Selected factors influencing integration of ICT in the implementation of the competence based curriculum in public primary schools in Ndhiwa sub county, Homa Bay county, Kenya

Abstract

Integration and adoption of ICT by both the teachers and learners is essential in acquisition of competencies and skills (Republic of Kenya 2005b) and the general improvement of quality of education. Despite the global shift towards the integration of Information and Communication Technology (ICT) in education to enhance academic instructions in public primary schools in Ndhiwa Sub-County, Homa Bay County, Kenya, have faced challenges in effectively implementing ICT within the Competence-Based Curriculum (CBC). The main aim of the study to analyse selected factors influencing ICT integration in the implementation of the competency- based curriculum in public primary schools in Ndhiwa Sub County, Homa bay county. The study objectives were to; establish how the level of ICT knowledge of teachers influences ICT integration on implementation of CBC in public primary schools, to establish the how availability of ICT instructional materials influences implementation of CBC in public primary schools and determine the extent to which attitude of the teacher to use ICT during CBC learning and teaching influences its integration in curriculum implementation. The three models that guided the study were; the transmission model, the learners centred model and participative model. The population of the study comprised of all 32 public primary schools drawn from Ndhiwa Sub County, from which 32 head teachers and 542 teachers and 1 Sub County Director of Education (SCDE) were the target population. The study sampled out 160 teachers through simple random sampling, while all the head teachers were involved in the study through census approach. The study used both questionnaire and interview schedule to gather both quantitative and qualitative data respectively. Quantitative data was analysed through descriptive statistics 9 frequencies, percentages, mean and standard deviation), while qualitative data was analysed through thematic content analysis. The study found that lack of proper ICT infrastructure, such as insufficient computers, limited access to the internet, and unreliable electricity supply, significantly hampers the effective integration of ICT in CBC implementation. Many schools in Ndhiwa Sub County lack the necessary technological tools and infrastructure to support digital learning. A key factor affecting ICT integration in CBC teaching and learning is the insufficient training and preparedness of teachers. Many educators lack the skills required to effectively use ICT tools in the classroom, which reduces their ability to deliver lessons using technology. Inadequate professional development programs and ongoing support hinder the smooth adoption of ICT. Positive attitudes toward the use of ICT from teachers and school administrators can enhance the integration of ICT. However, in Ndhiwa Sub County, the study reveals mixed perceptions, with some teachers embracing the potential of ICT while others remain resistant due to discomfort or a lack of exposure to digital technologies. The Ministry of Education should offer regular and comprehensive ICT training for teachers to enhance their skills in using digital tools and resources for teaching. The teaching colleges should introduce mandatory ICT training modules in teachers' continuous professional development programs. The ministry of education should invest in ICT infrastructure, adequate computers, internet access, and digital learning resources.