. Modern information
communication technologies have created a global village in which people communicate
with others across the world as if they were living next door. “For this reason ICT is often
studied in the context of how modern communication technologies affected society” (tech factor,
January 04, 2010).

The use of ICT in education is not a new phenomenon; it is linked to the works of Skinner (1954
explaining his experiments with teaching machines. Skinner’s work came up with a
disappointment vis-à-vis the traditional methods of learning which were based on the teacher
without exploiting the individual student potentials.

1.2 Problem Statement

Access to information is a key for academic performance of students with advent of ICTs student
have acquired additional source for getting information along with the libraries in the GS
Nyamagana. This research explores the impact of ICTs on students’ access to information.
Students are facing some challenges such as English Language problem, hearing problems
and access problems to information.

It is believed that ICT plays a pivotal role in the teaching and learning of English Language
especially in this technological age. However, in Rwanda, specifically in Ruhango secondary
school students seem to neglect the multifaceted functions of ICT facilities such as computer, the
internet, television and radio in the teaching and learning of English Language. This negligible to
the available ICT facilities as mentioned so far have become a very serious problem and source
of students’ failure in English over the years. As a result of this, several researchers have
conducted studies at different places and times towards solving the problem in other areas
without recourse to ICT hence, the problem still persists.

1.3 Research Question

While developing the problem, a variety of research questions guiding the researcher.

These questions were as follow;

 To what relationship between the ICT and improvement of students English learning in
GS NYAMAGANA?
 How effective are Utilization of ICT towards helping students understand The English
lessons in G.S NYAMAGANA?
 What are some ICT barriers that hinder the English learning of students in G.S
NYAMAGANA?

1.4 Research Hypothesis

The information communication technology has a profound impact on the students to

access the information. The ICT can either increase or decrease the degree of information
among the students. There are certain technical complications in defining and measuring the
role of ICT in a specific way.

 There is significant relationship between the ICT and improvement of students’ English
language.
 Utilization of ICT helping students understand The English language
 The ICT barriers hinder the English language learning

1.5 Objectives of the Study

With the given research problem, the objective was categorized into general objectives and
specific objectives.

1.5.1 General Object

The general objective of the research was studied the Effective Utilization of ICT on the
improving students English Language Learning in Rwanda. case study in G.S
NYAMAGANA ,in RUHANGO district

1.5.1 Specific Objectives

 Determine the relationship between ICT and improvement of students English Language
learning in G.S NYAMAGANA
 To evaluate the Utilization of ICT helping students understand The English language in
G.S NYAMAGANA
 To examine ICT barriers that hinders the English language learning of students in G.S
NYAMAGANA?

1.6 Significant of the Study

Findings from this study would be of great benefits to students, teachers, parents and curriculum
planners. To start with, students most especially in secondary schools would benefit from ICT
facilities – computer, internet, television and radio-in the sense that by utilizing all these facilities
in their course of learning English as a second language will improve their spoken and written
competence in English. Again, teachers would benefit from this study because it will make them
to know that using ICT facilities to teach English language can improve students’ academic
performance.

Through this study, parents would see the need to provide and motivate their children/ward
towards maximum utilization of ICT facilities like computer, internet, television and radio in
learning English. Lastly, curriculum planners would also benefit from this study because they
will see the importance of ICT in the teaching and learning of English language and make it a
compulsory subject to be taught across the three tiers of education, that is, primary, secondary
and tertiary institution.

1.The present work is most significant one because information and communication technologies
are a factor which not only affect the social affairs but also influence the economic sector.

2. The present work will be exposed the root cause of students’ academic failure in access to
information. My research will be finding unknown hindrances which playing a role of hero in the
failure of students access to information.

3. The present work will be explore and present the element of improvements for
students access to information on academic level.

4. Research will be present solution of students’ academic problems due to which they facing
difficulties.

1.7 Scope of the Study

This study covers the secondary schools in RUHANGO district we will investigate the Effective
Utilization of ICT on the improving students English Language Learning in Rwanda.

1.7.1. Geographical Scope

This study was conducted in GS NYAMAGANA which located from RUHANGO District and is
among of districts of eastern Province we investigated the Effective Utilization of ICT on the
improving students English Language Learning in Rwanda

1.7.1 Time Scope

The study was considered a period of 2 years (2021-2022). This period was selected to enable
the researcher to come up with coherent information from the respondents as it enabled those
(Respondents) to give responses that are typical of their opinion from the observations made over
this period.

1.8 Methodology

The methodological approach was used to collect information of the study includes interviews,
questionnaires. Quantitative and qualitative techniques were used too. A stratified random
sampling procedure was used for selecting the participants in this study.

1.9 Organization of the Study

The present study is organized into five chapters. Each chapter has quotations for sources of
information. Chapter one shows General introduction, Background of the study, Statement of the
problem, objectives of the study, research questions, scope of the study, study variables,
significance of the study, and organization of the study. Chapter Two: shows the literature
review and other related literature for clear understanding of the research topic. Chapter three
shows research methodology, The fourth chapter will deal with data presentation, analysis,
interpretation, and discussion of findings. Finally, the fifth chapter will present the general
conclusion and recommendations that will be derived from GS Nyamagana.
CHAPTER II : LITERATURE LEVIEW

This chapter highlights literature review in relation to the objectives of the study. The literature is
related to overview of Effective Utilization of ICT on the improving students English Language
Learning in Rwanda.

2.1 Definition of the key term

For the purpose of understanding this research work by its readers, the following terms employed
in the study were defined conceptually:

2.1.1 ICT

This is an abbreviation for Information and Communication Technology. It means diverse set of
electronic gadgets or tools used to disseminate information.(Moughatz,2014)

2.1.2 Academic Performance

This refers to observed level of educational achievement of a learner in a subject or subjects as

indicated by his or her scores in test/examination which are well monitored and supervised by
approval body (M, Agyurezidy, 2011)

2.1.3 Computer

This is an electronic device that accepts, processes and stores data as information for future use.

2.1.4 Television

This is an electronic gadget that disseminates information using sound and motion
pictures/images to a larger number of viewers who are in different locations at the same time.

2.1.5 Radio

This is an electronic medium that disseminates information to a wider spectrum of audience at a

given period of time. It aids immediacy of information.

2.1.6 The Internet

The internet offers the best way to learn language other than immersion in an English speaking
milieu. The student’s relationship with websites is more noticeable than with print based text.
Internet users may return to sites frequently or use internet for interaction to share their
information and ideas. Digital technology is rapidly used by pupils and teachers not only in the
classroom but also in the personal life.

EBooks

An eBook is an electronic version of a traditional print book that can be read by using a personal

or by using an eBook reader like iPods and kindle. EBooks also used to improve the teaching and

learning skills in the classroom. In eBooks teachers and students can add images, info graphics,

International Journal of Scientific & Engineering Research, Volume 7, Issue 7, July-2016 3

posters, video, and text, audio and so on. Learners can share eBooks with their friends. EBooks

strengthen students’ note making skills, the knowledge of English grammar and application

skills.

