Open AccessA Teaching Strategy Based Upon a Model of Agentic Learning
Author(s) -
Rose Mwikali Kithungu,
Daniel Komo Gakunga,
Musembi Nungu
Publication year - 2021
Publication title -
journal of studies in education
Language(s) - English
Resource type - Journals
ISSN - 2162-6952
DOI - 10.5296/jse.v11i1.17285
Subject(s) - information and communications technology , test (biology) , christian ministry , psychology , reliability (semiconductor) , sample (material) , null hypothesis , mathematics education , medical education , mathematics , statistics , computer science , political science , medicine , world wide web , paleontology , power (physics) , chemistry , physics , chromatography , quantum mechanics , law , biology
ICT integration in educational pedagogy enhances teachers’ content delivery alongside heightening the levels of education. This study was carried out in Machakos County, Kenya to investigate the influence of ICT integration on content delivery by ICT and Non-ICT trained teachers in secondary schools. The study was guided by two objectives; to establish the status of teachers’ integration of ICT in content delivery and to determine the influence of ICT integration on content delivery by teachers. The study embraced descriptive survey design. Ratio proportionate sampling and equal allocation method were employed to get the sample size. Data was collected using questionnaires for the principals, teachers and the students. Test re-test technique was employed to heighten the instruments reliability. Statistical Package for Social Sciences (SPSS) was used to analyse data. Pearson’s Product Moment determined the level of the relationship between the variables. Pearson chi test was employed to present, interpret inferential data. The study revealed that ICT trained teachers utilized ICT in content presentations which enriched their delivery, while Non-ICT trained teachers applied their general ICT knowledge inhibiting their technology utilization in content delivery. The study concluded that ICT trained teachers’ integration of ICT in content delivery was significantly higher at (p) 0.003 than for Non-ICT trained teachers at (p) 0.047. Hence the null hypothesis was rejected. The study recommended that the Ministry of Education (MOE) should incorporate ICT training in teacher training institutions for application of technology in content delivery.