TABLE OF CONTENT
1.0: OVERVIEW……………………………………………………………………....
1.1: BACKGROUND OF THE STUDY……………………………………………….
1.2: STATEMENT OF THE PROBLEM………………………………………….…...
1.3: PURPOSE OF THE STUDY ……………………………………………………..
1.4: OBJECTIVE……………………………………………………………………...
1.5: RESEARCH QUESTION………………………………………………………...
1.6: SIGNIFICANCE OF THE STUDY………………………………………………
1.7: THEORETICAL FLAME WORK……………………………………………….
1.8: CONCEPTIAL FLAME WORK…………………………………………………
1.9: DELIMITATION OF THE STUDY……………………………………………..
1.10 LIMITATION OF THE STUDY………………………………………………..
1.11: DEFINITION OF KEY TERMS……………………………………………….
1.12: SUMMAR……………………………………………………………………...
CHAPTER (2) LITEATURE REVIEW…………………………………………
2.0: OVERVIEW……………………………………………………………………
C.3: CHAPTER (3) METHODOLOGY…………………………………………
3.0: OVERVIEW……………………………………………………………………
3.1: RESEARCH DESIGN…………………………………………………………
3.2: STUDY SITE………………………………………………………………….
3.3: POPULATION………………………………………………………………
3.4: SAMPLE SIZE……………………………………………………………….
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3.5: SAMPLING IN TECHNIQUE……………………………………………....
3.6:.DATA COLLECTION INSTRUMENTS…………………………………….
3.7: DATA ANALYSIS……………………………………………………………
3.8 VALIDITY AND READIBILITY……………………………………………
3.9: DATA COLLECTION PROCEDURE………………………………………
3.10: ETHICAL CONSIDERATION…………………………………………….
3.11: SCHEDULE OF ACTIVITY……………………………………………….
3.12: BUDGET……………………………………………………………………
3.13: SUMMARY……………………………………………………………….
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CHAPTER ONE
1.0 Introduction
In this first chapter of the research proposal; the background, statement of the problem, purpose
and objectives of the study shall be given. It will go further and give the research questions,
significance of the study, delimitation of the study, theoretical framework and definition of
operational terms.
1.1 Background of the study
Information and Communication Technology (ICT) is increasingly important in achieving
development goals and promoting citizen participation. Zambia is among the countries in the
Southern African region that have sought to include ICT in the school curriculum in order to
achieve national developmental plans. It is due to the acquisition of computer skills that the
curriculum developers through the ministry of education introduced Information and
Communication Technology and computer studies. “Computers have made a dramatic impact on
our society, particularly in the field of education”, (Khorrami, 2001:21)
Zulu (2011:07) observed that “ICT has received growing attention in recent years from
development practitioners, policymakers, government officials and civil society organizations in
Zambia”. They are believed to contribute to improving development outcomes in many ways.
According to Libati (2011) the use of ICTs contributes indirectly to national development
through its impact in social and economic sectors such as agriculture, health and education, by
empowering individuals to take advantage of new opportunities. The Draft ICT Policy (2013:12)
also said “individuals also benefit from the availability and use of ICT in a number of ways for
example, by substituting phone calls for travel, which saves time and money, and by using ICTs
to obtain information on prices, for their own produce and for purchases”.
Due to the increased benefits of computers in the world today and the continued development of
technology, it is important that learning Information and Communication technology is taught in
schools so that pupils acquire the skills that will enable them adapt in the modern computer age.
The Zambian government through the Ministry of General Education has embarked on ensuring
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effective the teaching and learning of ICT in schools. However, from the onset of introducing
Information and Communication Technology in school, pupils have been facing both benefits
and challenges in schools.
1.2 Statement of the problem
In the education section, teaching and learning practical subjects like Information and
Communication Technology has a number of problems in doing practical works like labs,
projects and other computer application programs. It is also said that it is difficult to present
work using different computer hardware and various application software programs like
Microsoft excel, Microsoft power point, publisher. Some pupils even graduate grade 12 schools
without learning some computer basics like typing, printing, manipulating computer hard ware
and other Internet facilities. Indeed, the society receives half backed graduates who can’t
innovate something in the world of technology.
This research study intended to assess the effects of introduction of ICT in schools has positive
effects and negative effects/challenges the schools are facing as they endeavor to train the
learners in skills that will enable them be up to date in the world that is advancing in terms of
technology and ready to change the world.
1.3 Purpose of the study
The study is intended to discover the positive and negative effects pupils face in Information and
Communication Technology (ICT) and how they are being addressed. It also intended to
investigate and attempt to make recommendations on how best to teach and learn computer
studies.
1.4 Objectives of the study
The objectives of the study were:
• To assess factors influencing teaching and learning of ICT in selected secondary schools.
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• To find out the availability of qualified staff and equipment for ICT in selected secondary
schools.
• To establish barriers in teaching and learning of ICT in selected secondary schools.
• To outline the effects of the introduction of ICT in selected secondary schools.
1.5 Research questions
This research was guided by the following research questions:
• What are the factors influencing teaching and learning of ICT in selected secondary
schools?
• Do schools have qualified staff and equipment for ICT in selected secondary schools?
• What are the barriers in teaching and learning of ICT in selected secondary schools?
1.6 Significance of the study
This study can be of use to the school administrators for them to know the common challenges
pupils face in ICT. The report may also help schools to be in position to know what effective
facilities can be employed in meeting the education needs of pupils in acquisition of skills
needed at national and global level. The findings of the study can be of use to the government in
coming up with other strategic plans for ICT in education on meeting the challenges pupils face
in Information and Communication Technology/ computer studies.
1.7 Theoretical framework
1.8 Conceptual framework
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LEANERS
Academic performance Learning Material
performance Curriculum
Qualified ICT teachers
If these factors are met, the quality of ICT leaners if the materials are available
And academic performance will be increased and easy to access, it will bring
About Confidence on teachers to
Teach. A proper curriculum
Also helps to guide the best
To teach leaners in ICT
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1.9 Delimitation of the study
Information and Communication Technology is offered in many schools in Zambia. To conduct
the study in the whole country is very expensive and time consuming. Hence, this research work
was only limited to a small geographical area only covering a small number of selected schools
in the area.
1.10 Limitations of the Study
The study will have some limitations in that; the researcher being a full-time student at an
institution away from the delimitation of the study may face the challenges of time and money.
However, the researcher will work extra hard during her extra time to conduct research. The
researcher will also put on hold needy areas in order to use the available money on research.
1.11 Definition of key terms
1. Information and Communication Technology: the use of technologies from
computing, electronics, and telecommunications to process and distribute information in
digital and other forms and to communicate using technology.
2. Information: Data that has been processed.
3. Factor: something that contributes to or has an influence on the outcome of something.
4. Learning: the process of acquiring information, knowledge or skill through education or
experience.
5. School: A place where learning is done. It usually has a physical structure, for example,
buildings for the purpose of attaining educational goals or objectives.
6. Teaching: the process of imparting knowledge or skills to somebody by instruction or
example.
1.12 Summary
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CHAPTER TWO
LITERATURE REVIEW
2.0 Introduction
This chapter presents the data that is found in the literature. Literature review is the careful and
systematic identification and location, documentation, analysis and reporting of information
which are relevant, related and useful to the particular study. This section summarizes the
literature that is already in existence regarding factors influencing ICT projects in secondary
schools and their relationship. It presents an overview of previous work on related topics that
provide the necessary background for the purpose of this research.
2.1 Information and Communication Technology (ICT) defined
Defining Information and Communication Technology (ICT), Aluesfyego (2016:05) states that it
“is a generic term referring to technologies which are being used for collecting, storing, editing
and passing on information in various forms.” A personal computer is the best-known example
of the use of ICT in education, but the term multimedia is also frequently used. “ICT can be
interpreted as a combination of data carriers, for example video, CD-ROM, floppy disc and
Internet and software in which the possibility for an interactive approach is offered”,
(Aluesfyego (2016:03)
2.2 positive effects of the introduction of ICT in schools, in learning and teaching.
There are a number of factors that has contributed to the adoption of the use of ICT in schools in
Zambia. These factors are the ones that have resulted into advocating the teaching and learning
of ICT in both primary and secondary schools in Zambia.
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According to Westergaard (2012) the teaching and learning of ICT is growing in Zambia today
because of the policy framework and implementation. The country has come up with a national
ICT policy that includes references to ICTs in education. Zambia also has a draft national ICT
for education policy and implementation framework developed by the Ministry of Education
which is the outcome of a multi-stakeholder consultative process.
As in many other countries in the world, the Zambian government maintains an optimistic view
regarding ICT projects implementation in schools (Kay, 2011). The leadership of Zambian
government, the local private sector, and civil society have demonstrated an enthusiasm and
positive attitude in promoting ICTs for development in general and in education in particular. For
example, in March 2007, the Zambian government launched its national ICT policy. At the
launch, President Mwanawasa reportedly emphasized the creation of an innovative, market
responsive, highly competitive, coordinated, and well-regulated ICT industry. This represents an
extension of Zambia’s national education and national ICT policies.
Additionally, according to the Ministry of Education (2017) the Seventh National Development
Plan (7NDP) formulated by the current government extended from 2017 to
2021 and had “broad based wealth and job creation through citizenry participation and
technological advancement”. The 7NDP represents the engine for developing other forms of
ICTs including capacity building related to technologies and equipment as well as broadening
access content such as news, information, and knowledge resources by the general public. This
clearly shows that the Zambian government has an enthusiasm and positive attitude in promoting
ICT in education.
Also, teachers and pupils have influenced the teaching and learning of ICT in schools in a
positive way. Kay (2011) observed teachers believe that in schools where ICT has been
integrated into education pupils achieved better results than those that did not. There is a
significant improvement on learners’ performances. Finally, teachers become more convinced
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that educational achievements of pupils are due to good ICT use because pupils feel motivated to
learn using modern technology.
Many pupils also consider ICT tools very helpful in that it helps them to do assignments and
study. It also helps to reduce the social disparities between pupils, since they work in teams in
order to achieve a given task. Students also assume responsibilities when they use ICT to
organize their work through digital portfolios or projects. “Students learn new skills: analytical,
including improvements in reading comprehension. ICT also develop some writing skills:
spelling, grammar, punctuation, editing and re-drafting. Still new technologies encourage
independent and active learning.” (Libati, 2011:114). All this has left most teachers and pupils
with no option but to use ICT in teaching and learning.
2.3 negative effects of the introduction of ICT in schools, in learning and teaching.
There are a number of factors that have affected the teaching and learning of ICT in a negative
way in schools in Zambia today. Lack of ICT infrastructure is the most common problem in most
schools which make it very difficult for them in the implementation of ICT in teaching and
learning. For any school to implement ICT easily they need ICT training materials without which
it is practically impossible to implement ICT in schools. Therefore,
“Lack of ICT training materials had a negative effect on pupils’ academic performance and was a
recipe for failure in ICT subject. This may include lack of books in ICT, lack of computers, and
computer Laboratories” (Orodho, 2013:25).
Lack of ICT teachers in schools is another problem negatively affecting the teaching and
learning of ICT in school in Zambia. According to Brookfield (2016:41) “for pupils to do better
in ICT there is need for trained teachers. However, some teachers have limited skills or even
unskilled in the use of ICT and even claim to be teachers of ICT”. For example, some pictures
can be beamed on a wall using a projector. But it will be challenging to use the projector if the
teacher does not know how to operate it.
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Aluesfyego (2016:05) reports that “lack of support from school administration is another
challenge for teachers to teach effectively using ICT equipment. Some school managers put ICT
equipment in stores and put-up strict rules for anybody who wished to use them. This makes
some teacher not to use ICT as they feel it’s time wasting to start the process of accessing them”.
Westergaard (2014) reported that there is unreliable power supply in the face of load shedding
and some schools they are not connected to the power grid. This is a problem because a teacher
who may want to teach and integrate ICT in teaching and learning but when there is no power
supply work becomes almost impossible.
Brookfield (2016) observed that congested classroom due to over enrolment possess another
challenge on teachers who would who attempt to use ICT in the teaching and learning processes
in schools. When there is already a problem of not having enough material to use, some classes
are overcrowded because of over enrolment and this becomes a big challenge to a teacher who
has only one material lets a computer or a phone to use it in such a congested classroom.
Aluesfyego (2016:05) lamented that “schools have overenrolled. A class needs at least 25 pupils
to learn ICT each one on his own computer if results are to be better; unlike the status quo we
have 65 pupils in class to be taught ICT on 7 computers. The furniture is not available for
learners and what they do is stand whilst typing this makes them get tired easily and not
concentrate, in addition there is always scramble for computers.”
Furthermore, Aluesfyego (2016:05) stipulates that “poor performance during ICT examinations
left the teachers not only amazed but also disappointed because pupils who normally performed
well in class were the ones who obtained the lowest grades”. Pupils who were known to be
generally good in class failed ICT examinations because they lacked self-confidence and were
swayed by the fact that they were not taught which distracted their attention. Moreover, during
the examination period, it was observed most pupils spent much of their valuable time looking
for ICT past paper instead of reading and preparing for the examinations.
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From what has been revealed from this literature study it is clear that there are positive factors
that are for the implementation of ICT in teaching and learning in schools in Zambia. However,
factors such as lack of infrastructure and material, lack of trained and skilled teachers of ICT,
lack of electricity, overcrowding among others have negatively influenced the teaching and
learning of ICT in schools in Zambia.
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CHAPTER THREE
RESEARCH METHODOLOGY
3.0 Introduction
This chapter brings out the methods that were used when collecting and analyzing data. It
also gives a description of the population where the research was conducted, the research
design, sample size and sampling techniques, study site, data collection instruments, data
analysis, validity and readability, data collection procedure, ethical considerations, schedule of
activity and the budget.
3.1 Research design
Research design is defined as a plan used to study a problem or questions (Hines and Valiant,
2010). Orodho (2013) further defines a research design as the scheme, outline or plan that is
Used to generate answers to research problems. In order to fulfil the aim of this study, the
Researcher used the qualitative descriptive research design. The major purpose of descriptive
Research is describing the state of affairs as they exist. Kerlinger (2011) points out that the
Descriptive research is not only restricted to fact findings, but may often result in the
Formulation of important principles of knowledge and solutions to significant problem.
3.2 Study site
The study will be conducted withing kabwe district among the selected secondary schools of
kabwe. It will only cover about 3 schools in total of which permission will be granted and asked
before commencing the research.
3.3 Population
A population can be defined as all people or items with the characteristic one wish to
understand. The target population of this study will include the head teachers and relevant
teachers, parents and pupils in the selected secondary schools. Furthermore, the DEBS will also
be used in the study
3.4 Sample size
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According to Kothar (2011) sample size refers to the number of participants selected from the
population. This study will comprise 30 participants of whom 3 will be Head teachers, 6 teachers
(2 teachers per school), 15 pupils (5 pupils per school) and 6 parents.
3.5 Sampling Technique
The sampling technique will be used in this study is purposive sampling which involves selection
of cases which researcher judged as the most appropriate one for the study. The chance that a
particular respondent can be selected for the sample depends on the subjective judgment of the
researcher. In this study purposive sampling is used to select all the respondents.
3.6 Data collection instruments
The Data collection instruments will include questionnaires and interview guides. Questionnaires
will include both structured and unstructured questions which will enable head teachers and
parents to have an opportunity to respond to close ended questions as well as to express their
own opinions through open ended questions at their own free time. Interview guide will be used
to get information from parents and pupils and this will enable the researcher to take note of the
facilities in the school set up that can influence the performance of pupil in schools.
3.7 Data analysis
Data collected through interviews was analyzed qualitatively by coding, placed in categories
and then was grouped into themes using the constant comparative analysis technique.
Quotations were used to illustrate or illuminate themes. Data was analyzed manually use of
computer software called statistical package for the social sciences (SPSS). A mixed method
approach was used to analyze data. The mixed methods approach was selected because it
provides the researcher with the ability to design a single research study that answers
questions about both the complex nature of phenomenon from the participant’s point of view
and the relationship between measurable variables (statistics).
3.8 validity and Reliability
3.9 Data collection procedure
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All the required data will be collected by the researcher. Questionnaires will be distributed in
person to head teachers and parents. The researcher will collect the questionnaires within the
period of one week. Interviews will be held within the school premises with pupils and teachers
randomly and the researcher will take into consideration ethical issues so that the interviews are
held in appropriate environment. An observation checklist will further help the researcher to
observe all the activities that are related to the study during the research.
3.10 Ethical considerations
The research will be lead in harmony and conventionality to the general research morals. This
means that the researcher will first seek for go-ahead to do the research on comprehensive
education in kabwe district. Not at all will respondents be involved in the research without their
concern and they will not be exposed to any harm. Ethics searches for reasons for acting or
refraining from acting, for approving conduct, for believing or denying something about virtuous
conduct or good or evil rules. The way the individuals are affected by conduct of others merits
ethical consideration.
3.11 Schedule of activity
3.12 Budget
Item Quantity Unit cost Amount (ZMK)
Ream of paper 2 200 200
Typing and printing 60 pages K10 / page 300
Transport 400 400
Refreshment 550 550
Talk time 350 350
Total Amount K 1800
3.13 Summary
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