Audio Books:

Baskin and Harris (1995:372) explain, “The first literature heard, not read.”Audio books are not
discovery of this century or even of the last one considering authentic books as equivalent to its
content and not to its format (Baskin and Harris1995:372).Audio books are applicable for
English language learners and young people who are craving for learning English with stories.

Audio books develop the four language systems; phonological, semantic, syntactic and
pragmatic. Audio books are recordings on CD or digital file of a book which are read aloud.”The
use of audio books with struggling, reluctant or second language learners is powerful since they
act as a scaffold that allows students to read above their actual reading
level”(Beers998:33,ChenSlu-Hsien 2004).

Play way is the new arrival regarding audio books .Play way does not need a separate players
and it is preloaded and ready to use.

Webinar
Webinar is the best example for online learning. Webinar is an interactive seminar conducted
via the World Wide Web. Usually a live presentation, lecture or work-shop that , happens in real
time as users participate through chatting, video-chatting, file-sharing or asking questions with a
microphone. Webinars are more helpful in learning grammar.

Interactive White Board:

Gareth Davis says that “IWB brings everything together at one placemat one time with the use
of authentic materials.”IWB acts as a motivational tool.IWB has to be connected to the computer
and data projector.IWB offers teachers to comprise video clips, films interviews electronic
microscopes, different websites etc .It improves the social skills of the students like cooperation
and participation. In IWB lessons can be recorded and saved for further use. Bactra

states that The power of images and capacity for collaboration is very significant in White
Board’s impact on learning.”IWB teaching is completely different from traditional methods of
teaching. According to Cunnings worth “vocabulary was a neglected area of foreign language
teaching but it has gained its due recognition in the last few years”(1998:38).New vocabulary,
word formation and sounds are practiced easily by IWB.

Mobile Apps

Mobile digital devices like laptops, iPods, tablets, smart phones have made English language
learning easier .At present there are so many apps available in the App store and Play
store(Android) markets. These apps furnish students with quizzes, games, dictionaries, Podcasts
and tests. Simultaneously teachers can now constitute the “gasification” element into their

Audio-visual aids:

In the 21st century the use of AVA has become inevitable. It has started a new genre in the field
of teaching and learning language. Apart from traditional teaching teachers must adopt the
topical and innovative teaching techniques.

1 The use of AVA makes the students active.

2 Students can get rid off their boredom and dullness in the class.
3 Provide attentiveness and enthusiasm.

4. They help to nurture the power of surveillance and independent judgment.

5.. They give clarification about the content in the text book.

Over head projectors/slides:

To make ideas explicit we need some visual aids. Slides and slide projectors are used for
unveiling objects in full colour Over head projectors are used in language teaching and learning
to supplement the black-board.

Tape-recorder/gramophone

This is useful for teaching pronunciation, stress and intonation. Recorded information can be
reproduced in the classroom. It gives a chance to the students to develop interest towards
pronunciation. It helps the students to test their speaking skills.

Television

The most efficient medium for teaching is television. The television appeals both to the ears and
eyes. We can record some language teaching programmers in CD or Cassettes and can telecast
them. This shows significant impact on the minds of the students.

Film projector

Knowledge acquired through films has a lasting effect. We can project some educational films,
dramas etc. This can develop the listening and speaking skills of the students.

Mobile phones

Mobile phone has also become very essential tool for learning a language. It is a mini computer
in every one’s pocket. Mobile phones function in many ways like the addition of texting, email,
functions etc as computers do. In mobile phone assisted language learning we can find
portability, social interactivity, community, individuality and immediacy.

Academic Language
Academic language is the language used in textbooks, in classrooms, and on tests. It is different
in structure and vocabulary from the everyday spoken English of social interactions. Many
students who speak English well have trouble comprehending the academic language used in
high school and college classrooms. Low academic language skills have been shown to be
associated with low academic performance in a variety of educational settings. (Fillmore &
Valadez ; 1986).

The main barrier to student comprehension of texts and lessons is low academic vocabulary
knowledge. Academic vocabulary is sub-technical vocabulary. In other words, it is not the
technical vocabulary of a particular academic discipline. Academic vocabulary is used across all
academic disciplines to teach about the content of the discipline.

For example, before taking chemistry, no students know the technical words used in chemistry.
But the under prepared students also do not know the vocabulary used to teach the chemistiy
concepts. Under prepared students are unfamiliar with words like evaluation, theory, hypothesis,
assumption, capacity, validate. Professors assume students comprehend such academic
vocabulary, but such vocabulary is not often used in the everyday spoken English of many
students.

Academic vocabulary is based on more Latin and Greek roots than is everyday spoken English
vocabulary. In addition, academic lessons and texts tend to use longer, more complex sentences
than are used in spoken English.

Computer Assisted Language Learning:

CALL is a broad and an ever changing discipline. Beatty defines, CALL as “Any process in
which a learner uses a computer and as a result improves his or her language and it covers the
wide range of current practice in the field.”The internet and different computer applications.
Computer Assisted language learning(CALL) software, CD-ROMS ,and Office
softwareapplications have become common place in many teaching and learning environments.
The computer can act as a stimulus which generates analysis, discussion and writing.
2.2. Theoretical frame work

2.2.1 Overview of ICT application

2.2.1.1 How ICT can be used in English Language Teaching

According to Ofsted (2004) English Language is one of the most difficult subjects. Teachers
must create an interactive teaching and learning atmosphere to sustain students’ interest in the
subject As curriculum implementers they should make ICT an integral part of teaching and
learning process. Kent and Facer (2004, p.25) say, “ICT in an educational point of view supports
teaching, learning and a range of activities in education in various ways”. So, modern education
is best achieved through the use of ICT and related facilities and this can only be possible if both
the teacher and students are ICT literate. Giordano (2007) points out that for learners to be
equipped with ICT literacy and be lifelong learners ICT must successfully be integrated into both
the English

Language curriculum and academic practice in general. Gumbo (2003) actually confirms that
ICT is an important tool to enhance teaching and learning that an English Language teacher can
make use of in teaching the subject. Its use accords learners an opportunity to manipulate the
ICT gadgets as they engage in various learning activities. Rumpagaporn (2007) says with ICT,
students can organise, present and work out their tasks in many different ways.

Learners would normally be given work to do which may call for the use of ICT facilities and
gadgets like working to produce a school magazine, word processing an assignment, preparing a
power-point presentation or just carrying out research. When they carry out such tasks, they also
learn to correct their own grammar mistakes, mechanical errors and effective means of
communication.

Related to the above, Huang (2005) further notes that many of these ICT gadgets have word
processing software with tools that earners can access and manipulate as a way of learning. In
the process they play around with text in ways that previously were difficult to tackle. When
learners access those tools, at the same time, they make use of them, reflect on what they do and
ultimately correct themselves.

Dickinson (1998) too alludes to this view about the effectiveness of ICT that it should be
embedded in the curriculum, and integrated into various parts that are to be taught. The English
Language teacher should then maximize the use of ICT in their classrooms to deliver content in
dynamic ways. Teachers need to know how to use ICT to achieve their objectives. The nature of
ICT usage is that it is interactive and dynamic, and as such meets individual students’ needs. It
provides learners with opportunities to focus their learning activities as they gather information
to complete their academic tasks. This may see the teacher playing a very minimal role of just
ensuring that students carry out their tasks.

