Vol. 7 (08) pp. 1182-1189 DOI: 10.21474/IJAR01/9609

AN EVALUATION OF THE FACTORS AFFECTING THE USE OF ICT IN SECONDARY SCHOOLS MANAGEMENT IN KENYA: A CASE OF NAROK COUNTY.

  • School of Education, Arts and Social Sciences, Garissa University,P. O. box1801-70100, garissa, kenya.
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Abstract

The purpose of this study was to determine whether there existed a relationship between three selected ICT variables and management of secondary schools in Narok County in Kenya. The selected variables that were used in the study included IT literacy level, accessibility of internet or internet enabled devices and awareness in ICT usage. Quantitative research methodology was used under the umbrella of survey research design. Purposeful sampling strategy was used to select 240 parents (4 parent representatives from forms 1-4) as accessible population for the study. Questionnaires were used to collect data from parents in Narok County. A Cronbach?s alpha index was used to check reliability which was found to be .76 for all items used. Collected data were analyzed using Pearson?s correlation coefficient with the help of Statistical Package for Social Sciences (SPSS). The findings of the analysis of data revealed that there exists a relationship between literacy of the clients, accessibility of internet by clients and level of awareness of ICT and principals management using ICT in secondary schools in Narok County. The findings revealed that the use of ICT was a new phenomenon and its adoption had challenges but vital in school management. Out of this study, recommendations were made to the Narok community members who formed major clients in schools, the County and National Governments and education stake holders in Kenya.

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How to Cite This Article

Justus Mochama Gori. (2019); AN EVALUATION OF THE FACTORS AFFECTING THE USE OF ICT IN SECONDARY SCHOOLS MANAGEMENT IN KENYA: A CASE OF NAROK COUNTY., International Journal of Advanced Research (IJAR), 7 (08), 1182-1189, ISSN 2320-5407. DOI: https://doi.org/10.21474/IJAR01/9609

Corresponding Author

Dr. Justus Mochama Gori, PhD
School of Education, Arts and Social Sciences, Garissa University, P. O. Box1801-70100, GARISSA, KENYA.

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