Influence of Integration of Information Communication Technology in Education on Students’ Academic Performance in Public Universities in Uasin Gishu County, Kenya
Author(s)
Shivira Wanja Mwangi , Lyu Shouwei ,
Download Full PDF Pages: 01-18 | Views: 194 | Downloads: 65 | DOI: 10.5281/zenodo.8224195
Abstract
The aim of this study was to determine the influence of the integration of information communication technology (ICT) in education on students’ academic performance in public Universities in Uasin Gishu County, Kenya. The study carries out primary research, collecting both qualitative and quantitative data using semi structured interviews and surveys. The study established that higher levels of ICT literacy predicted better academic performance. However, it is important to note that the relationship between ICT/digital literacy and academic performance is likely to be complex and may be influenced by other factors, such as the quality of teaching, the availability of resources, and the learning environment. Therefore, it is important to consider these other factors when trying to understand the relationship between ICT/digital literacy and academic performance. In this study, the R square for ICT literacy as a predictor of academic performance was only 30.5%. Technology can also enable personalized learning, where students can work at their own pace and receive instruction that is tailored to their needs. However, it is also important to note that the relationship between ICT infrastructure and student academic performance is not straightforward. Factors such as the quality of teaching, the effectiveness of the educational resources being used, and the students' individual characteristics can all influence learning outcomes. Additionally, there may be challenges to implementing and using technology in education, such as the cost of providing and maintaining the necessary hardware and software, and the need for training and support for both students and teachers. This was a major problem in Uasin Gishu County. The R square for ICT infrastructure as a predictor of academic performance was only 22.6%.
The findings in this study suggested that e-learning technologies can be effective in improving student academic performance. It is important to note, however, that as with any form of technology, there are also challenges to using e-learning technologies in education, especially in Kenya. For example, there may be inequities in access to and use of technology, particularly for students from rural counties such as Uasin Gishu. Additionally, effective use of e-learning technologies requires the development of new teaching skills and strategies, as well as support for students to learn how to use the technology effectively. The R square value for e-learning technologies as predictors of academic performance was only 12.6%.
Keywords
Digital Literacy, E-learning, ICT Infrastructure, Student Academic Performance, ICT Integration, (ICT-Information Communication Technology)
References
Abbas, Q., Hussain, S., & Rasool, S. (2017). Digital literacy affects the academic performance of students at higher education levels in Pakistan. Review of Educational Research, 5(1), 719-726.
Abe, T. O., & Adu, E.T. (2017). Impact of information and communication technology on teacher education in Ikere. Journal of Education, 5(1),169-175.
Abooki, N.P., & Kitawi, A.K. (2019). Impact of E-Learning strategy on students’ academic performance at Strathmore University, Kenya. Makerere Journal of Higher Learning, 6(1), 99-108.
Abu S. B. (2019). Learning management system and its relationship with knowledge management. in: Faculty of computer & information science, Ain Sham University, 4th International Conference on Intelligent Computing and Information Systems. Cairo, Egypt March 19-22, 2009.
Adeoye, A.A., & Adeoye, B.J. (2017). Digital literacy skills of undergraduate students in Nigerian Universities. Library Philosophy and Practice (e-journal). 1665.
Al-Ammari, J., & Hamad, S. (2018), “Factors influencing the adoption of E-Learning at UOB”, University of Bahrain.
Alkahtani, A. (2017). The challenges facing the integration of ICT in teaching in Saudi secondary schools. International Journal of Education and Development, 13(1), 32-51.
Aviram, R., & Eshet-Alkalai, Y. (2016). Towards a theory of digital literacy: three scenarios for the next steps. European Journal of Open Distance E-Learning, 5(1), 605-612.
Badiee, S. (2019). Statistics for small states: A supplement to the world development indicators (WDI). Washington DC.
Bamidele, M., & Bamidele, A. (2019). Influence of cognitive performance on mathematic cs students’ level of achievement. International Researcher, 2(1), 142-150.
Bariu, T.N. (2020). Status of ICT Infrastructure used in Teaching and Learning in Secondary Schools in Meru County, Kenya. European Journal of Interactive Multimedia and Education, 1(1), 2-8.
Basri, W.S., Alandejani, J.A., & Almadani, F.M. (2018). ICT adoption impact on student’s academic performance: Evidence from Saudi Universities. Education Research International, 5(1), 15-24.