2.2.1.2 Teachers’ Belief on Technology-based Teaching and Learning

With the development of learning technologies in the late 20th century, education system has
changed rapidly.This is due to the capability of technology to provide a proactive, easy access
and comprehensive teaching and learning environment. Nowadays, Ministry of education in all
over the world has provide a lot of facilities and training in order to enhance the use of advanced
technologies in the countries’ teaching and learning process.

A high budget has been placed in order to provide the equipment needed by teachers to improve
the education system. Despite all the efforts, most of the countries are facing similar problem
whereby the teachers are not maximizing the usage of the technology provided (Albirini, 2006).
This has become a serious matter as many previous researches have proven the usage of ICT in
teaching and learning process could improve students’ achievement (Nakayima, 2011, Jamieson-
Proctor et al., 2013).

Many, researchers have taken an effort toanalyse the factors that affecting teachers’ acceptance
of ICT usage in the classrooms (Capan, 2012; Virkus,2008; Zhang, 2013; Dudeney, 2010). It
shows that, the major barrier of the implementation was the teachers’ belief as the teachers are
the person who implements the change in their teaching and learning process.

Moreover, previous research (Cassim & Obono, 2011) shows that the correlation of teachers’
belief and the use of ICT are high. Teachers’ role is getting more important especially in usage of
ICT in pedagogy which could increase the achievement of the students, their creativity and
thinking skills.
2.2.1.4 How English Language influences the students’ Performance

Social awareness of and efforts spent on foreign language teaching have been clearly increasing
in Turkey for years. Along with this awareness and effort, language teaching has undergone
many fluctuations and dramatic shifts over the years resulting in more emphasis on the need for
all students to become competent language learners (Ayo, 2004). These fluctuations and shifts in
foreign language teaching in Turkey have brought about striking changes which have created
several problems as well.

One of these problems is related to the selection of schools and their program content. In
Turkey, after compulsory elementary school, students study hard to get into state or private
secondary schools where they have one-year preparatory stage and follow an immersion
program.

They have to take a central exam to be a student there. These schools use English as the medium
for instruction for mathematics, sciences and other academic subjects. Other secondary schools
which also accept students after this central exam teach academic courses in the native language,
Turkish, and teach English as a course for four hours a week (Banda 2000).

The politics of English education has thus created a caste system of languages - which is
Eurocentric and discriminatory-by relegating home languages to an almost non-existent position
in the school curriculum. Moreover, an educational policy which establishes the languages to be
used as a medium of education at secondary, secondary and GS Nyamagana level is a key factor
in determining how successful speakers of the lesser used languages are within the education
system. While modern social and economic systems require certain kinds of language
competence, they simultaneously create conditions which ensure that vast numbers of people
will be unable to acquire that competence (Bisong 1995).

With English taking up an important position in the Mauritian educational system, it has become
one of the most powerful means of inclusion into or exclusion from further education,
employment, or social positions. Ngugi (1986) describes his experiences in Rwanda, where
English became ‘the main determinant of a child’s progress up the ladder of formal education’.
Studies of Polzenhagen and Michael (2004) reveal that, in general, the students had a positive
integrative attitude toward Kiswahili (that is, desire to belong to a given linguistic group),
irrespective of the type of school attended, ethnic background, or gender.

The study also revealed that this attitude was related to factors both external and internal to the
classroom environment. It was concluded that the three most revealing dimensions of the
students’ general attitude toward Kiswahili, out of the seven udimensions considered, were a
desire to learn the language, perceived parental influence, and degree of motivation.

In Rwanda, however, this level of mobilization and careful planning was absent (Okombo 1996).
The policy environment was not managed, and as a result, the 1976 catchrnent area policy is
being de facto replaced by a policy formulated by the Ominde Commission of 1964. English is
increasingly becoming the LoT throughout the education system; Kiswahili has consolidated its
status as a compulsory subject; and mother tongues have lost ground as LoT (Bamgbose 1991).
Although Kiswahili is supposed to be the LoT for training secondary-school teachers, most of
the materials used at the teachers’ colleges are

in English (Msanjila 1990). More serious still is the problem that the trainers of the secondary-
school teachers (that is, the tutors in the teachers’ colleges) are trained in English at the GS
Nyamagana of Dar es Salaam, although they are supposed to train the teacher trainees to teach in
Kiswahili (Roy-Campbell 1992).

Differences in students’ attitudes were associated with school type and ethnic group. Students in
private commercial schools consistently exhibited more positive attitudes toward Kiswahili,
followed by those in public schools and those in private schools for the elite. Although all
students exhibited positive attitudes toward Kiswahili, those whose home languages were in the
Bantu language group invariably showed more positive attitudes than the others. The study also
determined that making Kiswahuli compulsory not only heightened the motivation for learning it
but also enhanced its general status.

According to Rubagumya (1993), secondary-school students admit that they understand their
teachers better when teaching is carried out in Kiswahili, but the majority of these students still
think that English should be maintained as the LoT. Roy-Campbell (1992) also noted that many
students resist the change of LoT from English to Kiswahili because they assume that English is
the best medium for science and technology, even though Kiswahili is the de facto medium of
instruction in many schools. Such an anomaly, argued Roy-Campbell, can be seen as an
indication of where the locus of power is perceived to be in society. The cognitive and academic
performance of the students in the project schools was better than that of their counterparts in the
mainstream schools.

Pupils educated in Yoruba (the mother tongue) throughout the 6 years of secondary education
were no less proficient in English than pupils educated in English during the last 3 years. The
gains that children reportedly made when instructed in their mother tongue fell into various
categories-cultural, affective, cognitive, socio psychological,pedagogic, etc. (Akinnaso 1993).

It is, however, necessary to note Akinnaso’s (1993) remarks regarding these results. The
following words put the cautionary message most clearly: the results of the project were

compounded by a combination of several non-linguistic factors, including curricular changes; the

use of new course materials; the use of experienced teachers for whom additional training was
also provided; changes in classroom practices; and greater attention than usual (especially in
English Education) to experimental classes.

The studies by Krashen and Biber (1987), Rosenthal (1996) and Spurlin (1995) support the
results by Cummins (1981) and state that students who have not developed their CALP could be
at a disadvantage in studying academic subjects and science in particular because this course
requires an in-depth understanding of concepts acquired by reading textbooks, participating in
dialogue and debate, and responding to questions in tests.

Once again, stressing the difference between CALP and BICS, educational and linguistic
theorists (Curnrnins, 1981; Krashen, 1982 and Krashen, Long & Scarcella, 1979) explain that
foreign language students may become quite proficient in the grammar, vocabulary and sentence
structure of the English language, but may lack the necessary cognitive academic language
proficiency to learn the subject matter in science courses.

2..2.2.1.5 Advantages of ICT in English language teaching:-

The use of ICT has positive effects on foreign language teaching learning.

 We can get the required information within a fraction of second.

