TEACHERS’ READINESS TO IMPLEMENT ICT FOR TEACHING AND LEARNING OF SCIENCE IN PUBLIC SECONDARY SCHOOLS IN WEST POKOT COUNTY, KENYA BY FRANCIS SEUREI KIPCHUMBA A THESIS SUBMITTED TO THE SCHOOL OF EDUCATION IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE AWARD OF MASTER OF EDUCATION IN RESEARCH AND POLICY STUDIES, SCHOOL OF EDUCATION, DEPARTMENT OF EDUCATIONAL MANAGEMENT AND POLICY STUDIES MOI UNIVERSITY 2021 ii DECLARATION Declaration by the Candidate This thesis is my original work and has not been presented for a degree in any other University. No part of this thesis may be reproduced without the prior permission of the author and/or Moi University. ……………………………………. …………………………… SEUREI KIPCHUMBA FRANCIS Date EDU/PGR//1011/17 Declaration by the Supervisor This thesis has been submitted for examination with our approval as University Supervisors. …………………………………. …………………………… Professor André du Plessis Date: Faculty of Education Nelson Mandela University, South Africa ……………………………………. …………………………. Professor Laban Ayiro Date Department of Curriculum, Instruction, and Educational Media Moi University, Kenya iii DEDICATION I dedicate this work to my wife Leonida, my children Jabez and Esmeralda my, parents and all the scholars from the fields of research that made this work a success. iv ACKNOWLEDGEMENT Many people played crucial roles in ensuring that this thesis is finally successful. Hence their understanding, co-operation and encouragements are very important without which all could have been a failure, it’s difficult to pass sincere gratitude to each and every person In a special way I would like to thank my supervisors professor Laban Ayiro and Professor André du Plessis for their constructive advice, positive criticism and encouragement in this course of writing this thesis. I fill most grateful for the sacrifices you made in going through my work. I can’t forget the contribution of Professor Paul Webb at the initial stages of my proposal writing, he helped me shape the proposal and we came up with suitable study and instruments for data collection. Also thank you to Ms Kirstie Eastwood, the statistician at Nelson Mandela University, for her input and support with the statistics. Further, gratitude goes to Professor Boit who guided me during data analysis and presentation of the finding, to all principals and teachers of the schools I visited in West Pokot County for their worm reception and contribution during data collection. Finally in a special way, I salute my father Samson Seurei my mother Magdalene Seurei for their support and prayers. To all I say may God bless you abundantly. v ABSTRACT This study investigated science teachers’ readiness to implement or adopt (utilize) ICT for teaching and learning science in pubic secondary schools in West Pokot County, Kenya. It is argued that if teachers are willing and show a positive disposition towards readiness, this might lead towards greater implementation, utilization and integration of ICT for teaching and learning. Research on the readiness of Kenyan science teachers in public secondary schools in West Pokot County has not been conducted and hence this study aims to fill this gap and as such the research could be valuable for the government, as it provides an overview of the current status related to ICT readiness for implementation. The hypothesis of the research study formulated was: H01 There is no statistical significant relationship between the attitude towards use of ICT and the integration of ICT in the teaching of sciences in public secondary schools in West Pokot County, Kenya; H02 There is no statistical significant relationship between motivation to use ICT and the integration of ICT in the teaching of science in public secondary schools in West Pokot County, Kenya; H03 There is no statistical significant relationship between facilitating conditions and the integration of ICT in the teaching of science in public secondary schools in West Pokot County, Kenya and; H04There is no statistical significant relationship between behavioural intention to use of ICT and the integration of ICT in the teaching of science in public secondary schools in West Pokot County, Kenya. The study is underpinned by the positivistic paradigm and utilized a survey (questionnaire) in order to collect quantitative data. The sample size was 250 science teachers from one hundred public secondary schools with a response rate of 233 or 93.2%. The dependant variable was ICT integration (implementation, adoption and usage) while the independent variables were attitude, motivation, behavioural intention and facilitating conditions. The adapted questionnaire data were analysed using descriptive and inferential statistics. The findings of the study showed that attitude towards the use of ICT was (p=.000, ρ<0.05), motivation to use ICT was (p=.086, ρ>0.05), facilitating condition was (p=.000, ρ<0.05) and behavioural intention was (p=.122, ρ>0.05). Furthermore, two hypotheses were rejected (H01 & H03) while two were accepted (H02 & H04). Both attitudes towards integration and motivation to use ICT for assimilation had a negative correlation relationship with ICT integration while both behavioural intention and facilitating conditions had a very strong positive correlation. It is thus clear that there is a great need for interventions by stakeholders such as the Kenyan government, Non-Governmental Organisations (NGOs), business community, schools and parents to come up with meaningful strategies that could positively enhance the lower variables from negative or moderate to a strongly positive correlation with statistical power 0.05 inversely related. It is also vital to provide the necessary facilitating conditions. There is thus a great need for teachers to be enabled by means of teacher development programmes related to ‘how to’ utilize and plan for the implementation of ICTs by creating a context in which the enablers that have been identified can be implemented in order to facilitate the use of ICT for the teaching and learning of science. vi TABLE OF CONTENTS DECLARATION ........................................................................................................... ii DEDICATION ............................................................................................................. iii ACKNOWLEDGEMENT ............................................................................................ iv ABSTRACT ................................................................................................................... v TABLE OF CONTENTS .............................................................................................. vi LIST OF TABLES ......................................................................................................... x LIST OF FIGURES ..................................................................................................... xii LIST OF ABBREVIATIONS .................................................................................... xiii CHAPTER ONE ............................................................................................................ 1 INTRODUCTION ......................................................................................................... 1 1.1 Background to the Problem ..................................................................................... 1 1.2 Statement of the Problem ......................................................................................... 4 1.3 Purpose of the Study ................................................................................................ 7 1.4 Main Objective......................................................................................................... 7 1.4.1 Subsidiary Objectives ........................................................................................... 7 1.5 Hypothesis................................................................................................................ 7 1.6 Significance of the Study ......................................................................................... 8 1.7 Scope of the Study ................................................................................................... 9 1.8 Limitations of the Study........................................................................................... 9 1.9 Assumptions of the Study ...................................................................................... 10 1.10 Theoretical Framework ........................................................................................ 10 1.10.1 Performance Expectancy .................................................................................. 12 1.10.2 Effort expectancy .............................................................................................. 13 1.10.3 Social influence ................................................................................................. 13 1.10.4 Facilitating conditions ....................................................................................... 14 1.11 Operational Definition of Terms ...................................................................... 16 CHAPTER TWO ......................................................................................................... 18 LITERATURE REVIEW ............................................................................................ 18 2.1 Introduction ...........................................................................................................