International Journal of Science and Research (IJSR)

International Journal of Science and Research (IJSR)
Call for Papers | Fully Refereed | Open Access | Double Blind Peer Reviewed

ISSN: 2319-7064


Downloads: 133 | Views: 230

Research Paper | Education Management | Kenya | Volume 3 Issue 11, November 2014


Teachers' Perception and Support on the Use of Information Communication Technology in Teaching/Learning of Biology in Secondary Schools in Uasin Gishu County, Kenya

Emily Bekyibei Bitok [2]


Abstract: A review of studies on the use of technology in education consistently has found that students in technology-rich environments experience positive effects on performance in all subject areas. Further, the use of interactive multimedia software, for example, motivates students and leads to improved performance. In fact, studies have shown that more students finish high school and many more consider attending college where they routinely learn and study using technology. The discussions on this paper draw from a study whose aim was to investigate teachers perception and support in the use of information and communication technology in Biology in Uasin Gishu County, Kenya. Descriptive survey research design was used in the study. The target population for the study was 123 secondary schools. The study used stratified sampling to select a sample of 114 teachers. From the study findings, teachers showed positive perception in integrating of information and communication technology in Biology. It was thus recommended that there should be on-going support for Biology teachers so that they utilize their skills on information technology in the teaching process. The school administration should encourage Biology teachers to use computers as much as other resources such as books and make teachers aware of the opportunities/ importance that technology offer.


Keywords: Perception, Support, Use, Information, Communication Technology Resources, Teaching, Learning, Biology, Secondary Schools, Uasin Gishu County, Kenya


Edition: Volume 3 Issue 11, November 2014,


Pages: 3135 - 3139


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