| dc.description.abstract | Many experts argue that simply installing technological gadgets and infrastructure will not
automatically result in ICT integration in learning until the teacher, who is a significant element
in ICT integration, is addressed. This study examined teachers' attitudes, computer literacy, and
the availability of resources in technology integration in public primary schools' teaching in Kitui
West Sub County, Kitui County, Kenya. The objectives of the study were to establish the
influence of teachers' attitudes on the integration of ICT in teaching and learning, Kitui West
Sub-County; to determine the influence of teachers' computer literacy on teaching and learning,
Kitui West Sub-County; and to determine the influence of availability of resources on the
integration of ICT in teaching and learning in Kitui County, Kitui West Sub-County. This study's
findings would help education stakeholders like teachers, parents, ministry officials, donors and
sponsors to help solve the identified challenges impending proper integration of ICT into
teaching and learning. The findings would also be critical in policy policy-making related to
integrating ICT in schools. In theory, the study was guided by The Open System Theory model.
The researcher applied a descriptive study approach targeting 81 head teachers and 730 teachers
in all 81 Kitui West Sub County public primary schools. A random stratified sampling approach
based on 24 head teachers and 220 teachers was employed in the study. Questionnaires and
interviews from teachers and head teachers were used for data collection. Test-retest was applied
to ascertain the reliability of the teachers' questionnaire. Two supervisors allocated to the
researcher helped ascertain content and construct validity. The researcher used descriptive and
inferential statistics for data analysis and tested the formulated null hypothesis using multiple
regression analysis. These tests included averages, proportions, R-statistics, ANOVA, p-values,
and coefficients. The researcher also analyzed questionnaires and the consecutive presentment
made via frequencies and percentages. The findings obtained after the study would be applied in
formulating more pragmatic policies that would obligate primary school teachers to demonstrate
and make a periodical report on the progress of ICT integration in teaching and learning in Kitui
West Sub County-Kitui County. The R-Statistics results show that the R2 of the model was
0.0214 and the model p-value was 0.1969 which was insignificant. The results also indicated that
all three factors studied positively impacted ICT integration in teaching and learning, with the
availability of resources having the lowest impact at a coefficient of 0.02. It was also found that
the factors had an insignificant impact on the dependent variable, as indicated by their p-values,
and evaluated based on a 5% significance level. The p-values obtained were 0.1400, 0.1446 and
0.6554 for teachers' attitudes, 'computer literacy, and availability of resources, respectively. The
conclusion was, therefore, that the three factors had a positive insignificant impact on the
integration of ICT in teaching and learning in public primary schools in Kitui West Sub-County. | en_US |
