Factors Influencing the use of ICT for teaching and learning of ordinary level chemistry in Kaliro District
Wakwesa, Waziboine James
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The government of Uganda through Ministry of Education and Sports has undertaken the initiative of equipping public secondary schools with Information Communication and Technology (ICT) resources with the aim of improving the quality of teaching and learning. Despite these government efforts, ICT has not been fully adopted for teaching and learning in most schools in the country especially in the rural districts like Kaliro. The study sought to assess the factors influencing the use of ICT for teaching and learning of Ordinary Level chemistry in Kaliro district. In particular, it sought to examine the influence of teachers‟ competency on the use of ICT in teaching and learning of chemistry; assess the extent to which teachers apply computer skills in teaching and learning of chemistry and to determine how the availability of ICT facilities influences the use of ICT in teaching and learning of chemistry in O level schools in Kaliro district. A cross sectional survey research design using both quantitative and qualitative methods was used. To collect data, both the questionnaire and key informant interview guide were used. The study used a sample of fifty-two chemistry teachers and twenty four head teachers determined by Krejcie and Morgan tables and all these were purposively selected from 15 secondary schools. Data was analysed using descriptive statistics with the help of the Statistical Package for Social Sciences (SPSS). The study established that 30.8% of the chemistry teachers had not had any training in ICT. Similarly, amongst the teachers 69.2% who underwent ICT training, majority 51.9% undertook it at certificate level. The study further found out that the highest proportion of the chemistry teachers 42.3% had used computers less than 3 times a week and 34.6% of chemistry teachers had not used computers at all for teaching. In conclusion, the study established that majority of the schools 59.6% did not have a computer lab and the highest proportion of 38.5% of chemistry teachers strongly disagreed that their schools did not have adequate computers for both staff and students. The researcher recommended that the Ministry of Education and Sports should emphasize and promote the integration of the ICT in all schools and they should acquire adequate ICT tools and train teachers in ICT teaching and learning of subject contents.