EFFECTS OF ICT TO THE LEARNING AND TEACHING OF TECHNICAL

SUBJECTS IN VOCATIONAL TRAINING INSTITUTE. A CASE STUDY OF

BUSHIANGALA TECHNICAL TRAINING INSTITUTE.

BY

PHOGANY TROGAN

SHAMBERERE TECHINICAL TRAINING INSTITUTE

INDEX NUMBER: 6141010025

CLASS: CERTIFICATE IN INFORMATION COMMUNICATION TECHNOLOGY

(ICT)

SUPERVISOR: MARY JUMA

SUBMITTED TO KENYA NATIONAL EXAMINATION COUNCIL IN PARTIAL

FULFILMENT OF CERTIFICATE IN INFORMATION COMMUNICATION
TECHNOLOGY

JULY 2023
DEDICATION
I dedicate this writing to my parents for the support they have given me to see me succeed
towards achieving my certificate.

i
DECLARATION
I hereby declare that this research project is personal and out of own knowledge with no copy
and no one else has ever presented it for exam purpose.

Name: PHOGANY TROGAN

Significant

Date

ii
ACKNOWLEDGEMENT
I highly appreciate my teacher who have efforts assisted me in writing this project.I also applaud
my parents for the support they have given me financial and also providing material for the
completion of my project.

iii
ABSTRACT
The purpose of the study was to investigate the effects of ICT in learning institutions based on
the research conducted at Bushiangala Technical Training Institute. Another objective is to
determine the role of lectures, administrators and students in integrating ICT into tertiary
institutions. Results from study indicated that there is a positively high indicated that there is a
positively high impact of ICT on teaching and learning in tertiary institutions. The findings also
presented challenges in an easy way. It was then recommended based on the findings of the
study that policy makers should include new competencies in the curricular and assessment
schemes. The study specifically aimed at evaluating the benefit of various ICT tools used by
tertiary institutions and examines the challenges tertiary institutions face in terms of
implementing ICT in teaching and learning process. The research was conducted on lecturer’s
administrators and students of Bushiangala Technical Training institute and information was
gathered through administration of structured questionnaires. Results from the study indicated
that there is a positively high impact of ICT on teaching and learning in tertiary institutions. The
findings also presented challenges, where students need to access computers in an easy way.

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Table of Contents
DEDICATION.............................................................................................................................................i
DECLARATION..........................................................................................................................................ii
ACKNOWLEDGEMENT.............................................................................................................................iii
ABSTRACT...............................................................................................................................................iv
CHAPTER ONE..............................................................................................................................................1
1.0 INTRODUCTION.................................................................................................................................1
1.1 BACKGROUND OF THE STUDY............................................................................................................1
1.2 STATEMENT OF THE PROBLEM..........................................................................................................1
1.3 PURPOSE OF THE STUDY....................................................................................................................1
1.4 OBJECTIVES OF THE STUDY................................................................................................................1
1.5 RESEARCH QUESTIONS......................................................................................................................2
1.6 SIGNIFICANT OF THE STUDY..............................................................................................................2
1.7 LIMITATIONS OF THE STUDY..............................................................................................................2
1.8 DEFINITION OF TERMS.......................................................................................................................2
CHAPTER TWO.............................................................................................................................................4
LITERATURE REVIEW................................................................................................................................4
2.0: INTRODUCTION................................................................................................................................4
2.2: LITERATURE REVIEW METHODS.......................................................................................................4
2.3: ICT INTEGRATION ENHANCES TEACHING AND LEARNING................................................................4
2.4: ICT ENHANCES ACCESSIBILITY TO LEARNING....................................................................................5
2.5: ICT MOTIVTES LEARNING AND ENHANCES THE LEARNING ENVIRONMENT.....................................6
2.6: ICT ENHANCES ACADEMIC PERFORMANCE......................................................................................6
2.7: CONCEPTUAL FRAMEWORK.............................................................................................................7
CHAPTER THREE: RESEARCH METHOLOGY..................................................................................................8
3.1 INTRODUCTION.................................................................................................................................8
3.1.1 RESEARCH DESIGN......................................................................................................................8
3.1.2 TARGET POPULATION.................................................................................................................8
3.1.3 SAMPLE SIZE AND SAMPLING PROCEDURE.................................................................................8
3.1.4: RESEARCH INSTRUMENTS..........................................................................................................9
3.1.5: VALIDITY OF THE INSTRUMENTS..............................................................................................10
3.1.6 INSTRUMENT RELIABILITY.........................................................................................................10

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 3.1.7: DATA COLLECTION PROCEDURE..............................................................................................10
3.1.8: DATA ANALYSIS TECHNIQUES..................................................................................................10
CHAPTER FOUR: DATA PRESENTATION, ANALYSIS AND DISCUSSIONS......................................................11
4.0: INTRODUCTION..............................................................................................................................11
4.1: QUESTIONNAIRE RETURN RATE......................................................................................................11
THE TABLE BELOW SUMMARIZED THE QUESTIONNAIRE......................................................................11
4.3: DEMOGRAPHIC DATA FOR RESPONDENTS.....................................................................................11
4.3.1: DISTRIBUTION OF TEACHERS BY GENDER................................................................................11
4.4: DISTRIBUTION OF TEACHERS BY AGE..............................................................................................11
4.5: DISTRIBUTION OF STUDENTS BY GENDER......................................................................................12
TABLE 4.6 NUMBER OF COMPUTERS DEDICATED TO STUDENTS USE...................................................13
4.6.2: RESEARCH QUESTION 2:WHAT IS THE LEVEL OT TEACHERS AND STUDENTS?.........................15
4.6.3 RESEARCH QUESTION 3:TO EHAT EXTEND HAS THE MINISTRY OF EDUCATION EQUIPPED
ON DIGITAL EQUIPMENT AND INTERNAL CONNECTIVITY?................................................................17
4.7 : TO STIMULATE ICT INTERGRATION IN EDUCATION IN VARIOUS REGIONS....................................18
4.8 :TO DEVELOP EDUCATIONAL SOFTWARE TO MEET LOCAL EDUCATION..........................................18
4.9: TO BUILD BASIC ICT CAPACITY IN ICT FOR ALL STAKEHOLDERS IN EDUCATION.............................18
4.10: CHALLENGES FACING THE IMPLEMENTATION OF ICT IN TEACHING OF SUBJECTS IN LEARNING
AND TEACHING PROCESS.......................................................................................................................18
CHAPTER FIVE:...........................................................................................................................................20
5.0 SUMMARY OF RESEARCH FINDINGS, CONCLUSIONS AND RECOMENDATION................................20
5.1 INTRODUCTION...............................................................................................................................20
5.2 FINDINGS.........................................................................................................................................20
5.3 CONCLUSION...................................................................................................................................21
5.4: RECOMMENDATIONS OF THE STUDY.............................................................................................21
REFERENCES..........................................................................................................................................22
APPENDICES...........................................................................................................................................23
APPENDIX 1...........................................................................................................................................23
APPENDIX 11.........................................................................................................................................24
APPENDIX 111.......................................................................................................................................29

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CHAPTER ONE
1.0 INTRODUCTION
A research project on the effects of ICT to the learning and teaching of technical subjects in
vocational training institute for this case a study of Isanjiro institute.

1.1 BACKGROUND OF THE STUDY

In the current society, many people are trying to make life easy and more convenient by use of
technology especially Information Communication Technology. The integration and use of ICT
in education and learning institutions countrywide has been a priority. Recently, important
investments by governments are being made to ensure that all students in institutions have
computer literacy since the world of today is digitalized. Many new policies and projects have
begun to introduce Information Communication Technology and related teaching approaches
known as electronic or e-learning in learning institutions. The expectations for this projects are
often higher to affect student’s achievement and national economic development.

1.2 STATEMENT OF THE PROBLEM

The use of Information Communication Technology in Kenyan higher education is a good move
so as to cope up with this era of information. Information Communication Technology in
education is used to promote information literacy that is the ability to access use, evaluate
information from different sources so as to enhance teaching and learning problems. Students
have been introduced into educational systems that are experiencing critical challenges such as
lack of enough teachers and learning materials. Therefore, the research was intended to find out
the effects of ICT use in the learning process.

1.3 PURPOSE OF THE STUDY

The purpose of the study was to access the effects of ICT on the learning and teaching technical
subjects in vocational training institutes.

1.4 OBJECTIVES OF THE STUDY

 To establish the importance of ICT use in higher learning institutions in the findings from
Bushiangala Technical Training Institute.
 To determine the ways in which ICT is integrated in teaching and learning process by
teachers and learning
1
  To determine the level of teachers and learners expertise in ICT integration in teaching
and learning in Bushiangala institute.

1.5 RESEARCH QUESTIONS

Based on the objectives of the study, the following were the research questions for examination;

 What were the effects of ICT literacy to students after completion of study?
 ; In which ways do teachers and learners integrate ICT in the teaching and learning
process?
 ; To what extend has the ministry of education ICT integration policy objectives been
implemented in Bushiangala institute?
 What is the level of teachers and learners expertise on ICT integration the teaching and
learning process?

1.6 SIGNIFICANT OF THE STUDY

The study will offer useful ideas to existing knowledge on the subject matters. It will be of use to
students as well as teachers in their daily persuasive of duties. It will reveal the influence it has in
the developing of Information Communication Technology-and how they are managed.

The study will also make possible recommendation towards increasing the use of ICT in
enhancing teaching and learning process. Furthermore, Kenya national examination council
might benefit by determining which approach of instruction can lead to better achievement in
examinations. Finally, the study can also help other researchers and educational administrators in
strengthening the educational theories behind ICT use in institutions.

1.7 LIMITATIONS OF THE STUDY

ICT has the potential to play a powerful role in enhancing teaching and learning sectors. Some
questions and teaching practice rely on the ICT knowledge. An observation checklist was also
used to confirm where it was possible to the veracity of responses in questionnaire items. The
findings may be useful as a baseline for future study to access the effectiveness of ICT.

1.8 DEFINITION OF TERMS

i. Communication -This is the process of transmitting information, ideas and attitudes from
one person to another

2
 ii. Computer- Is an electronic device that work under the control of stored program,
accepting and processing data to produce a information which is the result of processing.
iii. ; Internet - Is defined as interconnection of computer network that enabled the computers
and their program to communicate directly.
iv. Access- opportunity to make use of something. ICT access is usually determined by the
number of ICT equipment available to the number of learners.
v. Computer training- the process of enlightening an individual on how to use the computer.
vi. Information Communication Technology- Is a general term that describes any technology
that helps produce, manipulate and communicate information.

3
CHAPTER TWO
LITERATURE REVIEW
2.0: INTRODUCTION
The 21st century's world-wide explosion of information communication technology has clear
manifestation of the fact that there is on increasing utilization of ICT in schools. The
transformation in education has become possible as a result of ICT's driving force. There is an
increasing demand of educational institutions to use ICT to teach the skills and knowledge
students need for the current information age. Information communication technology is made
up of an extensive variety of hardware, software, communication lines and information
management tools to handle analyze information. The advent of ICT has made many new
opportunities for the 21st century and education is not an exception. As a result, ICT has made it
possible for people to learn at a distance, virtual learning, internet training, technological
learning and web based learning. The potential effects of these technologies has limited
significance and the consequences on the learning process might be negative especially in
developing countries such as Ghana. Though these are challenges and limitations yet ICT
provides excellent standards for education and encourages new ways of learning to be explored
by students and teachers.

2.2: LITERATURE REVIEW METHODS

Data collection for this study was done by using bibliography and conventional context. After
identification and careful analysis, each of the categories was studied in in detail. The key words
used were ICT integration, accessibility, CT for education, motivation, learning, environment,
academic, performance and teaching and learning. After identifying a preliminary set of articles
bibliography sections were analyzed to identify additional studies of interest. The rest of the data
were analyzed individually and their effects on teaching and learning discussed subsequently.
The study used 50 research papers from 1990 to 2019 using key words such as ICT integration,
accessibility, ICT for education, motivation, learning environment, academic performance,
teaching and learning.

2.3: ICT INTEGRATION ENHANCES TEACHING AND LEARNING

According to Buabeg Andoh-(2019), many educational institutions and governments globally
have taken the integration of ICT into teaching and learning as a major and that much premium
is placed on its integrated and implementation. Teaching and learning process is making great

4
impact in education as a result of the application of ICT.Several millions of dollars have been
injected into the education sector to help fully integrate ICT into teaching and learning activities
is imperative to state that teachers knowledge skills in technology have great impact on the way
in which they put technology into use in the area of teaching and learning. Engaging learners
with ICT facilities will enable them build their capacity to the fullest for both research and
independent study. It is critically important for ICT to be fully integrated into education in order
for society to benefit from this learners when they graduate and go back to the society. A study
conducted by (Janepher Mohammed and Adel 2016) post that learners are able to improve their
grades of ICT is completely integrated into teaching and learning. One way in which ICT can be
used in the classroom is to take over this presentational and organizational roles. The
implications for these are for both teachers and learners and the computer by providing an
additional source of knowledge which may reduce the dependency of learners upon the teacher.

2.4: ICT ENHANCES ACCESSIBILITY TO LEARNING

In integrating ICT into teaching and learning it is necessary condition to have access to ICT
infrastructure and resources in schools.(Japheth and Lisman 2018), the advent of ICT has made
education nonrestrictive. Teaching and learning used to be at the four walls of the classroom
where teaching was based on prescribed syllabus. A report by European commission (2013)
found that access to ICT is a major impediment teacher’s use of ICT in the classroom. The
introduction of technology has opened the flood gate for education to deliver at any time. ICT
affects the way knowledge is imported as students learning process because the effectiveness of
learning is upon students’ learner driven strategies but not the teacher. It is extremely important
to state that accessibility is not the same as availability and that in schools there is ICT
infrastructural development but are not accessible to students which contribute immensely to
technological illetracy in the system. Availability and accessibility are essential for effective
adaption and integration in education.

ICT resources such as software and hardware must be readily available in the schools to ensure
that access and availability are not denied. Technology should be accessible to students to ensure
that learners have access to knowledge regardless of space and time (Akele 2013,Agadi 2014).
Through the use of technology, learners are able to communicate, share ideas and work as a
team. This kind of learning where ICT is the main facilitator not only help to establish

5
connection for the learners but also built strong networks for each other in achieving true and
meaningful learning. Each and everyone needs to keep pace with recent development inorder to
access information through technology, (Pelfram and Law 2007) . Time and space are hindrances
to communication which ICT helps to mitigate if not eliminated completely (Lim and Chai
2004). ICT also makes it easy for the development of electronic resources.

2.5: ICT MOTIVTES LEARNING AND ENHANCES THE LEARNING

ENVIRONMENT
According to FAthima (2013), there is a rapid change in students’ performance when ICT is used
in the learning environment. ICT is becoming an increasingly powerful educational tool for
promoting education. There are several sources of getting information which are available to
students presently and the education system insists on factors such as research, critical thinking
and evaluation skills. It is critically important that teachers will see the need to encourage
students to be active learners so as to engage in active knowledge construction.

As a result, ICT could be described as a facilitator of active learning and high order thinking,
{Alexander 1999}. Learning materials could be modified to suit the requirements and
capabilities of every individual via the use of ICT especially by giving personal feedback (Mooji
1999,Akele 2013). The influence of ICT has professional and personal lives of people.
Apparently,ICT has been one of the most vital tool when it comes to changing the style of
education process upon the requirements of the modern information society,(Mistra,Kishore and
Shivani 2018). Effective use of ICT can make it a transformational tool that can change a
classroom setting to a learner,(Amin 2013,Mnashuka 2013 and Agadi 2014). ICT can enhance
quality of education in several ways. The motivation and involvement of the learner could be
booted via the provision of basic learning skills. The application of ICT in teaching and learning
is imperative because it will not only improve the teaching but also help the next generation
build their future carriers,(Wheeler 2001).

2.6: ICT ENHANCES ACADEMIC PERFORMANCE

There is a rapid change in the students performance when ICT is used in teaching environment.
While ICT has been used in various ways to support teaching and learning, some of the literature
point to the fact that little evidence exists supporting the claim that ICT has transformed
education,(Twinning and Henry 2014). This assertion is contestable by some researchers and

6
academics. To a greater extent, CT has influenced the practices of education and will increase
considerably in the future. The persistent application and development of ICT in the education
system will have significant impact on teaching and learning process

Finally, availability and accessibility of ICT equipment and good educational practices and
programs in educational centers can significantly have effects on teaching and learning hence
enhancing the educational system.

2.7: CONCEPTUAL FRAMEWORK

Independent variable Dependent variable

Infrastructural facilities
Financial resources  Implementation of ICT
 Electricity
 Computers

Intervening variables

 ICT infrastructure  Political factor

 ICT personnel  Cultural factors
 Economic factors
 Technological factors

7
CHAPTER THREE: RESEARCH METHOLOGY
3.1 INTRODUCTION
The section covers research methodology used in this study.it organized under the following sub
headings, research design, target population, sample size and sampling procedure, research
instrument, instrument validity, instrument reliability, data collection procedure and data
analysis.

3.1.1 RESEARCH DESIGN

A research design is a structure of research.it holds all the research elements in research project.it
shows how all the major parts of the research project work together to try address the central
research question. The study adopted a descriptive survey design. Therefore descriptive survey is
a method of collecting information by administering a questionnaire to sample of individuals in
order to secure evidences concerning all existing situations and comparing the presents
conditions for the next cause of action. Descriptive survey was suitable since this study ought to
determine the effects of ICT to the learning and teaching process.

3.1.2 TARGET POPULATION

Vocational in state has a population of 700 students. Those that are taking ICT as a course are
100 in number and the rest are taking other courses. The target population is I principal, 700
students and 30 teachers from all departments offered in the institutions, two ICT technician and
1 assistant

3.1.3 SAMPLE SIZE AND SAMPLING PROCEDURE

A sample size is a small group obtained from the accessible population while sampling is a
research technique used for selecting a given number of subjects from a target population as a
representative of that population experts argue that if the population is less than 10000 and that
there is no estimate available of the proportion in the population assumed to have the

8
characteristic of interest than 50%can be used with a corresponding statistics of 1.96 and
precision value of plus or minus 5%.

A sample size to be adjusted 384 can be consequently used. This arrived at using the following
relation.n0=zpqle=> (1.96) (0.5) (0.5) (0.5) =384
Where n=sample size to be adjusted
Z=is a value at the area under normal came of confidential level of 95%
P=is a sample of population of success within which is 0.5 and q is (1-p) that is (1-0.5)=0.5
E=is precision value or the Sample error. Here it’s taken to lie within plus or minus 5%.

The population of the teachers and students for this study is each less than 10,000 hence the
study adopted the formula for determining the sample size as follows

N8=n0 (1+ (n0/n)

Where:
Nf=is the desired sample (where population is less than 10,000)
N0=sample size to be adjusted size i.e. 384(as constant)
N=estimates of population size
Sample size of student from target population of 1760
Sample size (}) =384(1+384/700=389
Sample size of teachers from target population of 30
Sample size (nf) =384(1+384/30=397
Data was collected from the institute and the principal was purposely included as he was the key
informant to the study. The rest of the sample was selected using simple random sampling
techniques where each member was given an equal chance to participate.

3.1.4: RESEARCH INSTRUMENTS

The study for empirical and qualitative data collection approaches. Data was collected from the
institute using three sets of questionnaire.an observation checklists was used to confirm some
facts on the questionnaires.

9
The questionnaire were divided into two sections covering demographic information access and
usage of ict as well as attitudes and challenges on ict use. Both open and closed ended questions
restricted the respondents’ yes or no response. Matrix questions were also included. The open
ended questions allowed the respondents to give an in depended response to the subject of study.
3.1.5: VALIDITY OF THE INSTRUMENTS
The validity of the instruments appraised by the two teachers who were incharge of ict in the
institute. The content of the questionnaire were then corrected appropriately according to the
teachers’ guidance. All the questionnaire were structured in a simple language to facilitate easy
understanding.

3.1.6 INSTRUMENT RELIABILITY

According to research the reliability of instruments is the measure of the degree to which
research instrument yield consistent results or data after repeated trial.in this study test-retest
method was used to test reliability to the instrument the same questionnaire were administered to
the same subject in the same conditions within a week.

3.1.7: DATA COLLECTION PROCEDURE

Permission to carry out research was obtained from the institute administration through the
principle. Three sets of questionnaires were administered as follows one set to the school head,
another set to the subject teachers and a third set to the students.

3.1.8: DATA ANALYSIS TECHNIQUES

Data analysis techniques are statistical methods which were used to analyze data so that it could
be interpreted. The data collected from the respondent was both quantitative and qualitative in
nature.
Quantitative data was coded, tailed and analyzed using descriptive statistics such as mean,
frequency and percentages. The result of data analysis was reported in a summary from using
frequency tables’ bar graphs and pie charts. Quantitative data analysis for open ended questions
was done using content analysis where ideas were grouped into themes. The frequency of
different descriptions were generated by categorizing and coding pieces of data into themes.

10
CHAPTER FOUR: DATA PRESENTATION, ANALYSIS AND
DISCUSSIONS
4.0: INTRODUCTION
This chapter presents the results of data collected from the field. The findings have been
presented with respect to each other of the specific research questions and objective that guided
the study.
4.1: QUESTIONNAIRE RETURN RATE
A total of 410 questionnaires were administered to 389 students in the institute, 20 teachers and 1
principle
THE TABLE BELOW SUMMARIZED THE QUESTIONNAIRE
TABLE 4.1 QUESTIONAIRE RETURN RATE

respondents Sample size Actual response Percent (%)

administered
Students 389 350 89.97
Teachers 20 15 75
Principal 1 1 100
Total 410 366 89

Table 4.1: indicates that the average response rate was 89%.according to Kwan a questionnaire
return rate of 80% and above is absolutely satisfactory while 60.8% is quite satisfactory. A
ratable 60% is barely acceptable. This response rate obtained here was considered sufficient to
provide reliable response.
4.3: DEMOGRAPHIC DATA FOR RESPONDENTS
The data represented in this part was determined from response by the teachers principal and
students in respective questionnaire
4.3.1: DISTRIBUTION OF TEACHERS BY GENDER
The majority of respondents were male while the minority were female. The data collaborated
with the statistics provided by principal which indicated that there were a total of (30 teachers in
the school out of which 20 were male and 10 were female
4.4: DISTRIBUTION OF TEACHERS BY AGE
Table 4.4 distribution of teachers by age

11
 frequency Percent Cumulative
percent
Below 25yrs 4 13.3 13.3
25-30yrs 10 33.3 46.6
31-40yrs 8 26.67 73.27
41-50yrs 8 26.67 99.94=100
total 30 100

Pertaining the age of the teachers as shown on the table the findings indicate that cumulatively
most teachers are 30yrs and below

4.5: DISTRIBUTION OF STUDENTS BY GENDER

Figure 4.2: distribution of students by gender

-----female male

The figure shows that majoring of students are female while minoring are male.
The study was guided by three research objectives and the findings from the field are reported as
per questions 4.6.1, 4.6.2.4.6.3

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4.6.1: RESEARCH QUESTION 1:IN WHICH WAY DO TEACHERS AND LEARNERS
INTERGRATE ICT IN THE TEACHING AND LEARNING PROCESS
Principal, teachers and students were asked several questions on various aspects to determine the
extent of access to computer and the related peripherals and their response were as distributed
regarding to the response of electricity connection. The institute was reported to have electricity.
Electricity connectivity is a major enabling factor for ICT integration in teaching and learning. In
connection to power outages the institutes reported to have installed standby power backup
generator so that there won’t be hampering of effective ict integration. The principal was asked
to give the number of computers accessible to student and the total number of students in the
school so as to enable the computation of numbers of students per computer

TABLE 4.6 NUMBER OF COMPUTERS DEDICATED TO STUDENTS USE

Computers Frequency Total

0 8 0
5 2 10
10 4 40
15 10 150
Total 24 200

Data above was used in computation of students to computer ratio(csl) which I an index
useful in determining and complaining access for computers to students in the institute
Student computer ratio (scr) =total number of students
Computer accessible to students
700 = 4 students for every computer
200
The computation from the institutes data that was collected indicated that the students to
computer ratio(scr) was 4:1.although this ratio is significantly lower than the government
estimate gok(2006) of (150:1) there is still a great difference between the findings and the
situation in developed countries. A recent survey on technology access and use by European
school which sampled 31 countries found that there was about 3 to 7 students per computer in

13
the European Union. This comparison clearly indicates that a scr of 4:1 is still high as the lower
the ratio the better the access of computers to students in institutes.
Connectivity of computers to the internet
The principal was asked to indicate the type of internet connectivity in the institute. Here is a
summary

no wireless connectivity

The findings indicate that the institute had internet connectivity while there is a low value of no
connectivity which is caused by low network.
Cost of internet connectivity per month
The principal was asked to give the cost of internet connectivity in the institute. This is a
summary of ict

Cost connectivity per Frequency Percent Cumulative

month(kshs) Percent
0(no internet 15 48.4 48.4
1000 2 6.5 54.8
3000 2 6.5 61.3
4000 3 9.7 71.0
4500 2 16.5 71.4
5000 5 16.5 93.5
6000 2 6.5 100
The table above shows that the institute is spending a substantial amount of its badgets on
internet connectivity with the highest spent of kshs 5000 per month
Availability of ict tools in the institute

14
 Ict tool Yes % No % Total %
Lcd projector 1 100 0 0 1 100
Printer 1 100 0 0 1 100
modem 1 100 0 0 1 100

According to the table above basic ict tools are available but the number of items is low since it
only has one item each
Personal ownership of ict tools by teachers
Teachers were asked to indicate whether they owned some ict tools used in ict teaching. The
response was as summarized

yes % no % total %
Desktop 10 33 20 % 50 100
computer
Laptop/leads 10 33 33 67 30 100
Printers 0 0 30 100 30 100
Scanner 5 17 25 83 30 100
Flash disk 30 100 0 0 30 100
Modem 30 100 0 0 30 100

The table above shows that teachers have their possession varied ict tools as technology
continues to permeate in the teaching and learning activities.

4.6.2: RESEARCH QUESTION 2:WHAT IS THE LEVEL OT TEACHERS AND STUDENTS?

Expertise in ict integration in teaching and learning process by teachers and learners.
The principal, teachers and students were asked several questions on their expertise. The
responses were as follows

Level of training Frequency Percentage

Principal trained for diploma 1 100%

15
TEACHERS LEVEL OF ICT COMPETENCE
to establish the level of teachers competence or confidence on some skills relating to ict
integration in teaching, teachers were asked to rate themselves on a linked scale of very good
average and weak skills. Excel application are useful to a teacher during student examination
analysis while access application are useful in production of database and can be used to store
student details.

ATTITUDE OF TEACHERS TOWARDS ICT INTERGRATION

To determine the attitude of teacher towards ict integration teachers were asked to rate some
statements provided in a scale of strongly agree (s.a) agree (A) undecided (U) disagree(D) and
strongly disagree (SD)majority of teachers responded as either strongly agree(SA) or agree(A)
while for negatively statements they responded as other disagree(D). Most teachers indicated that
they found ict to be useful as they had made revision easy through accessing questions in digital
format

STUDENTS LEVEL OF ICT TRAINING

Students were asked if they had received any training in computers their response is as follows

Chart Title

YES
42%
NO
58%

16
The above pie chart shows that majority of the students had received ict training.

LEVEL OF STUDENT’S COMPENCE IN SOME ICT TASKS RELATING TO

LEARNING
To determine the competence or confidence of the learners on some ict skills students were
asked to rate themselves on a scale of very good,average,weak,poor skills tested.
Majority of students demonstrated greater confidence on two operation connecting computer
cable to the electricity and switching on and off a computer . Majority of students demonstrated
low level of confidence or competence where by majority of them rated themselves on a level
between average and poor. This indicates that more needs to be done in terms of improving the
skills of students hence enhancing their confidence in application of the skills in their learning
activities

ATTITUDES OF STUDENTS TOWARDS ICT INTERGRATION

To determine the attitude of students towards ict intergration students were provided with
statements to rate themselves on a scale of strongly agree (SA) agree (A) undecided (U) disagree
(D).just in the case of teachers for positively stated statements, majority of students responded as
either strongly agree. Most students indicated that use of computers and related technology had
made their learning enjoyable and that they were able to learn for more hours without getting
bored.

4.6.3 RESEARCH QUESTION 3:TO EHAT EXTEND HAS THE MINISTRY OF EDUCATION
EQUIPPED ON DIGITAL EQUIPMENT AND INTERNAL CONNECTIVITY?
Digital equipment imply the computer whether desktop or laptop and related peripherals devices.
The institute was a total number of 15 computers which is a small number basing on the fact
tha1t the institute is an upcoming educational sector. This means that in the coming future the
computers will not be enough for the students.

17
4.7 : TO STIMULATE ICT INTERGRATION IN EDUCATION IN VARIOUS REGIONS
Integration of ict in teaching and learning process in Bushiangala is still very low. Relating to
computer studies in other institutes. These findings were convenient with the studies carried out
on ict integration. Institutions have been situated to enhance ict hence limited number of students
doing ict as a course as consider it being a technical course

4.8 :TO DEVELOP EDUCATIONAL SOFTWARE TO MEET LOCAL EDUCATION

REQUIREMENT IN TEACHING AND LEARNING
When asked to indicate whether they passed some basic software they indicated that they only
had Google classroom which was used for learning purposes only.Teachers indicated the need to
avail more relevance educational software and e-content for use in teaching and learning.

4.9: TO BUILD BASIC ICT CAPACITY IN ICT FOR ALL STAKEHOLDERS IN

EDUCATION
80.5% of teachers, 50% of students and the principal reported to leave had some ict training,
however most teachers rated themselves between average and poor on some essential integration
skills like the management. Using excel and access application students only demonstrated great
confidence in switching on and off a computer and in networking though use of Facebook and
twitter but they demonstrated low confidence in all other skills tested when asked.

4.10: CHALLENGES FACING THE IMPLEMENTATION OF ICT IN TEACHING OF

SUBJECTS IN LEARNING AND TEACHING PROCESS
To establish the challenges a barrier to ict in bushiangala teachers were asked to rate on a scale
of major, minor or not a challenge a number of potential challenge. Their response was as
summarized in the table that follows later. The table indicates that most teachers were of the
opinion that lack of adequate computer laboratory was not a challenge to ict integration.
Generally the findings implied that despite the efforts expended towards ict integration policy by
the government as well as individual institutes obstacles to the implementation were still to a
large extent in existence.

18
 HERE IS THE TABLE REPRESENTING THE CHALLENGES
Ict related challenge major % minor % Not a challenge % total %

Insufficient no of 141 67.1 56 26.7 13 6 210 100

computer
Inadequate /lack of 100 47.6 82 39.0 28 13.3 210 100
skills in ict
Inadequate copies of 156 74.3 40 19.0 19 6.7 210 100
software on specific
subject
Insufficient teacher 142 67.6 68 32.4 19 19.5 210 100
time
Inadequate technical 14 54.3 50 26.3 21 19.0 210 100
assistance
Slow speed of www 121 57.6 49 23.3 60 12.4 210 100

Lack adequate 72 34.3 112 53.3 26 15.7 210 100

computer lab
Lack of administrative 72 34.3 42 20.0 76 7.1 210 100
assistance

Lack of policy or 111 52.9 84 40.0 15 27.6 210 100

proper strategy on ict in
the institute
technophobia 98 46.5 46.7 25.7 58 3.3 210 100

Loss of data due to 85 40.5 97 46.2 23 3.3 210 100

virus attack

19
CHAPTER FIVE:
5.0 SUMMARY OF RESEARCH FINDINGS, CONCLUSIONS AND
RECOMENDATION
5.1 INTRODUCTION
This chapter presents the summary of the study, research findings, conclusion drawn and the
recommendation for the study and suggestion for further research.

5.2 FINDINGS
The purpose of the study was to find the effects of ict to the teaching and learning of technical
subjects in vocational institutes to determine the ways in which ict is integrated in teaching and
learning process by teachers. The main data collection method used was questionnaire
administered to teachers, principal and students in the institute. The study employed descriptive
survey design to students 30 teachers and 1 principal were sampled for the study while the
principal was purposively included for the study. Research instruments were appraised by my
supervisor to enhance validity. Test-retest method was used to determine instrument reliability.
Data collected from the respondents was both quantitative and qualitative in nature. Quantitative
data was analyzed using descriptive statistics such as frequencies and percentage while
qualitative data for open ended questions was coded and transcribed per research question item.
The data was analyzed and summarized to identify the main research finding and there after
conclusions and recommendations were made.
The study established that the institute was equipped to some extend with computer and related
peripherals. The study established that the institutes was equipped to some extent with computer
and related peripherals as the institute was connected to electricity . The computer student ratio
(SR) for the institute ws 4:1. The study also establish end that the average number of computers
was at least 30 in regard to internet connectivity. The institute was connected to the internet.
Basic tods were widely available in the institute including printers, laptops, modem and LCD
projectors.in almost all the office from printer and scanner the school owned other items.

20
5.3 CONCLUSION
From the research findings it is clear that Bushiangala institute had installed computers and
peripherals. However they were not adequate for the ict integration in the teaching and learning
process due to the fact that in the institute some equipment were very few for instance desktop
and laptop computers and and projectors. The majority of teachers and students alike reported to
have had some form of ict training however they demonstrated low level of confidence in
performance of several skills. Generally there is low extend of ict integration by both teachers
and students and the implementation of ict integration policy was compared by various
challenges that need to be addressed.

5.4: RECOMMENDATIONS OF THE STUDY

The following are the recommendations of the study
a. School authorities need to create more facilitation for more ict integration not only in
the school but also, classroom including ensuring that all the classes have appropriate
infrastructure like sockets for ict equipment as well as replacing blackboards with
whiteboards or small boards so as to reduce dusty classrooms and improver projection
to the work of the computer.
b. Teachers training colleges and universities should not only incorporate and strength ict
integration training in their teacher education program but should also ensure that such
training are based on equipping the student teachers with skills on actual integration of
ict in their respective disciplines.
c. Principal policy maker and other education stakeholders should develop strategies
concerning increasing the use of ict in teaching and learning through addressing the
various challenges identified that are inhibiting implementation of ict integration
d. There is still need for more interested government as well as private sector support to
the institute towards acquisition of and maintenance of ict equipment and facilities
especially multimedia of ict integration.
e. There is also need for a curricular that is not reliant on textbooks and course coverage
but one that allow room for deep enquiry which is supported by ict as well as need to
avail more relevant digital content for use in institutes.

21
REFERENCES
Aqdin c. and tasci d (row) measuring readiness for e-learning: reflection from emerging (electric
version) education technology society vol.8pp224.254ayere A.odera and agar j.2010 e learning
in secondry schools in Kenya a case of nepad schools. Education research and renew vol 5 pp
(216-223)
Allen m.w(2003) guide to learning building interactive, fan and effective learning for any
company john and sons new jersey
Born w.r and call m.p (1987) educational research and introduction (5thedition) New York
hangman
(2008) diffusion of communication technology (ict) in the education sector in Kenya. A case
study of secondary schools in Nairobi province unpublished PhD Moi University
Ministry of education science and technology (2005) Kenya education sector support programme
(2005-2010)) government printer Nairobi 9thmay 2005 draft).

22
APPENDICES
APPENDIX 1
Transmittal letter
Phogany Trogan
Shamberere technical training institute
Department ICT
P.o box 2187
Kakamega
Date……………………………………

Dear sir/madam………………………………………………………
Ref: Request to fill questionnaire for educational research purpose
I am a certificate student at Shamberere Technical Training Institute pursuing a certificate course
in Information Communication and Technology currently carrying out a research on.
EFFECTS OF ICT TO THE LEARNING AND TEACHING OF TECHNICAL SUBJECTS IN
VOCATIONAL TRAINING INSTITUTES
It is my request that you will respond honestly to all the items in the questionnaire attached
I look forward to your co-operation
Thank you for your questionnaire
You’re sincerely,
Phogany Trogan.

23
APPENDIX 11
Questionnaire for teachers
Section A: demographic information
1. Indicate your gender male [] female[]
2. Indicate your age
Below 25[] 25-30[] 31-60[] 41-50[] 51-60[] above 60[]
3. Which are your teaching subjects...
4. Have you received any training in ict/computer yes[] no[]
A. If yes describe your level of computer literacy

Level of ict qualification Title of Name of duration

training institution
received
Proficiency seminar
apprenticeship, workshop
Cerficate of knec,icdl or
equivalent
Diploma
Degree
Any other
specify
B. Did your training above include ict intergration in teaching your subject areas or
how to incorporate ict tools in the teaching context

5. Did you secure any ict training from ttc or university you were attached?
YES [] NO []
a. If yes did the ict training cover integration of ict in teaching specific subject area?
6. How relevant can you rate the training in terms of equipping you with skills on lesson
planning, lesson delivery and preparation using ict skills?

24
 Very relevant [] relevant [] slightly relevant [] not relevant []
7. How can you rate yourself against the following computer operations

Level of ict competency good good average weak poor

Connecting computer cables to
electricity and switching on or off
computer
Operating with word processor, file
management e.g. opening, renaming or
scanning information browsing and
downloading
Email communication,
networking/communication with others
e.g. twitter, Facebook,
Attaching files to
email,printing,hardcopy documents from
a computer
Use of presentation software e.g. power
point
Technology management of
troubleshooting (fixing basic faults)
Operating using access and excel
packages

SECTION: ACCESS USAGE AND ATTITUDE FACTORS

8. Which amongst the software application can you appropriately choose to perform the
task described?(Ms access,excel,word,powerpoint)
9. Classroom graphical presentation in form of slides
i. Typing your examination
ii. Analysing results in your subjects (mean totals,grade,graphs)
10. Indicate using a tick if you have the following

25
 Email address [] Facebook account [] twitter handle account [] Skype account []
11. Indicate if you have the following
a) Laptop iPad yes[] no[]
b) Scanner yes[] no[]
c) Printer yes[] no[]
d) Flash disc yes[] no[]
e) Modem yes[] no[]
12. Do you use the internet to prepare teaching and learning materials? Yes [] no [] where do
you mainly access the internet (check using a tick where appropriate
At school [] at home [] cyber café []
13. On average how many hours per week do you use a computers internet on teaching and
learning related tasks?
14. How often do you use ict to carry out the following teaching and learning roles as a teacher?

task always Often, sometimes Never

once/twice a
week
Information
search/browsing for
lesson notes
Preparation of
schemes
Preparation of
records
Preparation of
lesson plan, keeping
students records
Use of digitised
lesson notes
Preparing of typed
exams

26
 Preparing and
issuing of hand-
outs/printouts
Analysis of exams,
lesson presentation
Using
projectors(classroom
lesson presentation
using projectors(lab)

15. What is your frequency of usage of the following ict resources as a teaching and learning
tool?

task always Often once/twice Sometimes never

a week once/twice a
week
Software use in specific
subject area
Use of social network to
collaborate with others
Use of vcd or cd rom for
educational purposes
Use of email for
educational purpose

16. Describe any importance of computers care had in your class teaching/how you teach what
you teach
17. How can you rate the following potential challenges on ict implementation policy in your
school.
Ict related A major A minor Not a challenge
challenges challenge challenge

27
 Insufficient no of
computers
Inadequate lack of
skills on ict
Not enough copies
of software for
specific subject
Insufficient teacher
time
Lack of technical
skills
Slow speed of wan
Lack of
administrative
assistance
Lack of adequate
computer lab
Lack of ict teachers
Lack of data

18. Indicate any other challenges relating to ICT integration in your institute
19. In which ways do you think ICT integration in teaching and learning can be improved in
regard to:
i. Access of students and teachers to computers
ii. Teacher ict skills and training
iii. ICT usage in classroom teaching in specific subject

28
APPENDIX 111
QUESTIONNAIRE FOR LEARNERS
SECTION A:
1. Indicate your gender male[] female[]
2. Indicate your age 17[] 18-25[] 26-30[] above 30[]
3. Indicate your department
4. Have you received any on computer use yes[] no[]
a) If yes who taught you about computers
SECTION B: ICT ACCESS, USAGE AND ATTITUDE FACTORS
5. How well can you do each of the following using a computer

task good good average weak poor

Connecting
computers
cables to
electricity and
switching
on/off of a
computer
Operating with
good processor
Information
browsing and
downloading
Email
communication,
attach files to
email address
Use spreadsheet
to plot graphs
Operation with

29
 Ms word and
Ms excel
Use
presentation
software e.g.
PowerPoint ,net
working

6. Are you able to access computers during classes yes [] no []

7. How do you make use of the following ict facilities?

task always often sometimes never

Finding
information via
internet through
browsing
Finding
information
from the library
e.g. Encarta a
communication
with other
students via
email, chatting
and networking
Other usage
specify

8. List the units taught in your department using computer and related ict tools
9. Do you search information from online yes [] no []

30
10. How many years per week do you the computer in learning?
a) When schools are in session
b) During holidays
11. Indicate using a tick if you have the following
Email address [] Facebook name [] twitter handle account [] Skype name []
12. In which specific way do you make use of the computer and related ict tools for learning
purposes describe

APPENDIX IV
QUESTIONNAIRE FOR PRINCIPAL
SECTION A: DEMOGRAPHIC INFORMATION
1. Please indicate your age
2. Indicate your experience as an institute principal in the while of your teaching career in
years
3. Are you trained in ict yes[] no[]
a) If yes describe your level of computer literacy
4. How many teachers are in your school
5. How many students are in your school

SECTION B: ACCESS USAGE AND ATTITUDE FACTORS

6. Is the school connected to internet
7. If yes the above how can you rate power outage in your school against always[] often[]
sometimes[]never[]
8. Does your school have backup of power supply generator yes[] no[]
9. Does the school have computer lab yes[] no[]
10. How many desktop computers are there
11. How were the computers acquired
12. How many computers are accessible to the students and teachers
13. Is the school connected to internet yes[] no[]
a) If yes give the type of connectivity
b) Who is your isp provider

31
c) How many computers are connected to the internet?

32