Teacher Preparedness for Integrating ICT in Teaching Kiswahili Grammar in Public Secondary Schools in Mumias West Sub-County, Kakamega County, Kenya
Main Article Content
Keywords
ICT, teacher preparedness, Kiswahili grammar, teaching and learning, intergration
Abstract
This study investigated the integration of Information Communication and Technology (ICT) in teaching and learning Kiswahili grammar in public secondary schools in Mumias West Sub County. It acknowledges ICT's potential to enhance grammar skills when combined with traditional teaching methods, the study focused on assessing teacher preparedness for Integrating ICT in teaching Kiswahili grammar in public secondary schools. Guided by constructivist cognitive learning theory, the study utilized a descriptive survey design and convergent parallel mixed methods. The study targeted 69 Kiswahili teachers, 5128 form four students and 28 Heads of the Kiswahili department,28 public schools. Stratified sampling and proportionate probability sampling were used to select 9 schools, 9 Kiswahili teachers. Simple random sampling was used to sample 361 students and 9 heads of Kiswahili department were purposively sampled. Data was collected through questionnaires, interviews and document analysis, then analyzed with the aid of SPSS version 25 for quantitative data and narration for qualitative data. The study revealed that teachers were moderately prepared to integrate ICT in teaching, with 20.4% acquiring ICT skills through workshops and seminars, and 29.6% learning from colleagues. Teachers utilized ICT tools such as computers, smartphones, and video players for online tuition and grammar assignments, as well as for quick revision skits, particularly during school holidays. However, significant barriers identified were the teacher induction time, time required for teacher preparation among others affected the effective integration of ICT. Findings revealed a significant association between teacher level of preparedness and integration of ICT in teaching and learning Kiswahili grammar: r=0.796). The study concluded that ICT adoption among Kiswahili teachers varies significantly, highlighting the need for continuous professional development, specific approaches, and policy alignment to improve teaching and student outcomes in the digital age. Recommendations include prioritizing ongoing ICT skill development for Kiswahili teachers with customized resources, aligned policies, infrastructure investments, and collaborative partnerships to enhance grammar instruction.
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Boonmoh, A., Jumpakate, T., & Karpklon, S. (2021). Teachers' perceptions and experience in using technology in the classroom. Computer-Assisted Language Learning Electronic Journal, 22(1), 1-24.
Chege, L. M. (2014). Factors influencing teachers readiness to use ICT In teaching in public secondary schools in Gatundu North District, Kiambu County, Kenya (Doctoral dissertation).
Cooper, D. R., & Schindler, P. (2014). Business research methods. Mcgraw-hill.
Dlamini, R., & Mbatha, K. (2018). The discourse on ICT teacher professional development needs: The case of a South African teacher’s union. International Journal of Education and Development using ICT, 14(2).
Drossel, K., Eickelmann, B., & Gerick, J. (2017). Predictors of teachers ‘use of ICT in school–the relevance of school characteristics, teachers attitudes and teacher collaboration. Education and Information Technologies, 22(2), 551-573.
Erkulova, F., Samandarov, U., & Samandarova, G. (2020). The use of ICT in teaching English grammar in secondary schools. International Journal on Integrated Education, 3(1), 129- 131.
Kothari, C. R. & Garg, G. (2014). Research Methodology: Methods and Techniques.
Kumar, N., Rose, R. C., & D‘Silva, J. L. (2008). Teachers readiness to use technology in the classroom: An empirical study. European Journal of Scientific Research, 21(4), 603-616.
Mahdum, M., Hadriana, H., & Safriyanti, M. (2019). Exploring teacher perceptions and motivations for ICT use in learning activities in Indonesia. Journal of Information Technology Education, 18.
Miima, F. A. (2014). Integration of information communication technologies in teaching and learning of Kiswahili language in public secondary schools in Kakamega County, Kenya. Unpublished PhD Thesis, Kenyatta University.
Ministry of Education, Science and Technology (MOEST) (2022). Statistical Data on Public Secondary Schools.
Ministry of Information, Communications and Technology (2019). Measures to Encourage ICT Application in Schools.
Morat, B. N., Shaari, A., Abidin, M. J. Z., & Abdullah, A. (2017). YouTube within ESL classroom: Exploring an instructor’'s and her learners’ experiences concerning the authenticity of language and technology use.
Malaysian Journal of Learning and Instruction, 173-196.
Muia, R. K. (2021). Factors influencing the integration of ICT in teaching and learning. A case of public primary
schools in Kitui Central Sub County, Kitui County, Kenya (Doctoral dissertation, Africa Nazarene University).
Mwanda, G., Mwanda, S., Midigo, R., & Maundu, J. (2017). Integrating ICT into Teaching and Learning Biology: A Case for Rachuonyo South Sub-County, Kenya. International Journal of Education, Culture and Society, 2(6), 165.
Ndwiki, J. M., & Thinguri, R. W. (2017). A Critical Analysis of the Impact of Information and Communication Technology on Teaching and Learning in Kenyan Public Secondary Schools. European Journal of Education Studies.
Ngavana, M. (2018). Assessment of Integration of Information Communication Technology Tools in Teaching and Learning of Kiswahili Language in Public Secondary Schools in Kilungu Sub-County, Makueni County (Doctoral dissertation).
Ntorukiri, T. B., Mukami, E. A., Kirimi Kiara, F., & Celestino, M. Impact of Integrating ICT Infrastructure in Teaching and Learning in Kenyan Secondary Schools in Meru County Impact of Integrating ICT Infrastructure in Teaching and Learning in Kenya.
Padayachee, K. (2017). A snapshot survey of ICT integration in South African schools. South African Computer Journal, 29(2), 36-65.
Pandey, P., & Pandey, M. M. (2021). Research methodology tools and techniques. Bridge Center. Pawlikova-
Vilhanova, V. (2020). Islam and Christianity in Africa. In The Palgrave Handbook of Islam in Africa (pp. 233-251). Palgrave Macmillan, Cham.
Yusuf, H. O., Maina, B., & Dare, M. O. (2013). Assessment of the availability, utilization and management of ICT facilities in teaching English language in Secondary Schools in Kaduna State, Nigeria. Advances in Language and
Literary Studies, 4(1), 20-26.