Internal Publication
Determinants of ICT integration in the implementation of the competency-based curriculum in junior secondary schools, Nyamache Sub-County, Kenya
Under Sustainable Development Goal 4, Kenya’s Competency-Based Curriculum (CBC) was introduced to align education with the demands of the 21st century, including competencies in digital literacy. The curriculum reform emphasises ICT integration in teaching and learning by promoting digital tools, improving access to ICT resources, and enhancing digital competencies. Despite government efforts, rural Junior Secondary Schools still face challenges amid limited empirical research on the practical implementation of ICT in this setting. The purpose of this study was to examine the integration of ICT in the teaching and learning process within the Competency-Based Curriculum (CBC) framework in Public Junior Secondary Schoolsin Nyamache Sub-County, Kisii, Kenya. The study pursued four objectives: to determine instructional methods employed by teachers in ICT integration; to examine gaps in teacher competencies for effective ICT use; to assess existing school infrastructure and resources; and to explore administrators' experiences with ICT integration. The Technological Pedagogical Content Knowledge (TPACK) framework guided the study, which adopted a mixed-methods approach within a pragmatic paradigm and explanatory sequential design where quantitative data was collected, followed by qualitative data to explain the former. Nineteen public Junior Secondary Schools were sampled, involving 19 Heads of Institutions and 70 teachers. Heads of Institutions were purposively selected, while teachers were randomly sampled. Data was collected through structured questionnaires and semi-structured interviews, whereby Validity was ensured through content and construct validity, while reliability was ensured through piloting. Quantitative data was analysed using descriptive statistics, and qualitative data was thematically analysed. Findings revealed that ICT-based instructional methods were minimally used (M = 2.16, SD = 0.74), with strategies such as flipped classrooms (66%) and gamification (58%) being rarely applied. Teachers expressed confidence in using ICT (73%), but actual use remained low (61%), reflecting a gap between perceived Competency and practice (M = 2.88, SD = 0.97). Access to ICT resources was inadequate (M = 2.02, SD = 0.68), with 72% citing a lack of equipment and 81% poor connectivity. Qualitative data highlighted five themes: infrastructure challenges, teacher capacity gaps, integration in instruction and assessment, financial/policy constraints, and future priorities. Additionally, administrators reported challenges in resource allocation, policy implementation, and institutional support for digital learning. The study recommends capacity-building workshops, regular digital pedagogy training, improved ICT infrastructure, and increased funding. The Ministry of Education aims to create structured digital platforms and provide ongoing support to schools. The study concludes that ICT integration in rural Junior Secondary Schools remains limited due to weak instructional practices, inadequate teacher skills, and poor infrastructure and connectivity.
Uploaded by: Japheth NoelAuthor: Orangi, Obadiah Nyakwara | ORCID: https://orcid.org/0009-0003-2940-7779
Institution: Moi University | Centre: East and South African-German Centre for Educational Research, Methodologies and Management (CERM-ESA)
Thesis Supervisor(s): Bomet, Emily
Thesis Supervisor(s): Kisilu, Anne
Type: Theses | Master’s | English
Subjects: Education
Date: 2025 | Pages: xii, 133
Copyright: The Author | License: Open Access
