Thesis:

Influence of ICT integration management on academic Performance in public secondary schools in Nyandarua West Sub county, Nyandarua county, Kenya.

Student academic achievement depends heavily on educational administrators who use strategic Information and Communication Technology (ICT) implementations. An investigation evaluated the impact of ICT integration management on academic results in Nyandarua West Sub-County public secondary institutions within Nyandarua County of Kenya. The study focused on evaluating four essential goals, which included analyzing ICT integration management effects on academic outcomes and examining how schools use ICT to increase management performance, along with studying how decision-making practices respond to ICT implementation and reviewing administrator initiatives supporting ICT integration. The study applied a mixed-methods method grounded by technological determinism and organizational learning theories to address its research questions with a descriptive research design. The study used qualitative and quantitative data datacollection methods to achieve a thorough understanding of the research issue. A total of 1,774 participants from seven public secondary schools composed the target group, including seven principals, 196 teachers, and 1,571 students in Forms III and IV. The study chose 316 subjects from a population that was determined through the application of Krejcie and Morgan's sampling procedure. The four wards in this sub county required stratified sampling to describe existing population differences in its implementation. This study relied on purposive selection of principals and teachers and simple random selection of students for participation in the research. The research utilized standardized questionnaires for teachers and students and semi-structured interviews for principals as data collection tools. An initial test of instruments was performed to establish both their reliability and validity as well as their credibility. The data analysis of quantitative information occurred through Statistical Package for Social Sciences (SPSS) and Microsoft Excel, which produced tables showing percentages. Interview data received qualitative analysis through thematic methods, which integrated with the quantitative results to meet the research goals. Effective ICT integration management practices create a strong positive link to better academic results in schools using thorough ICT strategies together with ongoing teacher training programs. The adoption of computer-mediated systems, including Student Information Systems and Learning Management Systems, enabled better administrative efficiency while enhancing communication practices as well as resource utilization in educational institutions. School administrators who incorporated real-time data analytics obtained through ICT gained the ability to make decisions using evidence-based interventions, which promoted an updated and data informed management culture. The research established that successful integration of ICT relies on three major initiatives: leadership dedication, stakeholder involvement, and continuous capability development programs. The research identified multiple obstacles preventing teachers from embracing ICT in education because of insufficient hardware capabilities in rural areas and uneven teacher technology proficiency levels. The research advocates for improved restricting systems and dedicated sustainable ICT infrastructure investments for maximizing the potential of educational delivery. The research delivers key information for educational decision-makers, institution leaders, and teaching practitioners to boost ICT implementation for educational success in low-resourced educational environments.