  Learners become more innovative with the help of e-learning.
 ICT provides the information to the students which will be useful for them to compete
with
this competitive world.
 English lessons that incorporate multimedia applications can exert powerful motivation
and provide bored students with exciting new ways to learn.
 ICT can make students and teachers to work with current and authentic sources.
 ICT ameliorates the learner’s interaction, verbalization involvement in group
collaborative learning.
 Students can learn independently.
 With ICT pictorial description is available.

The advantages of online learning

The internet saves our time and energy. we can learn English lessons through internet without
the need of travelling and without the need of leaving home or bedroom. With internet students
can learn English anywhere at any time and whenever they want. The internet offers instant
feedback to the learners which enhance the learning experience of the students.

2.3 Conceptual frame work

A conceptual framework is a model that teachers use of drawings/diagrams to explain the

interrelationships between variables(Orodho 2019).the study conceptualized a framework
consisting of both independent abd dependent variables. The independents variables including
teacher’s training, learning and teaching ICT tools, platforms ,technologies as well as internets.
The dependent variables is academic performances of English .the study conceptualized that the
independents variableinfluenced the dependent variables where the independent variables could
either lead to good or performances in English .
 INDEPENDENT VARIABLES DEPENDENT VARIABLES

EFFECTIVE UTILIZATION OF ICT STUDENTS ENGLISH

LANGUAGE LEARNING

 Learners become more innovative

Using of ICT tools such as personal
computer,smartphone amd Ipad with the help of e-learning.
 Students can learn independently.
Organizing specific training rendered to
application of ICT  English lessons that incorporate
multimedia applications can exert
Enhancing students to utilize digital
platforms powerful motivation and provide
bored students with exciting new
Promoting E-learning program
ways to learn.
Encouraging the students to advance the
 ICT ameliorates the learner’s
learning progress via platforms
interaction, verbalization
involvement in group
INTERVENING VARIABLES

School administrators

Teaching and learning climates

Attitudes and motivation

I.T team

Government policy

For the purpose of this study in light of Effective Utilization of ICT on the improving students
English Language Learning in Rwanda to enhance a quality teaching and learning experience in
schools , two theories of Diffusion of Innovations by Rogers (2003) and Technology Acceptance
Model (TAM) by Davis (2003), has been identified and adapted to the research setting as the
conceptual framework for this research (Figure 1). Rogers’s theory stated as the process by
which an innovation is communicated through certain channels and over time among the
members of a social system. The process will starts with “knowledge” of the first channel that
represents characteristics of the decision making unit by the ICT users in order to integrate the
technology. And it ends with “confirmation” by the users to accept the technology and integrate
it accordingly.

The TAM theory comprises of various parts which is representing the process of ICT acceptance
by the users including; behavioral intension, perceived usefulness and perceived ease of use.
While, perceived usefulness refers to the degree to which person believes on the benefit from the
use of a particular technology by improving the job performance, perceived ease of use refers to
the importance of a technology in being userfriendly for the users. Generally, TAM theory was
developed to measure the effectiveness or success of a technology in helping understanding the
value and efficacy of a particular system.

It is also considered as one of the most influential theories in contemporary information systems
research. However, the theory has evolved with more specific variables explaining how a user
can accept a technology over the years.

The proposed framework includes various factors directly associated with the core aim of the
study that explains how knowledge and perceptions will affect the perceived usefulness and ease
of use of ICT integration. The factors embedded in the conceptual framework have been
meticulously interlaced, so that the interrelationship among them constitutes to measure their
effectiveness on ICT integration by teachers.

However, intension to integrate ICT by teachers is the main variable that supports the key
elements in the above framework such as ease-of-use, functionality, flexibility, accessibility and
integration. In addition, the intention of teachers to use the technology is strongly influenced by
their perceptions on usefulness of the system as well as perceived ease of use and determines
their actual use of ICT. The proposed framework has guided this research in investigating the
factors affecting the technology integration by school teachers.
CHAPTER III RESEARCH METHODOLOGY

3.1 Chapter Overview

This chapter entails the research design, research population, sample and sampling, research
instruments, research procedure, validity and reliability of data, data analysis and ethical
considerations.

3.2 Research Design

The study used a combination of both qualitative and quantitative research designs for the
purpose of making valid conclusions. Quantitative design which is classified in two broad
categories, that is; experimental and non-experimental examined how English language
influenced the students’ performance in in secondary schools as an dependent variable whereas
qualitative design involved the use of questions to obtain views from the respondents.

3.3 Research Population

The study population comprised of head teachers, administrators, teachers, stakeholders and
students of students schools in and assessed how Effective Utilization of ICT on the improving
students English Language Learning in Rwanda

Respondents Target population Sampling size

Head teachers 1 1
Students 390 79
DDE+SEOs 4 3
Director of ICT 2 1
English teachers 15 9
Total 421 94

3.4 Sample and Sampling Procedures

The respondents will randomly be selected and categorized. They comprised of both sexes but of
different marital statuses and age groups and the study used 94 respondents.
These intend to get a variety of views and unbiased response which will made the study a reality.
Also this sample size was selected since, Sutton and David, (2004), states that a sample size
should not be less than 30.

The sample size was calculated using simplified formula provide (Yamane, 1967).

Formula is as follow: n=N/1+N (e) 2

Where n=sample size

N=Population: 421

E2=level of precision error of 10% equal 0.1

N=421/1+421 (0.1)2= 94 respondents

Beyond basic description it would be difficult for the researcher to undertake more complex
statistical analysis, as most of these analyses require a minimum sample of 30. The study will
used both random sampling and purposive sampling procedures.

Purposive was used to select different activities in the area of investigation in order to get the
required data and information. Random sampling was used because respondents have equal
chances of being selected.

3.5 Research Procedure

Before going to the field the researcher obtained an introduction letter from Office of the
Director Postgraduate Studies, this introduced the researcher as a student attempting to carry out
an academic research. Then, the researcher sought permission from the concerned authorities
from the Division to be introduced to schools within. To ensure promptness and accuracy some
of the questionnaires will administered by the researcher and others, will left to the head teachers
and administrators, who shall then have administered them to the respondents. The researcher
will made appointments with respondents on when to meet them. The interviews were conducted
in staffrooms and in compounds of the schools.
3.6 Research Instruments

Data have collected from both secondary and secondary sources. Secondary data was gotten by
extracting information regarding how Effective Utilization of ICT on the improving students
English Language Learning in Rwanda, by reading newspapers, journals, and text books plus the
already existing work on internet and magazines. Secondary data was got from the field by use
of the following methods;

3.6.1 Interviews

This involved face to face interaction between the researcher and the participant through
discussion. The interviews were in two ways, namely: Structured interview in which the
responses by the participants shall brief and specific.

Unstructured interviews, where the responses were long, elaborated and not specific, the
interviews were conducted in groups and at individual level where the researcher received
spontaneous feedback from the respondents.

3.6.2 Observation

This involved the use of personal intuition based on different body senses, for example seeing
(eye) hearing (ear). Observation can be used in three main ways, namely; Naturalistic
observation. Here, the presence of the researcher is not known. Passive observation. The
presence of the researcher was known but his role in the activity was hidden. The researcher did
not participate at all.

An active observation. The presence of the researcher was known to the participants. The
observer played a leading role to bring out information.

