Teachers’ use of ICT in implementing Competency-Based Curriculum in Public Junior Secondary Schools in Kisumu West Sub-County in Kenya
Date
2025
Authors
Mwita, F. R.
Journal Title
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Publisher
Strathmore University
Abstract
Integration of digital literacy in Competency-Based Curriculum (CBC) is a significant step towards the 21st century skills in the education system in Kenya. Global, regional, and local findings suggest that the world is rapidly changing and digital economy continues to gain traction in many societies. This study investigates the effectiveness of teachers' integration of Information and Communication Technology (ICT) in implementing a competency-based curriculum in public junior secondary schools in Kenya, focusing on whether current ICT usage aligns with curriculum goals and enhances learning outcomes. Through a mixed-methods approach, incorporating both qualitative and quantitative data, the study captured teachers' experiences, evaluated curriculum implementation strategies, and analyzed student performance metrics. Key findings indicate that while ICT is used in varied capacities, significant gaps remain in its alignment with competency-based curriculum objectives. Teachers demonstrated a generally positive attitude towards ICT integration; however, challenges such as lack of training, inadequate resources, and infrastructural limitations were prevalent, hindering effective implementation. Various challenges in integrating ICT into the curriculum have been reported in previous research, especially in Kenya. There is limited focus on public junior secondary in rural areas such as Kisumu West Sub-County. It is against this background that this study interrogates teachers’ use of ICT in implementing CBC in public junior secondary schools (JSS) in Kisumu West Sub-County in Kisumu County, Kenya. The objectives of the study are: (i) to determine the availability of ICT infrastructure for implementation of CBC in public junior secondary schools, (ii) to establish teacher capacity for ICT use in the implementation of CBC in public junior secondary schools, and (iii) to examine the influence of teachers’ perceptions on the use of ICT in the implementation of CBC in public junior secondary schools. This study is premised on the constructivist learning theory (Elliott, Kratoch will, Littlefield & Travers, 2000) and the Technology Acceptance Model (Davis, 1989). An embedded mixed methods design was adopted in this study. The study targeted a total of one hundred and fifty (150) teachers in all the public junior secondary schools in Kisumu West Sub-County, from whom a simple random sampling was used to identify one hundred and nine (109) to complete questionnaires. Interviews were used to complement data drawn from closed-ended questionnaires. Data was analysed empirically, thematically and inferentially. This study concluded that public junior secondary schools in Kisumu West Sub-County did not have enough ICT resources and teachers were not sufficiently capacitated on ICT use. Besides, there were hardly any school-based ICT policies necessary for sustaining the use of ICT in implementing CBC in junior secondary schools in this area. Concerted efforts are required to address the ICT infrastructure and teacher capacity gaps. Additionally, heads of these institutions should be sensitised to introduce school-based ICT policies to entrench digital culture(s). The outcomes and recommendations in this study are useful in facilitating effective implementation of CBC and informing future curriculum reviews.
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Citation
Mwita, F. R. (2025). Teachers’ use of ICT in implementing Competency-Based Curriculum in Public Junior Secondary Schools in Kisumu West Sub-County in Kenya [Strathmore University]. http://hdl.handle.net/11071/15981