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 ,
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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)
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