Batchelor, S., & Nocrich, P. (2015). Framework for assessment of ICT pilot projects: Beyond monitoring and technology applied research. Washington: Information Development.
Bell, E., Bryman, A., & Harley, B. (2018). Business research methods. New York: Oxford University Press.
Bhatt, I. (2016). Digital literacy practices and their layered multiplicity. Educational Media International: University of Leeds.
Boon, J., Rusman, E., Van der Klink, M., & Tattersall, C. (2015). Developing a critical view on e‐learning trend reports trend watching or trend-setting? International Journal of Training and Development, 9(3), 205-211.
Calvani, A., Fini, A., & Ranieri, M. (2017). Assessing digital competence in secondary Education issues, models, and instruments. (M. Leaning, Ed.) Issues in information and media literacy: Education, Practice and Pedagogy, Santa Rosa California: Informing Science Press.
Clinkscales, M. J. (2021). Computer-assisted instruction versus traditional classroom instruction: Examining students factoring ability in high school algebra one. Retrieved from http://www.worldcat.org
Dada, D. (2016). E-readiness for developing countries: Moving the focus from the environment to the users. The Electronic Journal of Information Systems in Developing Countries, 27 (6), 1-14.
Flatt, C., & Jacobs, R. L. (2019). Principle assumptions of regression analysis: Testing, techniques, and statistical reporting of imperfect data sets. Advances in Developing Human Resources, 21(4), 484-502.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340.
Davis, F.D., Bagozzi, R.P., & Warshaw, P.R. (1992). Extrinsic and intrinsic motivation to use computers in the Workplace. Journal of Applied Social Psychology, 22(1), 1111-1132.
Dishaw, M., & Strong, D. (1999). Extending the technology acceptance model with task technology fit constructs. Information and Management, 36(1), 9-21.
Driscoll, M. P. (2015). Psychology of learning for instruction. (3rd ed.). Boston: Pearson Education.
Engelbrecht, A. P. (2017). Computational intelligence: an introduction. New York: John Wiley & Sons.
Ferrari, A. (2019). Digital competence in practice: An analysis of frameworks. Seville: JRC-IPTS. Retrieved from http://ftp.jrc.es/EURdoc/JRC68116.pdf
Flick, U. (2015). Introducing research methodology: A beginner's guide to doing a research ch project. Boston: Pearson Education.
Fry, K. (2017). Forum focus and overview, the business of E-learning: Bringing your organization in the Knowledge Economy, Telcam Group, University of Technology, Sydney.
Gall, M. D., Gall, J. P., & Borg, W. R. (2017). Collecting research data with questionnaires and interviews. Educational research: An introduction. Boston: Pearson Education.
Garces, C.R., & Soto, J.M. (2017). School performance and technology: The importance of ICT skills for Chilean student’s learning. Open Journal for Sociological Studies, 1(1), 1-14.
Giordano, V. A. (2007). A professional development model to promote Internet integration into p-12 teachers’ practice: A mixed-methods study. Computers in the Schools. Journal of Education 24(3-4), 111-123.
Graham, C. R. (2015). Handbook of blended learning: Global Perspectives, local designs. San Francisco, CA: Pfeiffer Publishing.
Habib, M. M., Pathik, B. B., & Maryam, H. (2014). Research methodology-contemporary practices: guidelines for academic researchers. United Kindom: Cambridge Scholars Publishing.
Hargittai, E. (2018). The digital reproduction of inequality. In social stratification. Edited by David Grusky. Boulder, CO: Westview Press.
Hattie, J., Biggs, J., & Purdie, N. (2016). Effects of learning skills interventions on student learning: A Meta-analysis. Review of Educational Research, 66(1), 99-136.
Holley, D. (2020). Which room is the virtual seminar in, please? Education and Training, 44(3), 112-121.
Igwenagu, C. (2016). Fundamentals of research methodology and data collection. USA: LAP Lambert Academic Publishing.
Jones-Kavalier, B. R., & Flannigan, S. L. (2016). Connecting the digital dots: Literacy of the 21st century. Educause Quarterly, 29(2), 8-10.
Kareji, O.J. (2017). Integration of information communication technology in the teaching of E English in secondary schools in Nyakach Sub-County, Kisumu County in Kenya Unpublished masters’ thesis. Kenyatta University.
