Thesis:

Influence of information and communication technology Integration on learners’ academic performance in public Primary schools in Kyuso sub-county, Kitui county Kenya

The integration of Information and Communication Technology (ICT) in education has been widely recognized as a key factor in improving learning quality and student academic performance. However, in rural areas such as Kyuso Sub-County, Kenya, ICT integration faced challenges, including limited infrastructure and resources, which affected its effectiveness in primary education. This study assessed the influence of ICT integration on learners' academic performance in public primary schools in Kyuso Sub-County, focusing on four areas: lesson preparation, classroom teaching, revisions and private study, and examinations. The study employed a descriptive research design and used a mixed-methods approach to collect both quantitative and qualitative data. A total of 200 teachers and 400 students were sampled using stratified random and purposive sampling. Out of these, 195 teacher questionnaires (97.5% response rate) and 379 student questionnaires (94.75% response rate) were completed and returned. Data collection involved structured questionnaires for teachers and students and semi-structured interviews with school administrators. Descriptive statistics and thematic analysis were used to analyze the data. The findings revealed that ICT integration in lesson preparation improved content organization and student engagement, with 65% of students agreeing that ICT-supported lessons enhanced their understanding. In classroom teaching, 67% of students reported increased motivation and focus when digital tools were used. ICT use in revisions and private studies was found to be beneficial, with 63% of students stating that digital resources helped them study at their own pace and retain information better. Additionally, 66% of students found ICT-based examinations more comfortable and effective, while teachers observed improved assessment efficiency and timely feedback. The study concluded that ICT integration positively influenced academic performance by enhancing lesson delivery, classroom participation, self study effectiveness, and exam preparation. However, challenges such as inadequate ICT resources and insufficient teacher training limited its full potential. The study recommended increased investment in ICT infrastructure, regular teacher training, and the provision of digital learning resources to support student engagement. Schools were encouraged to adopt ICT-based assessments and enhance digital literacy among both teachers and students. Policymakers were urged to develop ICT-friendly policies to bridge the digital divide in rural education.