Exploring the level of integration of ICT in teaching of science in Taita Taveta County, Kenya

Date of Award


Document Type


Degree Name

Master of Education (MEd)

First Supervisor/Advisor

Dr. Geoff Tennant

Second Supervisor/Advisor

Dr. Peter Kajoro


Institute for Educational Development, East Africa


There has been increased interest in ICT integration in all spheres of life, education included. A lot has been studied and written about how ICT integration in teaching and learning may change the teaching and learning of Science from the traditional teacher centred to more learner-centred pedagogy This study set out to explore the level of integration of ICT in the teaching and learning of Science in secondary schools in a County in Kenya. The study used a quantitative approach with a teacher questionnaire as the data collection tool. Findings from this study suggest that most teachers are well equipped with basic knowledge and of ICT, which is basic education' according to the Kozma ladder of ICT skills. For example, 80.6% of the teachers reported that they can use email and could file e-documents. However, most teachers have not embraced the integrative use of ICT into Science teaching and learning, with only 27.7% reporting that they were able to identify learning situations and topics that require use of ICT. Teachers also reported that lack of ICT infrastructure and time to prepare for ICT lessons and low learners' ICT skills as the main obstacle to using ICT. This study recommends that continuous professional development of teachers on Technological Pedagogical Content Knowledge (TPCK) is necessary to equip teachers with knowledge and skills on integrative use of ICT. Education stakeholders- both public and private- should merge efforts and supply enough ICT infrastructure to schools, as this is a major obstacle to ICT use for teaching in schools. The curriculum developers also should produce relevant e-content for use in teaching of Science by teachers. Schools also need to start programmes in schools to equip learners with ICT skills, which were cited as being a problem in implementing ICT in the Science classroom by 61.6% of the respondents.

This document is available in the relevant AKU library