Karimi, F.K. (2018). Factors contributing to the academic performance of students in a private university in Kenya.Unpublished Ph.D. thesis. The University of South Africa.
Kavagi, L. (2017). The use of computers in secondary schools: Survey of schools in Western province. Unpublished Master’s Thesis. Moi University.
Kenney, A.J. (2016). The final hurdle? A new test may finally bring information literacy the recognition it deserves. Retrieved from http://www.schoollibrary journal.com/article
Kimanzi, P. R., Bwire, A., & Miima, F. (2018). Influence of teacher feedback techniques on students’ essay writing skills in the English language in secondary schools in Nairobi County, Kenya. Review of Educational Research, 5(1), 17-25.
Kirkwood, M. (2017). Infusing higher-order thinking and learning to learn into Content Instruction. A case study of secondary computing studies in Scotland. Journal of Curriculum Studies, 32(4) 509-535.
Kumar, R. (2018). Research methodology: A step-by-step guide for beginners. New York: Sage.
Landry, B., Griffeth, R., & Hartman, S. (2016). Measuring student perceptions of blackboard using the technology acceptance model. Decision Sciences Journal of Innovative Education, 4 (1), 87-99.
Langat, J.C. (2018). Social networking and academic performance of university students in Kenya: A case study of Kenyatta University, Kericho Campus. Unpublished Master’s Thesis. Kenyatta University.
Laurillard, D. (2016). E-learning in higher education. In P. Ashwin (Ed.), Changing Higher Education: The Development of Learning and Teaching (pp.71-84). London: Routledge Falmer.
Ledford, J. R., & Gast, D. L. (Eds.). (2018). Single case research methodology. New York, NY: Routledge.
Liaw, S. S., & Huang, H. M. (2019). A study investigating learners’ attitudes toward e-learning. Journal of Education, 12(1), 28-32.
Lloyd, I. (2020). Information technology law: United Kingdom: Oxford University Press.
Lockwood, F., & Gooley, A. (2018). Innovation in open and distance learning: Successful development of online and web-based learning. London: Kogan Page Ltd.
Lukwekwe, S.A. (2015). Factors affecting students’ performance in open and distance learning: a case study of kinondoni regional center. Unpublished master’s thesis. The Open University of Tanzania.
Machuki, O.M. (2018). Impact of ICT integration in teaching and learning in secondary schools in Kenyenya sub-County, Kisii County, Kenya. Unpublished master’s thesis. The University of Nairobi.
Mac-Ikemenjima, D. (2015). E-education in Nigeria: Challenges and prospects. Paper presented at 8th UN ICT Tasks Force Meeting. Dublin, Ireland.
Makokha, G.L., & Mutisya, D.N. (2016). Status of E-Learning in public universities in Kenya. International Review of Research in Open and Distributed Learning, 17(3), 127-133.
Mangal, S. K., & Mangal, S. (2013). Research methodology in behavioral sciences. New Delhi: PHI Learning Pvt. Ltd.
Mathevula, M.D., & Uwizeyimana, D.E. (2019). Challenges facing the integration of ICT in teaching and learning activities in South African Rural Secondary Schools. Mediterranean Journal of Social Sciences, 5(20), 1087-1097.
Mbodila, M., Telisa, J., & Kikunga, M. (2017). Integration of ICT in Education: Key challenges. Scholarly Journal of Mathematics and Computer Science, 2(5), 54-60.
Mbugua, N.S., Gori, M.J., & Tanui, E. (2015). Integration of information communication technology in teaching in public secondary schools in Nakuru County, Kenya. International Journal of Education and Research, 3(8), 271-282.
Mbugua, N.S., Kiboss, J., & Tanui, E. (2015). Influence of integration of information communication technology in teaching on students’ academic performance. Journal of Education and Practice, 6(24), 7-13.
McKenzie, K., Gow, K. & Schweitzer, R. (2019). Exploring first-year academic achievement through structural equation modeling. Higher Education Research & Development, 23(1), 95-112.
McKinnon, D. H., Nolan C. J. P., & Sinclair, K. E. (2017). A longitudinal study of student attitudes towards computers: Resolving an attitude decay paradox. Journal of Research on Computing in Education, 32(3), 325-335.
