International Journal of Innovative Research and Knowledge


Volume-6 Issue-10, October 2021




Title: TEACHERS’ COMPETENCES IN ADOPTION OF ICT FOR TEACHING AND LEARNING IN PUBLIC PRIMARY SCHOOLS IN ABOTHUGUCHI WEST DIVISION

Author: Nkirote Samuel, Dr. Eric Mwenda & Dr. John M. Kamoyo

ABSTRACT

Adoption of computers in schools has been recognized as a way of making the education process more efficient, richer and relevant. The Kenyan Ministry of Education, Science and Technology is committed in the adoption of ICT in learning and teaching. The implementation process of the project has been slow and has been attributed to lack of preparedness. This slow pace has been blamed on level of school preparedness in adoption of laptop in learning and teaching process. However, no empirical study has been conducted to explain this. The study sought to ascertain the competencies of teachers in the teaching and learning in Public Primary Schools in Abothuguchi West Division. The study employed descriptive survey study design with a target population of the study was 1495 subjects from 17 Public Primary Schools in Abothuguchi West Division. The sample size for the study was 312 respondents consisting of six headteachers sampled purposively, 42 teachers sampled using random sampling and 264 pupils sampled using stratified random sampling. The study used questionnaire for headteachers and teachers. The findings reviewed that the overall mean for the teachers’ competencies in adoption of laptops for teaching and learning was 2.45. This implies that majority of the Public Primary School teachers disagreed that their schools were prepared in terms of teachers’ competency in adoption of laptop for teaching and learning.


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IJIRK DESCRIPTION

ISSN: 2213-1356

Publisher: Scholar Touch Publishers

Area/Scope: Business, Economics & Management; Social Science, Literature, Arts & Humanities; Engineering & Technology; Life Science & Physical Science, Health & Medical Science

Frequency: Monthly

Format: Online & Print

Language: English

Review Process: Double Blinded

Access: Open Access