3.6.3 Questionnaires

This is the discussion in written form whereby the responses of the participants are put on paper
provided by the researcher, the questionnaires were in two forms, namely: Open-ended
questionnaire in which the responses by the participants are free according to their understanding
and the close-ended questionnaires in which responses are provided by the researcher and the
3.7 Reliability and Validity

The reliability of any questionnaire is the consistency with which the same results are achieved.
This always depends on the questionnaire and the person answering. Then the validity of a
questionnaire relies on its reliability. If a questionnaire cannot be shown to be reliable, then there
is no element of validity to be discussed. However, validity and reliability are related in such a
manner that a valid instrument is reliable but not vice versa. This was scrutinized by expert
judges including the supervisors.

Content Validity Index (CVI) of a questionnaire focused on the extent to which the instrument
corresponds to the theoretical content as designed to measure, Content validity refers to the
degree to which the text actually measures the traits for which it was designed. The split half
reliability or sub divided test was calculated to further ascertain the coefficient of internal
consistency. The test scores were split into two subsets, placing odd numbered items in one sub
set and the even items in the other sub set. The scores was then be computed for each
individually using the Pearson product moment formula.

3.8 Data Analysis

The data filled in the questionnaires was copied and analyzed by tallying it and tabling it in
frequency tables identifying how often certain responses occurred and later evaluation was done.
The information was later have recorded in terms of percentages. The recorded data was edited
and interpreted which ensured uniformity, legibility and consistence. Also, interview results will
coded on frequency tables and be calculated in terms of percentages and presented in this study.

3.9 Limitations of the Study

In the process of carrying out this study, a number of constraints were encountered. These
constraints may have hindered the validity of the study. These included;

 There is mounting pressure from the administration for students to complete the research
on schedule which might have affected the quality of research.
 Inadequate record keeping by the concerned school authorities about Effective Utilization
of ICT on the improving students English Language Learning
 The study reflected an exploratory study and much still remained to be done before the
research is in position to generalize the findings concretely about Impact of languages
towards student’s performance
CHAPTER FOUR: DATA PRESENTAION AND DISCUSSION OF FINDINGS

4.1 Introduction

The study purported to investigate the utilization of ICT in management of public secondary
schools in GS NYAMAGANA .The independent variables of the study were: curriculum and
instruction, personnel management and financial control and how they affect utilization of ICT in
management of public secondary schools.

4.2 Respondents Information

This section presents data on gender of teachers and Teachers , years taught in their particular
schools, Teachers ’ academic qualification, use of computers in their schools, number of working
computers in their schools, how computers were acquired in their particular schools and internet
connectivity in their schools. The findings are presented as follows:

4.2.1 Gender respondents

Respondents were requested to indicate their gender. The responses are presented in Table 4.1.

Table 4.1: Proportion respondents according to gender

Gender Frequency Percentage

Male 59 63.6%
Female 35 36.4%
Total 94 100

As presented in Table 4.1, 59 representing 63.6% of teachers were male and 35 representing
36.4% were female. This shows that majority of the respondents in GS NYAMAGANA were
male.

4.2.2 Respondents of teaching experiences

Teachers were requested to indicate the number of years they have been teaching. The findings
are presented in Table 4.2.
Table 4.2: Proportion of teachers according to the duration of teaching

Years of teaching Frequency Percentage

0-5 years 26 23.6%
6-10 years 15 22.7%
11-15 years 17 24.5%
16-20 years 14 12.7%
Above 20 years 18 16.4%
Total 94 1000

Findings presented in Table 4.2 reveal that 26, 23. 6% of the teachers had taught for a period of
0-5 years, 25, 22.7% had taught for a period of 6-10 years, 27, 24.5% had taught for a period of
11-15 years, 14, 12.7% had taught for a period of 16-20 years and 18, 16.4% had taught for more
than 20 years. From the findings, it can be noted that, majority of teachers had taught for a period
of 11-15 years, thus are likely to use ICT in carrying out curriculum and curriculum duties hence
making management of the institutions easier. Majority (82%) indicated that they had a teaching
experience of more than 20 years, one, 9.1% indicated a teaching experience of 16-20 and 11-15
yearseach. Therefore, majority of the Teachers have taught for considerably longer time hence
are expected to be able to integrate utilization of ICT in Enhancing the English language

4.2.3 Academic qualification

The researcher sought information from the respondents on their highest academic qualification.

Education qualification Frequency Percentage

A2 Diploma 16 16.84
Advanced diploma 48 51.5
Bachelors degree 27 28.4
Masters degree 3 3.15
Total 18 100
The tables shows that 16 teachers with percentage of 16.84% noted that they have attained A2
Diploma , 48 respondents have attained Advanced diploma,27 respondents with percentage of
28.4% have obtained the Bachelor’s degree, and the 3 has obtained the masters degree .

This shows that, all teachers have acquired the required academic qualification for them to be
appointed Teachers in their schools and also to teach in a secondary school. Since all Teachers
have the required qualifications, they are likely to use ICT in supervision of students and
teachers and also monitor all the activities within the school.

4.2 Presentation of findings

4.2.1 Respondents on student’s performance in English at GS Nyamagana.

4.2.1 Students of GS Nyamagana follow lessons with interest

Factor Frequency Percentage

Strong agree 32 34.04

Agree 21 22.34
Disagree 17 18.09
Strong Disagree 24 25.53
Neutral 0 0.00
Total 94 100.00

In the respect to students follow lessons with interest ,the tables shows that out 94 respondents
34%strong agreed,22.34%ageed ,18.09% disagree ,25.53% strong disagreed and non of
respondents fall in neutral that students follow lessons with interest. This implies that most of
respondents with percentage of 34.04% strong agreed that they follow English language with
interest.  Therefore Students of GS NYAMIHAGA do not perceive the classroom climate as
supportive. Students have other priorities that compete for their time and attention. Individual
students may suffer from physical, mental, or other personal problems that affect their
motivation in learning English language .
4.2.2 Students of GS Nyamagana are good at writing English

Factor Frequency Percentage

Strong agree 11 11.7
Agree 10 10.6
Disagree 37 39.4
Strong Disagree 34 36.2
Neutral 2 2.1
Total 94 100.0
The findings from above tables shows that 11.7 % strong agreed that students of GS
NYAMAGANA are good at writing English language 10.6% of the respondents agreed, 39.4%
disagreed, 36.2% strong disagreed while 2% respondents are neutral. This implies that the
majority of the respondents disagreed that are not good at writing English due to Writing
difficulties occur because of poor command of English tenses and grammar, lack of inventive
ideas, teachers' unproductive teaching methods, inadequate vocabulary, weak sentence structure,
inexperienced teachers, inappropriate use of vocabulary 

4.2.3 Students of GS Nyamagana are good at reading English

Factor Frequency Percentage

Strong agree 9 9.57

Agree 12 12.77
Disagree 41 43.62
Strong Disagree 32 34.04
Neutral 0 0.00
Total 94 100.00

The findings indicated that among 94 respondents, the 9.57% strong agreed ,12.77 %
agreed ,43.62% disagreed ,34.04 strong disagreed and none of respondents with neutral factor.
This implies that the students of GS NYAMAGANA Children may struggle with reading for a
variety of reasons, including limited experience with books, speech and hearing problems, and
poor phonemic awareness
4.2.4 Students of GS Nyamagana are good at listening English

Factor Frequency Percentage

Strong agree 16 17.0
Agree 15 16.0
Disagree 31 33.0
Strong Disagree 29 30.9
Neutral 3 3.2
Total 94 100.0
The findings revealed that the out of 94 respondents, 17.0 % strong agreed ,16.0 %
agreed ,33.0% disagreed ,30.9% strong disagreed and out of the total respondent only 3.2 % fall
in the neutral aspects this implies that the students of GS NYAMAGANA are week in reading
English language this influenced by Difficulty is caused by many factors ranging from the
difference in sound between the student's first language of a second language and the second
language they are learning, their lack of vocabulary, their lack of grammatical knowledge, to the
pragmatic differences between two languages in GS NYAMAGANA .

4.2.5 Students of GS Nyamagana are good at speaking English

Factor Frequency Percentage

Strong agree 20 21.3
Agree 14 14.9
Disagree 26 27.7
Strong Disagree 32 34.0
Neutral 2 2.1
Total 94 100.0

The above tables revealed that in out of 94 respondents, the majority of the students at GS
NYAMAGANA with percentage of 34.0 % shows that the respondent are at low extent to
express their speaking skills either publically or in the class at large. This implies that factors
causing the speaking problems in GS NYAMAGANA are lack of general knowledge, lack of
speaking practice, fear of mistake, lack of words usage and grammar practice, low motivation,
low participation, reading laziness, shyness, less dictionary usage, nervousness, fear of criticism,
and unfamiliar words pronunciation

4.2.6 Almost all the students of GS Nyamagana succeed in English exams.

Factor Frequency Percentage

Strong agree 11 11.7
Agree 19 20.2
Disagree 37 39.4
Strong Disagree 26 27.7
Neutral 1 1.1
Total 94 100.0
In respect of the students of GS Nyamagana succeed in English exams ,11.7 % strong
agreed ,20.2% agreed ,39.4% disagreed ,27.7% strong disagreed while only 1 respondents have
never replied the addressed question .this revealed that the high number of respondent with
percentage of 39.4% their success level fall in low extent due to the distinguished factors which
always impend their learning progress in GS NYAMAGANA.

4.3 Respondents on the Use of ICT in teaching and learning at GS Nyamagana.

4.3.1 ICT is used to recordings by native speakers of English at GS Nyamagana.

Factor Frequency Percentage

Strong agree 7 7.4
Agree 4 4.3
Disagree 33 35.1
Strong Disagree 46 48.9
Neutral 4 4.3
Total 94 100.0
The tables revealed that ,in total respondents of 94 students ,7.4 % strong agreed,4.3%
agreed ,35.1% disagreed ,48.9 % strong disagreed and 4 respondents never replied the statement,
this implies that the ICT plays role to learn English for students of GS NYAMAGANA and
through ICT makes the students not only to know and learn the language, but also to practice it
in their day to day life and has become an important tool of communication as well as It
provides a platform for sharing thoughts and ideas.

4.3.2 ICT is used to get interesting English reading materials at GS Nyamagana

Factor Frequency Percentage

Strong agree 16 17.0
Agree 13 13.8
Disagree 26 27.7
Strong Disagree 37 39.4
Neutral 2 2.1
Total 94 100.0
Tables indicate that in out 94 respondents, 17.0% strong agreed that ICT is used to get interesting
English reading materials at GS Nyamagana,13.8% agreed ,27.7% disagreed ,39.4% and 2.1%
belongs to neutral alternatives .This implies that the majority of respondents are not interested of
using ICT in English reading material because of lack of teachers' confidence in using
technology, lack of effective training, and lack of time this may mitigate the utilization of ICT in
English reading materials

4.3.3. ICT is used to practice English pronunciation at GS Nyamagana.

Factor Frequency Percentage

Strong agree 13 13.8
Agree 16 17.0
Disagree 37 39.4
Strong Disagree 22 23.4
Neutral 6 6.4
Total 94 100.0
In 94 respondents ,the 13 students with percentage of 13.8% strong agreed that the ICT is used to
practice English pronunciation at GS Nyamagana,16 students with percentage of 17.0% agreed
with the statement ,37 students with percentage of 39.4% disagreed that ICT is used to practice
English pronunciation at GS Nyamagana while 6 students with percentage of 6.4 % never
expressed the reply about the statement ,this implies that the reasons influencing the utilization
of ICT to practice English pronunciation at GS Nyamagana including lack of computers and
other related tools and there is insufficient internet which taken as big hindrance which impede
the pronunciation in English .

4.3.6 ICT is used to listen to songs which help to learn English at GS Nyamagana

Factor Frequency Percentage

Strong agree 41 43.6
Agree 43 45.7
Disagree 2 2.1
Strong Disagree 3 3.2
Neutral 5 5.3
Total 94 100.0
The table shows that in 94 respondents , 43.6 % strong agreed that ICT is used to listen to songs
which help to learn English at GS Nyamagana,45.7% agreed ,2.1% disagreed ,3.2%strong
disagreed and 5.3% never expressed the reply on this statement .this implies that majority of the
respondent with high percentage strong agreed at GS Nyamagana the ICT is used to listen to
songs which help to learn English ,particularly this is always occurred during the hours of
computer lab and it support them to learn English fluently because they are very concentrate and
music is one of attracting the young ages therefore to use ICT through songs helps the students to
understand the English language even though the ICT tools and IT team still at low numbers.

4.4 Respondents on the effect of ICT on learning English at GS Nyamagana.

4.4.1 ICT can increase student’s motivation to learn English at GS Nyamagana

Factor Frequency Percentage

Strong agree 49 52.13
Agree 31 32.98
Disagree 10 10.64
Strong Disagree 3 3.19
Neutral 1 1.06
Total 94 100.00
In respect to ICT can increase student’s motivation to learn English at GS Nyamagana,52.13%
strong agreed ,32.98% agreed,10.64%,3.19% strong disagreed while 1.06% neutral. this revealed
that ICTs have positive effects on GS Nyamagana student attitudes toward the language
teaching and learning. GS Nyamagana student more successful in school, were more motivated
to learn and have increased self- confidence and self-esteem when using computer- based
instruction.

4.4.2 ICT can make English lesson more enjoyable for students at GS Nyamagana

Factor Frequency Percentage

Strong agree 53 56.4
Agree 35 37.2
Disagree 4 4.3
Strong Disagree 2 2.1
Neutral 0 0.0
Total 94 100.0
The table revealed that out 94 respondents ,56.4% strong agreed that ICT make English lesson
more enjoyable for students at GS Nyamagana,37.2% agreed ,4.3 % disagreed ,2.1 strong
disagreed and non respondent who fall in neutral on this statement . this implies that the majority
of respondents responded strong agreed with percentage 56.4% accepted that ICT at GS
Nyamagana make English lesson more enjoyable for students therefore Students of GS
Nyamagana ICT make English lesson more enjoyable because It is helpful in the development of
listening and speaking skills and It is helpful in English language speaking and listening skills.
Also it is an important tool of displaying information and processes to a large number of people
simultaneously. It can be used in teaching and training of students at large

4.4.3 ICT can make it easier for students to learn English at GS Nyamagana

Factor Frequency Percentage

Strong agree 47 50
Agree 35 37.23
Disagree 3 3.19
Strong Disagree 7 7.45
Neutral 2 2.13
Total 94 100.00
The tables shows that 50 % of respondents strong agreed that ICT can make it easier for students
to learn English at GS Nyamagana,37.23 % of respondents agreed with the statement ,3.19%
disagreed ,7.45% of the respondents strong disagreed and 2.13 % of respondents are neutral. this
implies that the highest number of respondents strong agreed that ICT can make it easier for
students to learn English because ICT make the teaching and learning process more efficient and
help English language students engage with the language ,at GS Nyamagana ICT also help
provide personalized practice. and allow language students to become more independent
learners.
4.4.4 ICT has no effect on student’s performances in English at GS Nyamagana

Factor Frequency Percentage

Strong agree 4 4.26
Agree 5 5.32
Disagree 28 29.79
Strong Disagree 52 55.32
Neutral 5 5.32
Total 94 100.00
In respect of ICT has no effect on student’s performances in English at GS Nyamagana, out of
94 respondents 4 students with percentage of 4.26 % strong agreed , 5 respondents with
percentage of 5.32% agreed with statement , 28 respondents with percentage of 29.79%
disagreed and 52 students with highest percentage of 55.32 strong disagreed that ICT has no
effect on student’s performances in English at GS Nyamagana while 5 students with percentage
of 5.32 % never replied the statement .this implies that the ICT has positive effect to students
performance in English because  ICT can enhance teaching and learning through its dynamic,
interactive, and engaging content; and it can provide real opportunities for individualized
instruction

4.2.4 Use of computers in teaching English

Table 4.3: Teachers responses on use of computers in schools

Use of computers Frequency Percentage

NO 92 97.9
YES 2 2.1
Total 94 100.0

The results in Table 4.3 show that, two, few (2.1%) of teachers use computers in their teaching
English language while 92, 97.9% of teachers do not use ICT in teaching English language at GS
NYAMAGANA schools. This shows that, majority of respondents do not use computers in
teaching English language implying that, most teachers have responded positively on the
government policy in education, of 2006 that schools should integrate ICT in the teaching
English language. With majority of teachers using ICTs in teaching English, they are able to
carry out their main role of teaching English efficiently.

Due to the computer devices might include dictionary apps with pronunciation guides or even
reading apps with those dictionary features built right in. Vocabulary building software can be
added, as well. And, of course, students of GS NYAMAGANA indeed can use read aloud
functionality to help access difficult texts therefore the utilization of ICT contribute to the
performance of English language .

4.2.7 Availability of reliable internet connection

Data was sought from the teachers on whether there is reliable internet connectivity in their
schools. The findings are presented in Table 4.6.

Table 4.6: Availability of reliable network connection

Availability of internet Frequency Percentage

connection
Yes 44 46.8
No 50 53.2
Total 94 100.0
As presented in Table 4.6, Teachers’ findings reveal that majority of schools (53%), do not have
a reliable network connection in their schools only a few, (46.8%) noted that there is reliable
internet connection in their respective schools. This information 53 contradicts with Mariga &
Ogenga (2017) findings which indicated that, by 2016, over 150 schools in Rwanda would have
benefitted from Safaricom-Rwanda, with free internet connections. Lack of strong internet
connection may hinder utilization of the available ICTs in carrying out learning English .

Responses for questions on the use of the computer as an ICT tool in reading, writing and
the use of the LMS platforms

Items Frequency Percentage

i. I always word process my 12 12.8
writing assignments
I spell check my writing 5 5.3
assignments before submitting
I use the computer dictionary 17 18.1
to check meaning of
new/difficult words
I use the computer thesaurus 8 8.5
to check synonyms and
antonyms.
I always search for articles in 16 17.0
the internet using appropriate
search engines.
I can download course 4 4.3
outlines and assignments and
upload my work on Moodle/
Blackboard.
. I can engage in discussion 11 11.7
forums on Moodle/
Blackboard.
I use email to communication 21 22.3
Total 94 100.0

The findings indicated that out of 94 respondents , 12.8% always word process by writing
assignments, 5.3% spell check the writing assignments before submitting, 18.1 % respondents
use the computer dictionary to check meaning of new/difficult words, 8.5% respondents use the
computer thesaurus to check synonyms and antonyms, 17.0% respondents always search for
articles in the internet using appropriate search engines, 4.3% respondents download course
outlines and assignments and upload work on Moodle/ Blackboard,11.7% respondents engage in
discussion forums on Moodle/ Blackboard while 223 % respondents use email to
communication. This implies that the ICT plays the certain specific role in enhancing the
learning English .
CHAPTER 5.CONCLUSION AND RECOMMENDATION

5.1 Conclusion

Based on the findings, the following conclusions were reached: Generally, there was a
statistically significant relationship between application of ICT and learning and teaching
English language in secondary schools of GS Nyamagana, Rwanda. The study found out that
school staffs and teachers attaches a greater importance on application of ICT skills. Specifically
the following conclusions were made:

Rendering to the highest number of respondents strong agreed that ICT can make it easier for
students to learn English because ICT make the teaching and learning process more efficient and
help English language students engage with the language ,at GS Nyamagana ICT also help
provide personalized practice. And allow language students to become more independent
learners.
ICT has positive effect to students performance of GS Nyamagana in English because  ICT can
enhance teaching and learning through its dynamic, interactive, and engaging content; and it can
provide real opportunities for individualized instruction but The ICT infrastructure of the GS
Nyamagana is poorly developed, unevenly distributed and inadequate. However, some ICT
resources like computer lab, projectors and television sets were considered to be thinly available.
Though not fully adequate, the GS Nyamagana recognizes the need for ICT resources in its
academic endeavors and as such there is already something to build on.

ICT access in the different GS Nyamagana sector for both Teachers and students was not well
94 attended to. The biggest challenge still affecting easy access to ICT facilities in the GS
Nyamagana remains the limited number of ICT resources which does not match with the ever
increasing student English performance .But there was at least something in place to build on
though still was limited to computers.

5.2 Recommendations

Basing on the findings of this study, in order to improve on application of ICT and learning and
teaching English language, the following recommendations may be considered.

1. There is a need of effective communication between school staffs and students by using audio
visual equipments;

2. There is a need of improving on ICT infrastructure in schools;

3. The ministry of education and educational planners should take into account continuous
training programs for teachers and students to equip them with effective knowledge and skills in
ICT.

4. Last but not least, the government of Rwanda and the school administrators should put more
emphasis on improving the mode of electronic communication, since from the study findings; it
has been identified as the lowest ranked element within the aspects of ICT.

5. There is need for the GS Nyamagana to invest more in computers and related technology as
means of not only solving accessibility problem but improving on the presence of the facilities
especially computers in the classroom and computer lab. More infrastructures: printers,
computers, projectors should be put in place for more practice and utilization.

6. There is a need to maintain internet connection in the GS Nyamagana and connect more
computers to the internet. The GS Nyamagana should then liberalize accessibility of internet and
e-mail in the institution in form of establishment of ICT resource centers where all software can
be accessed. Students” packages and all versions of technology. All in all. the GS Nyamagana
shall take time and even not get there to afford a 1:1 ratio of Student - ICT access to facilities
thus students should also endeavor to acquire themselves what can be afforded or visit
commercial ICT providers like internet café to access ICT facilities.

5.3 Area for further research

The following areas were suggested for further research

1. Information and Communications Technology and the quality of education in the other
districts of Rwanda

2. Information and Communications Technology and the academic performance not only of GS
Nyamagana but also in other districts of Rwanda.
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ix. Chien, S.P., Wu, H.K., & Hsu, Y.S. (2014). An investigation of teachers’ beliefs and their
use of technology based assessments. Computers in Human Behavior, 31, 198-210.
x. Cox, M. J., & Marshall, G. (2007). Effects of ICT: Do we know what we should know?
Education and information technologies, 12(2), 59-70.

xi. Davis, F. D. (2003). Acceptance of Information Technology. MIS Quarterly, 13(3), 319-
339.

xii. Cuban, L. (2001). Oversold and Underused: Computers in the Classroom. Cambridge,
MA: Harvard GS Nyamagana

xiii. Dudeney, G. (2010). The Internet and the language classroom (Vol.X).
Cambridge: Cambridge GS Nyamagana

xiv. Finger, G., & Trinidad, S. (2002). ICTs for learning: An overview of systemic
initiatives in the Australian states and territories. Australian Educational Computing,
17(2), 3-14.

xv. Ghavifekr, S., Abd Razak, A.Z., Ghani, M.F.A., Ran, N.Y., Meixi, Y. & Tengyue, Z.
(2014). ICT Integration In Education: Incorporation for Teaching & Learning
Improvement. Malaysian Online Journal of Educational Technology (MOJET),2 (2), 24-
46.
APPENDICES
QUESTIONNAIRES

Questionnaire forms for Teachers

We are a student’s of University of Technology and Arts of Bumba (UTAB) by the names of
NKUNDABARAMA Elie and BENIMANA BERENISE pursuing a Bachelor’s degree of
Education. The purpose of this research is purely academic as partial fulfillments for the award
of a Bachelor’s degree of Education feel free to supply relevant information since it will be
considered confidential. Your cooperation for the same shall be highly appreciated.

Please tick appropriately

Section A)

Personal identification of respondents

Gender (please tick appropriately)

• Male

• Female

What is your highest level of Education?

• Certificate/Diploma

• Bachelor

• Masters or PhD

In what age bracket do you fall? (Circle where appropriate)

1. 18-25

2. 26-35

3. 36-45
 4. 46-55

5. 56+

1. what kind of technology material do you communicate with your students in class for
improving English language for students?

(A)computer

(B) Smartphone

(C) I pad

Specify others........................................................................

2.How effective are Utilization of ICT towards helping students understand The English
language?

(A) Very ineffective

(B) Ineffective

(C) Effective

(D) Very effective

4. Do your students understand ICT skills? If yes, how fluent are they?

(A) Very fluent

(B) Fluent

(C) Not fluent

(D) Not at all

(E) Others (specify)……………………………

2. To what extent does understanding ICT lead to the improvement of English language?
(A) Bigger extent

(B) Big extent

(C) Smaller extent

(I)) Small extent

(E) Others
(specify)......................................................................................................................................

6. How has been the performance of technology among your students in the school in the last 2
years?

(A) Very poor

(B) Poor

(C) Fair

(D) Good

(B) Very good

(E) Others (specify).................................................................

7. Does a student’s poor English language performance have a relationship with the way they
appreciate ICT tools both in class and outside class activities?

(A) Strongly disagree

(B) Disagree

(C) Agree

(D) Strongly agree

(E) Others (specify).................................................

8. Are there any digital platforms that you use in class and outside class activities to entrench the
English language learning ?

Yes, ( )

No ( )

If yes, how do they facilitate students in improvement of English language

...........................................................................

9, In your view, is there a direct relationship between their English language learning and the
technologies?

(A) Strongly disagree

(B) Disagree

(C) Agree

(D) Strongly agree

(E) Others
(specify).......................................................................................................................................

10. Are there programmes in place by the ministry of education to introduce learners to their
technologies in English language learning?

Yes()

No().

If yes, mention some of them

.................................................

11. Are there some technology barriers that hinder the English language improvement for
students in your school?

Yes( )
No( ).

If yes, mention some of them

(E) Others (specify).................................................

12. Do you relate poor English language performance with technology barrier among students?

Yes( )

No ( ).

If yes, by what percentage

(a) 10%

(b) 20%

(c) 30%

(d) 40%

(e) 50%

(f) Others. Please clarify………………………………………………………….

13. What recommendations would you bring forward so as to counteract the problem

of ICT in students overall English language performance?

APPENDIX B

Questionnaire forms for Students

In which technology tools do your teachers communicate with you both in class and outside class
activities for improving the English language?

(A) computer ( )
(B) I pad ( )

(C) smartphone ( )

D)Other (specify).............................................................................,..............................................

14. What other platform tools do you use as students together with your teachers in class?

(A) facebook

(B) whatsaap

(C) email

(D) Others
(specify)......................................................................,......................................................................
..........

15. How do the above mentioned platforms help you as students to understand the English
language?

(A) Strongly disagree

(B) Disagree

(C) Agree

(D) Strongly agree

(E) Others (specify).................................................

16. How do you measure the accuracy of your teachers in utilization of ICT as Medium of
communication particularly in English language learning?

(A) Very accurate

(B) Accurate
(C) Somehow accurate

(D) Not at all accurate

17)To what extent (specif~’) does understanding technology influence your English language
improvement in class?

(A) To a bigger extent

(B) To a big extent

(C) To a less extent

(D) To a lesser extent

other
(specify).....................................................................,.......................................................................
.........

18. How has your school been performing in ICT in the last 2 years?

(A) Very poorly

(B) Poorly

(C) Well

(D) Very well

19. Would you relate poor English language performance in a given subject to lack of a deeper
understanding of the ICT used in teaching and setting the examinations?

Yes,( )

No( )

If yes, explain how and why

.............................................................
20. Are there any digital platforms that you use in class and outside class activities for improving
the English language?

Yes, ( )

No ( ).

If yes, how do they help in your learning?

............................................................................

21, In your view, would there be an improvement in your english language learning if your
technology was used both in class and outside class activities?

Yes,( )

No( ).

If yes, explain how

...................................

22. Are there programmes in place by the ministry of education as well as ministry of ICT and
innovation to introduce to you the English language learning activities that makes use of
technology ?

Yes, ( )

No( ).

If yes, mention some of them…………

23. Are there some technology barriers that hinder your English language performance in class
and outside class activities?

Yes, ( )

No( ).

If yes, mention some of them..............

12. What recommendations would you bring forward so as to counteract the problem of

technology barrier towards your better English language learning

…………………………………………………………………………………..

THANK YOU FOR YOUR ATTENTION !!!!!!!!!!!!!!!!!!!!!!!!!