Metzner, B. (2017). Perceived quality of academic advising: The effect on freshman attrition. American Educational Research Journal, 26(1), 422-442.
Mishra, S. B., & Alok, S. (2017). Handbook of research methodology. USA: Education.
MoEST. (2015). School factors influencing the adoption of information communication technology in teaching and learning in secondary schools in Westlands, Kenya. The University of Nairobi.
Mwiluli, P.M. (2018). Influence of ICT integration on academic performance in public secondary schools in Makueni County, Kenya. Unpublished masters’ thesis. The University of Nairobi.
Novikov, A. M., & Novikov, D. A. (2019). Research methodology: From the philosophy of science to research design. USA: CRC Press.
Osborne, J. W., & Waters, E. (2002). Four assumptions of multiple regression that researchers should always test. Practical assessment, research, and evaluation, 8(1), 2.
Ocharo, M. C., Irene N., & Momanyi, G. (2015). Challenges facing computers’ implementation on administration use in public secondary schools in Nyamira North District, Nyamira County-Kenya. International Journal of Novel Research in Education and Learning, (2)1, 14-29.
Otiang’a, N., Ayere, M., & Rabari, A. (2019). Influence of integration of information communication technology on performance in chemistry among public secondary schools in Kisumu County, Kenya. International Journal of Scientific Research and Innovative Technology, 6(1), 93-110.
Owino, O. (2020). The impact of e-learning on academic performance: A case study of group learning sets. Unpublished master’s thesis. The University of Nairobi.
Oye , N. D., Salleh, M., & Iahad, N. A. (2020). Holistic e-learning in Nigerian higher education institutions. Journal of Computing, 2(11), 20-26.
Pandey, P., & Pandey, M. M. (2021). Research methodology tools and techniques. New York: Sage.
Pruzan, P. (2016). Research methodology: the aims, practices, and ethics of science. New York: Springer.
Quadri, M. N., & Kalyankar, N.V. (2019). Drop out feature of student data for academic performance using decision tree techniques. Global Journal of Computer Science and Technology, 10(2), 505-512.
Rhema, A., & Miliszewska, I. (2014). Analysis of student attitudes towards e-learning: The case of engineering students in Libya. Journal of Information Technology, 11(1), 169-190.
Roblyer, M. D., & Doering, A. H. (2019). Integrating educational technology into teaching (5th ed.). Boston: Pearson Education.
Rodgers, T. (2018). Student engagement in the e-learning process and impact on their Grades. International Journal of Cyber Society and Education, 1(2), 143-156.
Roffe, I. (2019). E-learning: engagement, enhancement, and execution. Quality Assurance in Education, 10(1), 40-50.
Sambrook, S. (2017). E-learning in small organizations. Journal of Education for Business, 3(1), 111-121.
Stevens, M. P. (2015). Designing open and distance learning for teacher education in Sub-Saharan Africa: a toolkit for educators and planners. Journal of Computing, 1(1), 117-124.
Tarone, E. E., Gass, S. M., & Cohen, A. D. (Eds.). (2013). Research methodology in second-language acquisition. New York: Routledge.
Tyger, L.R. (2017). Teacher candidates’ digital literacy and their technology integration Efficacy. Unpublished master’s thesis. Georgia Southern University.
Fisher, M. J., & Marshall, A. P. (2009). Understanding descriptive statistics. Australian critical care, 22(2), 93-97.
UNCTAD. (2014). E-commerce and development report 2014. United Nations Conference on Trade and Development: New York and Geneva, 95-132.
Waithaka, E. (2017). Strategies adopted by the University of Nairobi to achieve sustainable competitive advantage. Unpublished masters’ thesis. The University of Nairobi.
Williams, C. (2017). Research methods. Journal of Business & Economics Research, 5(3), 59-68.
Xin, B.Y., & Wu, B. (2019). Investigation and study of the causes of college students’ poor academic performances and intervention mechanisms taking college students in Xi’an as an example. Advances in Social Science, Education and Humanities Research, 5(1), 101-110.
Yang, B., & Lu, D. R. (2017). Predicting academic performance in management education: An empirical investigation of MBA success. Journal of Education for Business, 77(1), 15-21.
Zeegers, P. (2019). Student learning in higher education: A path analysis of academic achievement in science. Higher Education Research & Development, 23(1), 35-56.
Cite this Article: