Asaba Kamida Final Report

THE IMPACT OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)
ON STUDENTS’ ACADEMIC PERFORMANCE IN SELECTED SECONDARY

SCHOOLS IN MUBENDE MUNICIPALITY, MUBENDE DISTRICT
BY
ASABA KAMIDA
2017/FEB/MEMP/M222658/DIST/KYE
A RESEARCH REPORT SUBMITTED IN PARTIAL FULFILMENT OF THE
REQUIREMENTS FOR THE AWARD OF A MASTER DEGREE IN EDUCATION
MANAGEMENT AND PLANNING OF NKUMBA UNIVERSITY.
SEPTEMBER, 2018
DECLARATION
I, Asaba Kamida, hereby declare that this research proposal entitled “The impact of information
and communication technology (ICT) on students’ academic performance,” A case study of
Mubende Municipality, Mubende district is my original work, except where acknowledged, and
has not been submitted before to any university or any institution of higher learning for the
award of any degree or any other purposes.
SIGNED--------------------------------- DATE---------------------------------------
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APPROVAL
This is to certify that this research proposal entitled “The impact of information and
communication technology (ICT) on students’ academic performance in Mubende Municipality,
Mubende district’’ is submitted and accepted with my full consent and approval.
SIGNATURE-------------------------------------------- DATE---------------------------------
DR. JOYCE SSESSANGA BUKIRWA
UNIVERSITY SUPERVISOR
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ACKNOWLEDGEMENT
This research has been undertaken in partial fulfillment of the Degree of Master of Education
Management and Planning.
I wish to humbly acknowledge with sincere gratitude my supervisor Dr. Joyce Ssessanga
Bukirwa for her advice and guidance during the writing of the report. It’s her persistent criticism
that brought hope and confidence in me, even at the most depressing moments. May God reward
her abundantly..
I would like to thank my family with sincere gratitude especially my husband Dr. J.P Mulindwa
for their unconditional support. My sincere thanks also go to my brother Bisangabasaija Suphian
with whom I have closely worked to produce this report, my mother Hajat Mariam
Bisangabasaija for her moral and parental guidance she accorded and all my brothers and sisters
who have been all round supportive to me.
Lastly, I would also like to show my gratitude to the staff members of Mubende Army SS,
Mubende Light secondary school, Comprehensive High School- Mubende, Universal College-
Mubende and Christ the King SS Mubende for sharing their parts of wisdom with me during the
course of this research.
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DEDICATION
This report is dedicated to the memory of my father, Hajj Ibrahim Bisangabasaija who passed on
a love and respect for education.
It is also dedicated to my four children branded as the four” C s”. To Comfort (Human adult),
Confidence (Mr. Generous), Cachet (Mzeei) and lovely Candy (Maama), who have been affected
by every way possible by this quest.
Thank you. My love for you all can never be quantified. God bless you.
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TABLE OF CONTENTS
DECLARATION ........................................................................................................................ i
APPROVAL .............................................................................................................................. ii
DEDICATION .......................................................................................................................... iv
TABLE OF CONTENTS ............................................................................................................v
LIST OF FIGURES ................................................................................................................ viii
LIST OF TABLES .................................................................................................................... ix
DEFINITION OF KEY TERMS ............................................................................................... xi
ABBREVIATIONS ................................................................................................................. xii
ABSTRACT ........................................................................................................................... xiii
INTRODUCTION ......................................................................................................................1
1.1 Background to the study. ...................................................................................................1
1.2: Statement of the problem ..................................................................................................7
1.3 Purpose of the study...........................................................................................................7
1.4:2 Specific objectives ..........................................................................................................8
1.5 Research questions.............................................................................................................8
1.6 Scope of the study..............................................................................................................8
1.7 Significance of the study ....................................................................................................9
CHAPTER TWO ...................................................................................................................... 10
REVIEW OF RELATED LITERATURE ................................................................................. 10
2:1 Introduction ..................................................................................................................... 10
2:2 Availability of ICT resources ........................................................................................... 10
2.3 Accessibility of ICT resources: ........................................................................................ 13
2.4 ICT and academic performance ........................................................................................ 17
CHAPTER THREE................................................................................................................... 21
METHODOLOGY.................................................................................................................... 21
3.0 Introduction ..................................................................................................................... 21
3.1 Study design .................................................................................................................... 22
3.2 Area of study ................................................................................................................... 22
3.3 Information sources ......................................................................................................... 22
3.4 Procedure for data collection ............................................................................................ 22
3.5 Sample size and sampling techniques ............................................................................... 23
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3.5.1 Study population ....................................................................................................... 23
3.5.2 Sample size ............................................................................................................... 23
3.5.3 Sampling techniques .................................................................................................. 23
3.6 Data types and collection ................................................................................................. 24
3.6.1 Data types ................................................................................................................. 24
3.6.2 Data collection method .............................................................................................. 24
3.7.1 Questionnaires ........................................................................................................... 24
3.7.2. Interviews................................................................................................................. 24
3.8 Data processing and analysis ............................................................................................ 25
3.9 Validity and Reliability ................................................................................................. 25
3.9.1 Validity......................................................................................................................... 25
3.9.2 Reliability ................................................................................................................. 25
3.10 Ethical considerations .................................................................................................... 25
3.11 Limitations of the study ................................................................................................. 26
CHAPTER FOUR ..................................................................................................................... 26
DATA PRESENTATION, ANALYSIS AND INTERPRETATION ......................................... 26
4.1 Introduction ..................................................................................................................... 26
4.2 Characteristics of the respondents .................................................................................... 27
4.2.1 Age of the respondents .............................................................................................. 27
4.2.2 Gender of the respondents ......................................................................................... 28
4.2.3 Period of service at school ......................................................................................... 29
4.2.4 Designation of the administrators and teachers. ......................................................... 29
4.3 Level of study and subject combinations .......................................................................... 31
4.3.1 Level of study............................................................................................................ 31
4.3.2 Subject combinations by students in Advanced level ................................................. 31
4.4 Availability and Accessibility of ICT tools in schools ...................................................... 32
4.4.1 Availability of ICT tools in Schools as responded by administrators. ......................... 32
4.4.2Availability of ICT tools in Schools as responded by teachers. ................................... 33
4.4.3 Availability of ICT tools in Schools as responded by students. .................................. 34
4.5 Adequacy of ICT tools in Schools. ................................................................................... 35
4.5.1 Responses on the adequacy of ICT tools by Administrators. ...................................... 35
4.5.2 Responses on the adequacy of ICT tools in schools by teachers. ................................ 36
4.5.3 Responses on accessibility of ICT tools in schools by Students.................................. 36
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4.6 Limiting challenges to accessibility to ICT resources in teaching and learning process .... 38
4.7 Students’ performance ..................................................................................................... 39
4.7.1 Responses on students’ performance by administrators. ............................................. 39
4.7.2 Responses on students’ performance by teachers. ...................................................... 40
4.8 The relationship between the availability ICT tools and academic performance ................... 42
4.8.1 The relationship between the availability of Computers and academic performance .......... 42
4.8.2 The relationship between the presence of internet and the academic performance ......... 45
4.8.3 The relationship between the availability of television sets and the academic performance
.............................................................................................................................................. 48
4.8.4 The relationship between the presence of projectors in schools and academic
performance .......................................................................................................................... 51
4.8.5 The relationship between the availability of software and the academic performance .... 54
4.8.6 The relationship between the availability of computer laboratories and the students’
academic performance ........................................................................................................... 57
4.8.7 The relationship between the availability of scanners and academic performance of
learners .................................................................................................................................. 60
4.8.7 The relationship between the presence of video conferencing and the students’ academic
performance .......................................................................................................................... 61
CHAPTER FIVE ...................................................................................................................... 63
DISCUSION OF RESULTS, CONCLUSION AND RECOMMENDATIONS ......................... 63
5.0 Introduction ..................................................................................................................... 63
5.1 Demographic characteristics ............................................................................................ 63
5.2 Availability, adequacy and accessibility of ICT tools in schools ....................................... 63
5.3 Students’ performance in relation to the presence and accessibility of ICT tools in schools.
.............................................................................................................................................. 64
5.3 Summary of findings........................................................................................................ 66
REFERENCES ......................................................................................................................... 68
APPENDIX A ........................................................................................................................... 70
APPENDIX .............................................................................................................................. 73
APPENDIX C ........................................................................................................................... 76
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LIST OF FIGURES
Figure A; Responses on age by administrators……………………………………………...……9
Figure B indicates the responses on age by teachers .................................................................. 27
Figure C; Responses on age by students .................................................................................... 27
Figure D; responses on gender by administrators Figure E; responses on age by teachers ....... 28
Figure F; responses on age by students ...................................................................................... 28
Figures G and H responses on period of service Figure H ......................... 29
Figure I; Responses on the designation ...................................................................................... 29
Figure J; responses on class of teaching by teachers .................................................................. 30
Figure K; responses of the level of study by students................................................................. 31
Figure L; responses on the subject combination by the students................................................. 31
Figure M; Responses on the availability of the ICT in schools by administrators ....................... 32
Figure N; responses on availability of ICT tools in schools by teachers ..................................... 33
Figure O; responses on the availability of ICT tools by students ................................................ 34
Figure P; Responses on the adequacy of ICT tools in schools by administrators ........................ 35
Figure Q; responses on the adequacy of ICT tools by teachers ................................................... 36
Figure R; accessibility of ICT tools by students ......................................................................... 37
Figure S; Responses by administrators on the students’ performance ......................................... 40
Figure T; responses on students’ performance by teachers ......................................................... 40
Figure U; responses on performance by students ....................................................................... 41
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LIST OF TABLES
Table 1; Challenges limiting students’ accessibility to ICT resources as responded by
administrators ........................................................................................................................... 38
Table 2; Responses on the challenges limiting students’ accessibility by teachers...................... 38
Table 3; Responses on the challenges limiting students’ accessibility to ICT resources by
students ..................................................................................................................................... 39
Table 4 shows relationship between the availability of Computers and academic performance as
responded by administrators ...................................................................................................... 42
Table 5; Chi-Square test relationship between the availability of Computers and academic
performance .............................................................................................................................. 43
Table 6:a. shows relationship between the availability of Computers and academic performance
as responded by teachers ........................................................................................................... 43
Table 7; Shows relationship between the availability of Computers and academic performance as
responded by students ............................................................................................................... 44
Table 9; relationship between the presence of internet and the academic performance by
administrators ........................................................................................................................... 45
Table 10; Chi square test for the relationship ............................................................................. 45
Table 11; Relationship between the presence of internet and the academic performance by
teachers ..................................................................................................................................... 46
Table 12; Chi Square test for the relationship ............................................................................ 46
Table 13; Relationship between the presence of internet and the academic performance by
learners ..................................................................................................................................... 47
Table 14; relationship between the availability of television sets and the academic performance
as responded by administrators .................................................................................................. 48
Table 15; Chi Square test for the relationship ............................................................................ 48
Table 16; Relationship between the availability of television sets and the academic performance
Table 17; Relationship between the availability of television sets and the academic performance
as responded by students ........................................................................................................... 50
Table 18; Relationship between the presence of projectors in schools and academic performance
as responded by administrators .................................................................................................. 51
Table 20; relationship between the presence of projectors in schools and academic performance
Table 21; Relationship between the presence of projectors in schools and academic performance
as responded by learners............................................................................................................ 53
Table 22; Relationship between the availability of software and the academic performance as
responded by administrators ...................................................................................................... 54
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responded by teachers ............................................................................................................... 55
responded by students ............................................................................................................... 56
Table 27; Relationship between the availability of computer laboratories and the students’
academic performance as responded by administrators .............................................................. 57
Table 28; relationship between the availability of computer laboratories and the students’
academic performance as responded by teachers ....................................................................... 58
Table 29; Relationship between the availability of computer laboratories and the students’
academic performance as responded by learners ........................................................................ 59
Table 30; Relationship between the availability of scanners and academic performance of
learners as responded by administrators..................................................................................... 60
Table 32; Relationship between the presence of video conferencing and the students’ academic
performance by administrators .................................................................................................. 61
Table 33; Relationship between the presence of video conferencing and the students’ academic
performance by teachers ............................................................................................................ 61
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DEFINITION OF KEY TERMS
Impact: Is the far- reaching effects of one thing on another.
Science: Is a branch of knowledge or study dealing with a body of facts or truths systematically
arranged and showing the operation of general laws.
Tool: An implement especially one held in the hand, as a hammer, saw or file for performing or
facilitating mechanical operations.
ICT: Information and Communication Technology. It is the integration of telephone line and
wireless signals, computers as well as necessary enterprise software, middle ware, storage and
audio visual and systems which enable users to access, store, transmit and manipulate
information.
Also ICT is used to refer to the convergence of audio visual and telephone networks with
computer networks through a single cabling or link system.
ICT tools: An integration of telephone lines, wireless signals, computers software, middle ware,
storage and audio visual gargets which enable users to access, store, transmit and manipulate
information.
Academic performance: Is the extent to which a student, teacher or institution has achieved
their educational goals.
Classroom: Any place where one learns or gains experience. A room as in school or college, in
which classes are attended.
Student: Any person who studies, investigates, or examines thoughtfully.
Secondary school: A high school or a school of corresponding grade, ranking between a primary
school and a college or university.
Teacher: A person who teaches or instructs, especially as a profession.
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ABBREVIATIONS
ICT-information and communication technology
IOS-Inspector of Schools
SPSS: Statistical Package for Social Science
WCEA-Wisconsin Community Education Association
MTN-Mobile Telecommunications Network
GDP- Gross Domestic Product
GMS- Global Messaging System
PMA- Plan For Modernization of Agriculture
FM-Frequency Medium
PEAP- Poverty Eradication Action Plan
TV-Television
UCE- Uganda Certificate of Education
UNESCO-The United Nations Educational, Scientific and Cultural Organization
BECTA-British Education Communication and Technology Agency
UK- United Kingdom
BBC- The British Broadcasting Corporation
RIC- Regulation of Interception of Communication
UNEB-Uganda National Examinations Board
UACE- Uganda Advanced Certificate of Education
ANOVA- Analysis of Variances
CD-ROMs-Compact Disc, Read-Only-Memories
GSM-Global System for Mobile Communications
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ABSTRACT
The study investigated the impact of Information and Communication Technology (ICT) on
students’ academic performance, a case study of Mubende Municipality, Mubende district. It
sought to establish the relationship between ICT and students’ academic performance,
particularly looking at the availability, accessibility and adequacy of ICT resources in Mubende
Municipality, specifically in five schools of, Mubende Army secondary school, Universal
college-Mubende, Comprehensive High School-Mubende, Mubende Light secondary school and
Christ The King secondary school-Mubende. The study was prompted due to the persistent poor
academic performance of the students In Mubende Municipality, Mubende district
It was conducted through cross- section survey design; data was collected during the month of
August 2017 using questionnaires with close ended and open ended questions, observation check
list and interview guides from a sample of ten administrators, ten ICT teachers and sixty
students.
In verifying the hypothesis the researcher used the Pearson Chi-Square analysis method to find
out whether the academic performance of the learners was linearly correlated with ICT.
The study established that the availability of ICT resources in secondary schools in Mubende
Municipality is still very much wanting and very inadequate for the students to use. Because of
limited number of functional computers and computer laboratories, accessibility is timetabled.
The researcher concluded that availability, accessibility and adequacy of ICT resources
significantly affect students’ academic performance in secondary schools in Mubende
Municipality-Mubende district.
Based on the above, the researcher recommends that the government and head teachers of
secondary schools in Mubende Municipality should invest more in computers and related
technology.
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CHAPTER ONE
INTRODUCTION
1.1 Background to the study.
1.1:1 Theoretical background

Although there is no single, universal definition of ICT, the term is generally accepted to mean all
devices, networking components, applications and systems that combined allow people and
organizations (i.e., businesses, nonprofit agencies, governments and criminal enterprises) to interact
in the world. ICT (information and communications technology – or technologies) is an umbrella
term that includes any communication device or application, encompassing: radio, television,
cellular phones, computer and network hardware and software, satellite systems and so on, as well
as the various services and applications associated with them, such as videoconferencing and
distance learning. ICTs are often spoken of in a particular context, such as ICTs in education, health
care, or libraries. The term is somewhat more common outside of the United States. (Margaret
Rouse 2005). The study, design, development, application, implementation, support or management
of computer-based information systems. The term is commonly used as a synonym for computers
and computer networks, but it also encompasses other information distribution technologies such as
television and telephones. (Chandler, Daniel; Munday, Rod, iaugust 2012)
A branch of engineering dealing with the use of computers and telecommunications equipment to
store, retrieve, transmit and manipulate data. (Daintith, John, ed. (2009))
ICT covers all forms of computer and communications equipment and software used to create,
design, store, transmit, interpret and manipulate information in its various formats. Personal
computers, laptops, tablets, mobile phones, transport systems, televisions, and network technologies
are just some examples of the diverse array of ICT tools. (http://www.uq.edu.au/ICT/what-is-ICT
2012)
Information and Communication Technology refers to any product that will store, retrieve,
manipulate, transmit or receive information electronically in a digital form. Information and
communication technology in education can be understood as the application of digital equipment
to all aspects of teaching and learning. It is present in almost all schools in advanced countries and
is of growing influence, however, for the past three decades, there is a legitimate concern that
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developing countries have been slow in terms of incorporating the use of ICT equipment to
facilitate the teaching and learning process in school (Hubert 2006)
According to World Bank, ICT consists of the hardware, software, network and media for the
collection, storage, processing, transmission and presentation of information. These aid constructing
knowledge and problem solving through internet- mail, CD-ROMs, databases, video conferencing,
enabling explanation of concepts, and communicating ideas by using power point and desktop
publishing. (WCEA, 2002).
Mooij, (2007) observed that integrating ICT in an educational context means combining all
technologies that can process information and transmit it for purposes of learning and educational
development.
Kiyaga, (2013) notes that although science subjects remain the Achilles’ heel of Uganda’s
education, examination results still indicate that science subjects continue to be poorly performed.
In some secondary schools there is increasing poor performance in mainly the science subjects,
Bitamazire, (2005).
1.1:2 Conceptual background
Developments in ICTs have dramatically changed the way information is collected, stored,
processed, disseminated and used, thus making it a powerful tool for modernization and
development.
The presence of Cyber classrooms in some schools especially secondary institutions has greatly
impacted on the learning of students especially those who are offering science subjects. Key science
subjects such as Biology, Chemistry, Physics, and Mathematics are simplified for students when
taught using Cyber rooms (Ndidde 2009). Cyber schooling has increased student motivation,
willingness and generally changed the traditional belief of saying science subjects are difficult and
therefore mostly done by boys. This is so effective in Nabisunsa secondary school which is a girls’
school (Uganda report 2009).
Another impact of ICT on learning as reported by learners is that it makes learning more interesting
and exciting as well as improving the level of participation on the part of learners compared to other
subjects where there is no integration of ICT at all.
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Parents believe that using computers may increase their children’s academic achievement and
future job opportunities (Ortiz et. al, 2011); therefore they buy computers with an internet
connection to help their children succeed in school (Turow, 1999).
Katongole (2006) reports that in 2003, a modern Information and Communication Technology
(ICT) centre was established in Mubende, the first one ever that was not only to confirm visibility
of a computer to many, but also improve students’ academic performance in schools.
1.1:3 Historical background
The history of ICTs in Uganda was a short but intense one. Uganda started embracing ICTs as part
of its economic development strategy when the first mobile phone service came onto the Ugandan
scene in December 1994. The telecom company Celtel, using the GSM 900 technology mainly
targeted high end users like business people and the diplomatic community. The cost of owning and
maintaining a mobile phone was so high that that having a car was estimated to be a cheaper
undertaking. Owning a mobile phone was a status symbol.
Things began to change however, with the entry into the market, of the South African giant Mobile
Telecommunications Network (MTN) in 1998. Calls became cheaper, and the network was
extended to rural areas, going beyond Kampala as the hub for the mobile telephone industry. More
players like Airtel, Warid and Zain entered the marked with more diversified products making
communication even cheaper. More internet providers also came on the scene and the cost, while
still one of the most expensive in the world, became much cheaper than before.
Since then, the ICT sector had grown rapidly. The industry grew by 30.3% in the 2009/10 financial
year accounting for 3.3% of the GDP. Over 50% of the population were subscribed to mobile phone
service provider and the number of internet users increased from 2,475,812 in 2008 to 4,178,085 in
2010 (168% of growth). Millions own smart phones, a fact driving digital penetration even in the
rural countryside. Internet users were estimated at 6.5million as of 2012, accounting for 18.5
percent of the country’s population of 35 million. The increase in internet usage had been further
fueled by the country’s youth bulge. Uganda had the world’s youngest population, with over 78%
below 30 years. These were more embracing of ICTs than their older, and inevitably old school,
parents.
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The liberalization of the communication industry also led to an increase in FM radio stations which
by then numbered in hundreds and as a result up to 80 percent of all households especially in the
countryside relied on radio for news and information. The “Ebimeeza” (people’s parliaments) call-
in talk shows were popularized and people began to freely debate the most important political and
social issues of the day. There were also dozens of TV stations and a couple of daily newspapers
serving different audiences in the country.
The explosion in ICTs was aided by friendly ICT policies which created an enabling environment
for ICT entrepreneurs to blossom. The National Information And Communication Technology
Policy of 2003 was intended to help the government implement more successful long term national
development programmes like the Poverty Eradication Action Plan (PEAP), the Plan for
Modernization of Agriculture (PMA), and others, by ensuring that timely and relevant information
was available at all levels of implementation.
The Ministry of Information and Communications was established in June 2006 with a mandate of
“providing strategic and technical leadership, overall coordination, support and advocacy on all
matters of policy, laws, regulations and strategy for the ICT sector”. Developments in ICTs have
dramatically changed the way information was collected, stored, processed, disseminated and used,
thus making it a powerful tool for modernization and development. Inevitably however, the growth
in ICTs also culminated into social, political and economic situations that were not equally
desirable for all the stakeholders
The free discussions by ordinary people of social-political issues on several radio stations did not
augur well for some in the government who decided to start clamping down on these discussions.
‘Ebimeeza’ were banned by the Broadcasting Council in September 2009
Radio and TV stations as well as newspapers that were deemed to “spread inflammatory material”
were threatened and some were closed which forced others into self-censorship
Then came the explosion in Social Media growth. Million of Ugandans were signed up on Face
book, Twitter and many young elite activists were endlessly sharing their opinions on blogs across
the internet. This was aided by the increasing ownership of smart phones that were replacing old,
‘call-only’ handsets that were now derided as belonging to ‘stone age’. Face book and Twitter were
blocked by the government during the 2016 presidential election over fears that people might
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announce premature results. Officials were still warning of the potential dangers of social media to
Uganda’s stability.
Cyber crime was also increasing in Uganda. The country’s tax collecting body, The Uganda
Revenue Authority (URA)’s systems were hacked into in 2013 leading to an estimated sh2billion
($700,000) tax loss in vehicle registrations. The telecom giant MTN also lost sh15 billion (US$5.7
million) in Mobile Money fraud, a scam made possible by insider collaboration. Many companies
desisted from reporting such crimes for fear of scaring away potential clients so it’s possible the
problem was more widespread than reported. Such crimes were complex and difficult to prosecute
by a justice system to which they were a completely new development.
1.1:4 contextual background
The government had so far failed to walk this fine line. Sweeping legislations had been put in place
that were threatening the rights of individuals’ constitutional rights to privacy and self expression
The regulations put in place and their enforcement sometimes went beyond their mandate. In March
2012, the Government of Uganda tabled the Communications Regulatory Authority Bill, a major
piece of legislation ‘intended to consolidate and harmonize existing and overlapping laws.
Citing what it calls ‘security ramifications of online activity that had begun to permeate the
national consciousness’ Government under the Ministry of Information and Communications
Technology developed a National Information Security Strategy (2011) which aimed at addressing
security challenges that were envisaged in the era of technological advances.
Other laws that came before or at the heels of this strategy included: the Regulation of Interception
of Communications (RIC), 2010, which parliament hurriedly passed in the aftermath of the July
2010 bomb attacks, and allowed for interception of communications and possible intrusion into
personal communications. It also required telecom companies to collect customers’ information,
including name, address and identity number, and to take other measures to enable interception. A
registration of all SIM card owners in Uganda exercise concluded on May 31, 2013, which made
the monitoring easier. As a matter of fact, an explosive report by the BBC last year stated that
Uganda’s government had been spying on the opposition and the media for years, using spying
equipment supplied by a UK technology firm.
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The Anti-Terrorism Act No.14 of 2002 gave security officers powers to intercept the
communications of a person suspected of terrorist activities and to keep such persons under
surveillance. The scope of the interception and surveillance included letters and postal packages,
telephone calls, faxes, emails and other communications, as well monitoring meetings of any group
of persons. Other powers included the surveillance (including electronic) of individual’s
movements and activities, and accessed to their bank accounts.
Older laws such as the Anti-Terrorism Act (2002); Press and Journalist Act of 2000 and the
Regulation of the Interception of Communications Act of 2010 remained on the books to negate
these freedoms. Since 2010, a number of other restrictive laws had also been drafted such as the
Public Order Management Act (2013) which sought to regulate the conduct of public meetings as
well as discussion of issues at such meetings and the 2010 Press and Journalists Amendment Bill
intended to enforce annual registration and licensing of newspapers by the statutory Media Council.
Even those laws exclusively focused on fighting cyber crime were suspiciously viewed by some
due to the dubious language in which they were crafted:
 The computer misuse act of 2010 was intended to “ensure the safety and security of
electronic transactions and information systems and other related matters”
 The Electronic Transaction Act 2011 was “to provide for the use, security, facilitation and
regulation of electronic communications and transactions and to provide for related matters”
 The Electronic Signatures Act, 2011 aimed “to make provision for and to regulate the use of
electronic signatures and to provide for other related matters”
It was those “other related matters” that analysts believed could in the end make these laws go
beyond the limits of their jurisdiction, and negated some of the freedoms enshrined in other
government laws that guaranteed peoples’ freedoms to use and benefit from the country’s ICTs
revolution
Government therefore needed some self-restraint to avoid overzealousness in controlling people’s

enjoyment of the information age. The ICT industry in Uganda had a number of stakeholders who
played different complementary roles. These included the Government that played regulatory role,
private sector that invested in technology and established ICT businesses, the donor community that
supported the sector financially and technically, civil society and the media, while citizens
6
consumed and used the proceeds from the industry. A framework needed to be worked out to
protect the stakeholder roles and to promote positive interrelationships in the ICT ecosystem and
thus increased the positive impact of ICTs in Uganda without harming the interests of any
stakeholder.
Therefore, the use of ICT tools in Uganda grew so rapidly in the last four decades as many
Ugandans have become computerized especially in the use of smart phones, I Pads, and Laptops.
This has improved both the quantity and quality of the academic work and results since access to
interment was available which made research by both the teachers and the learners easy and
possible.
This study was therefore set to investigate the impact of information and communication
technology on students’ academic performance in sciences in Mubende town council, Mubende
district and in this chapter is; introduction, problem statement, objectives, scope and significance of
the study.
1.2: Statement of the problem
Students’ learning remained central in any academic achievement debate (Opira, 2006). ICTs
provided a window of opportunity for educational institutions like secondary schools to harness and
use technology to complement and support the teaching and learning process. This was usually
aimed at improving the academic performance. However, many challenges had come with the
introduction of compulsory science subjects in secondary schools and the most one being poor
performance in those disciplines (Bitamazire 2005).The cause of concern was that much as the
central region of Uganda continued to dominate in UCE results (Ladu 2014), Mubende was always
among the worst performing districts in the country (Kayiwa, 2011).It was against this back ground
of looking at ICT as a medium of instruction in teaching and learning sciences in secondary schools
that this study was conceived, Therefore, the study was an attempt to establish the availability and
accessibility of ICT on students’ academic performance in sciences in secondary school in
Mubende town council, Mubende district.
1.3 Purpose of the study
The purpose of the study was to investigate the impact of ICT on students’ academic performance
in sciences in secondary schools in Mubende Municipality, Mubende district and to find out
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whether science teachers and students in senior secondary schools were exposed to video and
computer usage in classroom teachings and whether it made any impact on the academic
performance of students in science subjects in Mubende town council.
1.4:2 Specific objectives
i) The researcher wanted to find out how the use of ICT tools in teaching and learning had impacted
on students’ academic performance in sciences in secondary schools in Mubende town council.
ii) ) The researcher wanted to examine the effect of the availability of ICT resources on students’
performance among secondary school students in Mubende town council.
iii) ) The researcher wanted to assess the effect of the accessibility of ICT resources on students’
performance among secondary school students in Mubende town council.
1.5 Research questions
The following research questions were examined.
i) How had the use of ICT tools impacted on students’ academic performance in sciences?
ii) How had the availability of ICT resources affected the academic performance of
students in sciences among secondary school students in Mubende town council?
iii) How had the accessibility of ICT resources in secondary schools of Mubende town
council impacted on students’ academic performance in sciences?
1.6 Scope of the study
1.6:1 area scope
The study was carried out in five secondary schools in Mubende Municipality, Mubende
District..The schools included Universal college Mubende, Mubende Light secondary school,
Comprehensive secondary school, Mubende Army secondary school and Christ The King
secondary school.
8
1.6:2 content scope
Specifically, the study concentrated on examining the impact of the use of ICT tools to improve
students’ learning of sciences, the availability of ICT tools and the extent to which those tools were
accessible to the students in different secondary schools.
1.7 Significance of the study
The aim of choosing to study about the impact of ICT on students’ academic performance in
sciences in secondary schools in Mubende Municipality, was to give a better understanding of the
students and teachers’ knowledge and attitudes concerning ICT and its impact on students’
academic performance in sciences in order to adapt any future development programs and education
campaigns for integration of ICT tools in the teaching and learning of sciences for better academic
results among secondary schools. Therefore, by providing information on the use of ICT tools in
education in secondary schools in Mubende Municipality, Mubende district, the study was to help
secondary schools’ teachers and headteachers to design measures for ICT tools usage in secondary
schools in Mubende municipality. The measures would be directed to different stakeholders like
district education officer and ministry of education and sports.
The study was also meant to help in understanding how the science teachers would cope with
advancement in science and technology in order to improve the delivery of science lessons in
classroom.
Furthermore the negative factors for the use of ICT tools in teaching and learning identified would
lead to the development of more realistic sensitization measures for use in study of science subjects.
The information generated would be used to evaluate programs targeting to increase the use of ICT
in the teaching and learning process in classrooms in secondary schools.
The study would also provide a body of knowledge on the use of ICT tools in learning to other
researchers.
9
CHAPTER TWO
REVIEW OF RELATED LITERATURE
2:1 Introduction
This chapter explores literature presented by various authors about the impact of information and
communication technology (ICT) on the student’s academic performance especially in science
subjects. The literature is organized in three sub sections. The first one contained literature on how
the availability of ICT resources had impacted on student’s academic performance in science
subjects, the second one explores literature on how the Accessibility of ICT resources had improved
the students’ academic performance in sciences and the third presents the general impact of ICT on
the students’ academic performance in science subjects.
2:2 Availability of ICT resources
The availability of ICT resources could enhance learning by making education less dependent on
differing teacher quality and by making education available at home throughout the day (Mbwesa,
2002).
Bonnet (1997) argued that the use of ICT could positively transmit knowledge to students.
Furthermore, the availability and use of ICT could help students exploit enormous possibilities for
acquiring information for schooling purposes and could increase learning through communication
(Riel, 1998).
According to Lubega (2009), ICT use was supported by the availability of ICT equipments, internet
connectivity and educators being trained in ICT, integration in various institutions of learning,
which in turn yielded the intended purpose of the resources.
Media availability varied depending on such things as child’s age, gender, race/ethnicity, family
socioeconomic status, and so forth (Roberts et al., 1999, p.9). The economic level of the countries
could also affect the availability of media for school-age children either at school or at home.
Notten and Kraaykamp (2009) stated that science performance was positively affected if there was
a positive reading climate and computer availability. They also mentioned that “the absence of a
television set at home seemed to narrow a child’s worldview and knowledge of science.”
10
The use of Information and Communication Technology (ICT) was becoming an integral part of
education in many parts of the globe; Uganda was not left behind as ICT gradually found its way
into the educational system despite chronic limitations brought about by economic disadvantages.
According to Gbamanja (1989 p.131) Education was a process which sought to change the behavior
of a learner. Behavior in this sense refered to the way we changed the leaner, his or her thinking, his
or her feelings and his other overt actions (Hergenhahn and Olson 1997)
Osborne, J. Hennessy (2003) confirmed that, although the chalk board, textbooks, radio, TVs and
Films had been used for educational purpose over the years, none had quite impacted on the
educational process like computer. While television and film impacted only on the audio visual
facilities of users, the computer was capable of activating the senses of sight, hearing and touch of
the users.
Belts, S (2003) confirmed contributions of ICT to quality learning in science which resulted into
better students’ academic performance. He pointed out that ICT offered particular opportunities to
enhance learning by making more time available for predicting and searching for explanations.
Also ICT applications allowed pupils to work at their own speed hence were at an advantage of
understanding concepts at their own speed resulting into improved academic performance.Betts’s
(2003) further confirmed that the use of ICT could enhance the quality of learning where its use
was tailored to lesson objectives and the needs of pupils.Many studies had found positive effect
associated with technology aided instruction mc Farlane, A. sakellarious (2002).
The key finding of the research were as follows; use of ICT either as a tool in a practical
investigation or as a substitute for the laboratory based elements of an investigation could aid
theoretical understanding and electronic communications were to be used not just to disseminate
information but to create a continuity of learning.
Oshodi (1999) confirmed that awareness towards the use of communication and information
technology (ICT) was increasing in the classroom in the developing world such that were
verbalization or over verbalization of words alone in the classroom to communicate ideas, skills and
attitudes to educate learners was futile, that was incapable of producing any good results or
ineffective.
11
Scott Reid (2002) in his study found out that students could benefit from incorporation of ICT in
classroom teaching and learning process. For teachers and their students, the availability of modern
computers, peripherals, networking and resources within an increasingly diverse range of
technologies was an essential part of learning and teaching in the 21 St century. ICT constituted an
input in the student learning process that could help produce better learning output.
The availability of ICT resources could also enhance learning by making education less dependent
on differing teacher quality and by making education available at home throughout the day
(Mbwesa, 2002). Bonnet (1997) argued that the use of ICT could positively transmit knowledge to
students and the availability of visual digital technology (such as animation, simulation and moving
images) involved students and reinforced conceptual understanding.
Furthermore, the availability and use of ICT could help students exploit enormous possibilities for
acquiring information for schooling purposes and could increase learning through communication
(Riel, 1998). According to the Swedish National Agency for School Improvement (2008), ICT
provided a positive impact on learning and student performance when it became an integrated
element in the classroom and teaching. ICT use also encouraged development from a teacher
focused or teacher led model to a more student focused model in which students worked together,
made their own decisions and took an active role in learning (Swedish National Association for
School Improvement, 2008).
Davis (2000) asserted that increased availability of ICT was especially useful for students who
suffered from learning disabilities since ICT use allowed teachers to prepare suitable tasks for
individual needs and each individual more effectively. However, authors like Cox (1999) believed
that allowing certain students to use computers distracted them from focusing on the task at hand.
Central to the argument of availability are the issues of whether or not the teachers and students had
ample and convenient access to computers and their accessories let alone the software that was
necessitated in the context of their day today research, collaboration, teaching and student
evaluation (Fabry, et al., 1997).
Furthermore, students and teachers were to have confidence in these facilities, which were in turn
reliant on the facilities‟ reliability or degree to which the teachers and students were sure that they
would have access to them at all expected times and utilize them predictably to the betterment of
their academic work, an issue on which consensus was enormous as was clear from ICT in
education scholars like Russell (1997), Ross (1997),Guha (2000), Mumtaz (2000) and Pelgrum
(2001).
12
The study revealed that computers were but a subset of the information communication technology
facilities which were necessary in schools but they had to be furnished with quality accessories,
installed with appropriate software and linked to necessary networks to allow access to rich
resources beyond the school rather than serve as a resource for minor typesetting and other word
processing activities. Whilst the above studies attempted generally to explain how the availability of
ICT affected learning, it did not look at how particular ICT tools clearly affected students’ learning.
2.3 Accessibility of ICT resources:
Access to ICT infrastructure and resources in secondary schools was a necessary condition to the
integration of ICT in education (Charlotte, 2009).
Effective integration of ICT in schools was to call for a whole institution to be networked so as to
ensure access to multimedia and learning rich resources via the school's internet and ensure the use
of the internet by the students and teachers whenever they were in or out of school. The computer
laboratories and needed to be sufficient in number to allow ready access by students and staff in
most subjects across the school. A wide range of peripheral and remote working devices, including
video conferencing, was provided and integrated into the curriculum and large and small group
presentation facilities were readily available (school net Africa, 2004).
Even when computers were available, in some schools evaluation of the actual impact of ICT was
rare; computers were often used in specific offices or by specific personnel and many teachers,
students and subject areas still lacked access to ICT (wirns and lawyer 2007)
According to Eric Blantz (2010), lack of consistent and affordable electricity was one of the
greatest limitation for use of ICT in schools, especially schools in remote parts of the developing
world which had no electricity and where electricity was available, such power was usually
extremely un reliable or so unstable that it posed a threat to un protected electronic equipment. So
he provided an alternative to be solar panels to be installed in schools and use diesel generators.
Despite the above desired situation, most institutions in Africa faced barriers to effective integration
of ICT in the teaching and learning process; limited infrastructure in terms of satisfactory physical
conditions of laboratories and the subsequent accessibility of the resources (ICT) to the learners
(Singh, 1993). Many commercial and academic developers of educational multimedia had focused
primarily on information access and presentation (Singh, 1993).
However, it was easy to see that multimedia had tremendous potential to enhance the vividness with
which information could be presented and eased with which it could be accessed; the main barriers
13
to learning were not generally that appropriate information was difficult to access or badly
presented. The problem had more to do with that information (Shank & Kass, 1996).
Barriers, associated with ICT integration that fell within the physical realm were beyond the direct
control of the teacher (Loveless, 1996). These barriers centered on accessibility and infrastructure
which included decisions about purchasing, locations of wiring drops, and decisions regarding the
placement of computers in centralized labs verses placement of computer pods in classrooms.
Placing computers in centralized laboratories might provide students with equitable and efficient
exposure to technology but severely limited the technology’s accessibility for classroom instruction
(Loveless, 1996).
Lubega (2009) noted that there was an impact of ICT on learners and learning as was reported by
those learners that, there had been increased access to qualitative educational materials especially
through surfing on the Internet. This access resulted into access to updated educational information.
This made learners more enthusiastic to put in more effort and performed better just like their
colleagues in other schools and countries.
Technology was one of these factors; that is why it was important to explore how we could explain
students’ Science and Math achievements by looking at their use and accessibility of computers and
related technologies, as suggested by Subrahmanyam et al. (2001).
Ali (2013) said that if teachers could not access ICT resources, then they would not use them.
Therefore, access to computers, updated software and hardware were key elements to successful
adoption and integration of technology. A study found that access to technological resources was
one of the effective ways to teachers’ pedagogical use of ICT in teaching.
According to Opira (2006), laboratories deny teachers the flexibility of deciding when technology
was to be incorporated into instruction and might send the message to students that computers were
not central to learning or the activities in their classrooms. In addition, physical limitations of the
classroom including size and location of desks, often limited choices of room arrangement and did
not provide the space that was necessary to add pods of computers to be used as technology centers.
For all its revolutionary aspects, though, ICT capabilities weren't evenly distributed. Simply put,
richer countries and richer individuals enjoyed more access and thus had a greater ability to seize on
the advantages and opportunities powered by ICT.
14
Consider, for example, some findings from the World Bank. In 2016, it stated that more than 75%
of people worldwide had access to a cell phone. However, internet access through either mobile or
fixed broadband remained prohibitively expensive in many countries due to a lack of ICT
infrastructure. Furthermore, the World Bank estimated that out of the global population of 7.4
billion people, more than 4 billion didn't have access to the internet. Additionally, it estimated that
only 1.1 billion people had access to high-speed internet.
In the United States and elsewhere, this discrepancy in access to ICT had created the so-called
digital divide. The World Bank, numerous governmental authorities and non-government
organizations (NGOs) advocated policies and programs that aimed to bridge the digital divide by
providing greater access to ICT among those individuals and populations struggling to afford it.
These various institutions asserted that those without ICT capabilities were left out of the multiple
opportunities and benefits that ICT created and would therefore fall further behind in socio-
economic terms. The United Nations considered one of its Sustainable Development Goals (SDG)
to "significantly increase access to information and communications technology and strived to
provide universal and affordable access to the internet in least developed countries by 2020."
Economic advantages were found both within the ICT market as well as in the larger areas of
business and society as a whole.
Within the ICT market, the advancement of ICT capabilities had made the development and
delivery of various technologies cheaper for ICT vendors and their customers while also providing
new market opportunities. For instance, telephone companies that once had to build and maintain
miles of telephone lines had shifted to more advanced networking materials and could provide
telephone, television and internet services; consumers then enjoy more choices in delivery and price
points as a result.
Accessibility and use of ICT in Uganda allowed students to investigate more thoroughly the real
world (Reginald Grégoireinc., Bracewel l& Laferriére, 1996; Riel, 1998). They could more readily
access information sources outside the classroom and could use tools to analyze and interpret such
information. Information might be accessed through online systems or through data logging
systems (Riel, 1998) The technologies allowed them to receive feedback, refine their
understanding, build new knowledge and transfer from school to non-school settings (Committee
on developments in the Science of Learning, 2000). In the past, this had been difficult to provide in
schools due to logistical constraints and the amount of material to be covered all of which can now
15
be addressed with ICT. What could be learned was broadened and deepened (Réginald Grégoireinc.
et al., 1996).
Barriers, associated with ICT integration that fell within the physical realm were beyond the direct
control of the teacher (Loveless, 1996). These barriers centered around accessibility and
infrastructure and included decisions about purchasing, locations of wiring drops, and decisions
regarding the placement of computers in centralized labs verses placement of computer pods in
classrooms. Placing computers in centralized laboratories might provide students with equitable and
efficient exposure to technology but severely limited the technology’s accessibility for classroom
instruction (Loveless, 1996). Laboratories denied teachers the flexibility of deciding when
technology was to be incorporated into instruction and might send the message to students that
computers were not central to learning or the activities in their classrooms.
In addition, physical limitations of the classroom including size and location of desks, often limited
choices of room arrangement and did not provide the space that was necessary to add pods of
computers to be used as technology centers.
Teaching was becoming one of the most challenging professions in their society where knowledge
was expanding rapidly and much of it was available to students as well as teachers at the same time.
Modern developments of innovative technologies had provided new possibilities to teaching
professions, but at the same time had placed more demands on teachers and students to use these
new technologies in the teaching and learning process (Jung, 2005).
Therefore, there was widespread change across the world to infuse ICT into education.
Recent research by British Education Communication and Technology Agency (BECTA) has
highlighted user-ability of ICT resources as one of the five key pillars of successful integration of
ICT in schools (National Council for Curriculum and Assessment UK, 2004). In developed
countries, teachers were fully using ICT in all aspects of their professional life to improve their own
learning and the learning of their students (Davis, 2000). They used ICT to assist students assess
their own learning in completing specific personal projects. It was natural for teachers to collaborate
with other colleagues in sharing experiences to solve problems. ICT became a stimulus for exciting
new teaching and learning opportunities (UNESCO, 2002a).
It was the skill and attitude of the students and teachers that determined the effectiveness of
technology integration into the curriculum (Bitner & Bitner, 2002). Once teachers and students
developed skills, they were to begin to find ways to integrate technology into the teaching and
learning process and demonstrated its use to others. If learning was the impetus that drove the use
16
of technology in the school, teachers and students were to be partners in the learning process,
altering traditional paradigms of the teacher providing wisdom and the student absorbing
2.4 ICT and academic performance
When properly used, information and communication technology held great promise to improve
academic performance of learners in addition to shaping work force opportunities, Poole (1995).
Miller (2000), recognized that technology-based teaching might not be essential in all classes but
generally it was most facilitative as a result of providing relevant examples and demonstrations;
changing the orientation of the classroom; preparing students for employment; increasing flexibility
of delivery; increasing access; and satisfying public demands for efficiency. "The whole purpose
of using technology in teaching was to give better value to students”. This better value was meant to
also impact the learners’/students’ performance.
Louw (2008), argued that ICT held much promise for use in curriculum delivery. Thus, technology
could effectively improve teaching and learning abilities, hence increasing learners’ performances.
As Castroand Cawthera (2003) posited, ICT had the means to aid in the preparation of learners by
developing cognitive skills, critical thinking skills, information access, evaluation and synthesizing
skills.
The application of Information and Communication Technology in classroom had the capacity to
provide higher interactive potential for students and teacher in order to develop their individual,
intellectual and creative ability, Belts. S (2003)
Students’ academic performance was the extent to which a student had achieved his or her
educational goals and in order to achieve the above educational goals in sciences, information and
communication technology (ICT) was an essential ingredient. Agommuoh and Nzewi (2003)
The application of Information and Communication Technology (ICT) such as internet applications,
CD-ROMs, Video technology and various computer attachments and software programs had caused
many changes in the teaching and learning processes in schools. Scott Reid (2002) The presence
and use of the ICT resources by the students and teachers provided an avenue of Availability of
internet, computers, projectors, TVs, computer Labs, video conferencing etc. Accessibility in the
Library, Computer Lab, classrooms, Resource centers, dormitories etc.
These interactions provided feedback which acted as a reinforcement towards the learning
17
Process. Multimedia applications like games, drills, animation and other graphical applications
provided practices that took the form of questions (stimulus) and answers (response) frames which
exposed the students to the subject in gradual steps consequently generating more interest in the
subject matter which in the long run affected their academic performance and gave them the desire
to try and use this acquired knowledge in a different setting outside school.
The impact of ICT on learning was then in relation to use of digital media, primarily computers and
internet to facilitate teaching and learning. ICTs were the technologies used in conveying,
manipulation and storage of data by electronic means, they provided an array of powerful tools that
might help in transforming the present isolated teacher-centered and text-bound classrooms into
rich, student-focused, interactive knowledge environments.
To meet these challenges, learning institutions had to embrace the new technologies and appropriate
ICT tools for learning. The relationship between the use of ICT and student performance in
education was not clear, and there were contradictory results in the literature. Earlier economic
research had failed to provide a clear consensus concerning the effect on students’ achievement.
Starting from this point, the aims of this study were two-fold: first, we summarized the main
findings of this extensive literature and second, we gave two complementary explanations on the
contradictory results. Our first explanation was that most of the literature had focused on direct
effects of ICT while it was more appropriate to look at the indirect effects through the traditional
channels. Since student performance was mainly explained by a student’s characteristics,
educational environment and teachers’ characteristics, ICT could have an impact on these
determinants and consequently the outcome of education. The differences observed in the
performances of students were thus more related to the differentiated impact of ICT on the standard
determinants.
The direct link between ICT use and students’ performance had been the focus of extensive
literature during the last two decades. Several studies had tried to explain the role and the added
value of these technologies in classrooms and on students’ performances.
The first body of literature explored the impact of computer uses. Since the Internet revolution,
there had been a shift in the literature that focused more on the impact of online activities, that was
the use of Internet, use of educative online platforms, digital devices, use of blogs and wikis, etc.
Looking at the link between ICT and student performance seemed then a misunderstanding of the
role and nature of these technologies. In fact, since ICT was general purpose technology (GPT), it
18
needed to be specified in order to meet the needs expressed by students and to be adapted to the
local context and constraints (Antonelli, 2003; Ben Youssef, 2008).
A variety of models of usages could be identified leading to the same outcome. ICT brought
widened possibilities for the learning processes that were independent from place and space. ICT
also allowed more flexible (asynchronous) and more personalized learning. It offered new methods
of delivering higher education. Taking advantage of these opportunities needed a profound change
in the organization of the higher education system.
By then, the role of Information and Communication Technology (ICT), especially internet in the
education sector played an important role, especially in the process of empowering the technology
into the educational activities. Education sector could be the most effective sector to anticipate and
eliminate the negative impact of ICT. Technology (internet) in another side could be the most
effective way to increase the student’s knowledge.
Being aware of the significant role of ICT (internet) in our life, especially in the educational
activities, education authorities were to be wise enough in implementing the strategies to empower
ICT in supporting the teaching and learning process in the classroom. ICT was not just the bloom of
the educational activities, but also it would be the secondary option to improve the effective and
meaningful educational process.
The main purpose of the Strategy for Information and Communication Technology Implementation
in Education was to provide the prospects and trends of integrating information and communication
technology (ICT) into the general educational activities.
There were some unavoidable facts in the modern education. First, the ICT had been developing
very rapidly then. Therefore, in order to balance it, the whole educational system was to be
reformed and ICT was to be integrated into educational activities.
Second, the influence of ICT, especially internet (open source tool) could not be ignored in our
student’s lives. So, the learning activities were to be reoriented and reformulated, from the manual
source centered to the open source ones. In this case the widely use of internet access had been an
unavoidable policy that was to be anticipated by schools authorities.
19
Third, the presence of multimedia games and online games by internet had been another serious
problem that was to be wisely handled by the educational institutions. The students could not be
exterminated from this case. They could have and did with it wherever and whenever they wanted.
Schools, as a matter of fact, did not have enough power and time to prevent or stop it after school
times. Meanwhile, most parents did not have enough time to accompany and control their children.
So, the students had bigger opportunities to do with multimedia games or online games or browsing
the negative and porn sites. Having been addicted, the students had too little time to study, and even
did not want to attend classes.
In such situation, education institutions played an important role to eradicate these problems. One
of which was by facilitating the students to do edutainment or educational games. Schools could let
their students be familiar with educational games adjusted by their teachers. Besides, they could
also support and facilitate their students to have their own blogs in the internet. A lot of Web Blog
providers were free to the users, such as Word Press. In their blogs, the students could create and
write something, like an article, poem, news, short stories, features, or they could also express their
opinion by an online forum provided in the internet. They were able to share experiences
throughout their blogs to others from all over the world. The researcher thought it would be an
interesting activity for them, and it would lessen their time to visit the negative or porn sites that
existed.
By doing so, the researcher thought the young generation would get more and more information and
knowledge by browsing in the internet. They could also create innovation in web design that it was
to be out of the formal curriculum content, but it would be useful for their future.
Fourth, the implementation of ICT in education had not been a priority trend of educational reform
and the state paid little attention to it. Therefore, there was to be an active participation, initiative
and good will of the schools and the government institutions to enhance ICT implementation at
school.
Fifth, the teachers had to be the main motivator and initiator of the ICT implementation at schools.
The teachers had to be aware of the social change in their teaching activities. They had to be the
agent of change from the classical method into the modern one. They had also to be part of the
global change in learning and teaching modification.
20
Educational digital resource sharing and e-learning was emerging as a viable means to improve the
quality of education in Uganda. The digital divide in Uganda was reducing, because many schools
across the country had acquired ICTs and this had given rise to great demand for digital resources
(such as PowerPoint presentations) to aid the teaching and learning process, yet materials on
international e-learning systems were not prepared and categorized according to the Ugandan
curriculum. Because of this challenge, many schools were developing websites and publishing
digital educational resources on eLearning sections of their websites. Many individuals and
companies had also established online platforms for eLearning and resource sharing.
E-learn Uganda was a Ugandan based platform trying to improve the access to secondary school
content in Uganda. The Vision for E-learn Uganda was a dream that instead of taking long hours on
social media, students could also access content for their level on our platform. “We realized that
most students across the country accessed internet but in most cases used it to access only social
media.
CHAPTER THREE
METHODOLOGY
3.0 Introduction
This chapter deals with the methodology that the researcher adopted in conducting the study. It
discusses the research design, population, study area, sampling strategies, data collection
instruments, data quality control, research procedure and the data analysis techniques employed in
the study.
21
3.1 Study design
The study employed a cross-sectional research design. Cross-sectional was designed allow for the
study of the population at one specific time and the difference between the individual groups within
the population to be compared. It also provided for the examination of the co-relationship between
ICT and students’ academic performance in sciences specifically from selected secondary schools
of Mubende municipality seeking the views of the students, teachers and administrators.
3.2 Area of study
The study was carried out in Mubende municipality, Mubende District. Mubende District is one of
the districts in Central Uganda. Like most other Ugandan districts, it is named after its 'chief town',
Mubende Town. Mubende District is bordered by Kyankwanzi District to the north, Kiboga District
to the northeast and Mityana District to the east. Gomba District and Sembabule District lie to the
south, Kyegegwa District to the southwest and Kibaale District to the northwest of Mubende
District. The total area of Mubende District is 4646 square kilometers and Mubende district is still
one of the largest districts in Uganda.
The researcher chose this area because she had noticed that students in secondary schools scored
poor grades in Uganda Certificate of Education and Uganda Advanced Certificate of Education
Uganda National Examinations Board exams in the recent past years and student continue to
complain that sciences are hard to understand thus it is easy to generate valuable information.
3.3 Information sources
Information was sought from both primary and secondary sources. Primary sources included
students, teachers, head teachers, inspectors of schools, who provided first hand and relevant data.
Secondly, journals, dissertations, magazines, web pages of the internet, school records, text books,
newsletters and newspapers provided secondary information for the study.
3.4 Procedure for data collection
The researcher obtained an introductory letter from the Dean, School of Humanities and Social
Sciences of Nkumba University. The introductory letter helped to introduce the researcher to the
various authorities in the area of study before collecting data.
22
The researcher proceeded to test for the validity of the data collection instruments by finding out
whether they would gather the necessary information that would answer the researcher’s research
questions. This was followed by administering of questionnaires and interviews to the targeted
population.
3.5 Sample size and sampling techniques
3.5.1 Study population
The study population comprised of the two government secondary schools and three private
secondary schools of which from each school; administrative staff, computer science teachers and
students were selected. These provided considerable amount of information because they had
substantial exposure and knowledge of the research topic
3.5.2 Sample size
A sample of 140 members was selected including 20 students from Senior One to Senior six, 4
Computer Science teachers and 4 administrative staff from each of the selected schools.
3.5.3 Sampling techniques
During the research, the probability and non-probability sampling techniques were used. In the
probability techniques, each member under the category of students, computer science teachers and
administrative staff had an equal and known chance of being selected and this necessitated the
researcher to use simple random technique. This was employed to obtain data from respondents and
Sampling was done without replacement. This method was used because it was free from
classification errors, it required minimum knowledge about the population in advance which was
needed in case of purposive technique and others. In addition simple random sampling errors could
easily be computed and accuracy of the estimates easily assessed. A non-probability technique was
also employed to sample the computer science teachers and the administrators where a purposive
sampling mode was used.
The researcher used the purposive sampling technique to select Head teachers, directors of studies,
heads of departments, teachers and students.
Purposive sampling is where a selection of those to be surveyed is made according to a known

characteristic. Therefore, the researcher selected head teachers, Directors of studies, computer
23
science teachers and students because they are all directly involved in the management and
implementation of educational programs in the district.
3.6 Data types and collection
3.6.1 Data types
Only primary data was used in this research study. Primary data was collected directly from the
field of study by use of questionnaires, observation and face to face interviews with the
respondents.
3.6.2 Data collection method
Secondary data was collected by the method of analysis of documents. Such documents included
official records, newspaper accounts, reports, as well as the published data used in the review of
Outstanding literature. Primary data on the other hand was got directly from the field and collected
through observation, self-administered questionnaires, and interviews.
3.7 Data collection tools

The data collection tools used included questionnaires with close ended and open ended questions,
observation check list and interview guides. The researcher used questionnaires and interviews as
the main data collection instruments to enhance triangulation of the findings.
3.7.1 Questionnaires
The researcher set both open and close ended questions which were sent to the respondents
particularly head teachers, teachers and students. The researcher made sure that the questions are
clearly set to avoid false interpretation and responses. The questionnaires were delivered in time so
as to allow the researcher to get clarifications where it would enable her to collect much data in a
short time and also minimize on costs.
3.7.2. Interviews
The researcher conducted face to face interviews with the respondents particularly administrators
and students. The researcher made interview schedules on which to conduct the interviews with
respondents and also designed an interview guide to direct her during the interview sessions. The
24
researcher also utilized interview method so as to record firsthand information and also avoid over
exaggeration of data by the respondents.
3.8 Data processing and analysis
The data collected was processed and analyzed to come up with meaning full, use full and
understandable information. The data was tabulated and then analyzed using percentages, bar
graphs, pie charts, frequencies and cross tabulation. The tabulation and analysis was done using
statistical computer packages which included SPSS, and EXCEL. These packages enabled the
researcher also to obtain the mean, range, correlation, regressions, and ANOVA tables among
others statistical outputs so as to come up with empirical relationship in research variables.
3.9 Validity and Reliability
3.9.1 Validity
To establish the validity, the instruments were subjected to the scrutiny of two experts who
evaluated the relevance of each item in the instruments to the objectives. The experts rated each
item on a scale. Their recommendations were used to finally modify questions and the
Format of the tools that had the ability to solicit the expected data. Secondary school students,
administrators and computer teachers were the relevant subjects that were given questionnaires,
observed and or interviewed to obtain data. Relevant documents were obtained from, school
libraries.
3.9.2 Reliability
The information in this study is from reliable sources such as internet, newspapers, textbooks;
information got from the right respondents within the study area and can be trusted and used by the
various policy makers.
3.10 Ethical considerations
The researcher did not harm any participants and issues of informed consent were considered where
the research participants were given as much information as was needed to make an informed
decision about whether or not they wished to participate in the study.
Issues of privacy and deception were also taken into consideration where by the information
obtained was not disclosed to any other person but rather the researcher used it for analysis and
making conclusions and Issues of confidentiality of the results were also taken into account.
25
3.11 Limitations of the study
During the study, the research encountered the following challenges;
I. Lack of time.
II. Lack of money.
III. Lack of library resources.
IV. Lack of adequate theory in the area being researched on.
V. Failure to meet regularly with the supervisor.
CHAPTER FOUR
DATA PRESENTATION, ANALYSIS AND INTERPRETATION
4.1 Introduction
This chapter looks at the findings of the study and analysis of the results. The results were from the
samples selected from the different schools in determining the impact of information and
communication technology (ICT) on students’ academic performance in secondary schools in
Mubende municipality, Mubende district.
26
4.2 Characteristics of the respondents
4.2.1 Age of the respondents
Figure A; Responses on age by administrators. Figure B indicates the responses on age by teachers
Figure C; Responses on age by students
The results indicate that most of the respondents who were between 31- 40 years accounting for
70% of the respondents while those between 18- 30 years and 41- 50 years accounted for 20% and
10% respectively. For the teachers, 55.6% were between 18-30 years while 44.4% were between
31- 40 years. 32.2% of the students who were interviewed were below 18 years while the rest of the
students were between 18- 30 years as shown in the figures A, B and C respectively.
27
4.2.2 Gender of the respondents
Figure D indicates that 80% of the respondents were males while 20% of the respondents were
females. Figures E and F show that 88.9% and 54.2% were male while 11.1% and 45.8% were
female respectively
Figure D; responses on gender by administrators. Figure E; responses on age by teachers
Figure F; responses on age by students
28
4.2.3 Period of service at school
Figures G and H responses on period of service Figure H
by both teachers and administrators
Results show that 40% of the administrators had served at their respective schools for more than 5
years while the rest had served for the period of less than 2 years and between 2 to 5 years. For the
case of the teachers, 55.6% had served at their schools for a period of between 2- 5 years while the
rest had served for more than 5 years.
4.2.4 Designation of the administrators and teachers.

4.2.4.1. Designation of administrators.
Figure I; Responses on the designation
29
Results indicate that most of administrators selected were mainly deputy Head teachers and Heads
of department each accounting for 40% of the respondents while Head teachers were only 20%
from the selected schools.
4.2.4.2. Class of teaching by teachers
Figure J; responses on class of teaching by teachers
Figure J shows that 44.4% of the teachers that were interviewed were Senior One and Two teachers,
22.2% were Senior Three teachers, 11.1% were Senior Four teachers while 22.2% were Senior Five
and Senior Six teachers as responses from the teachers from the different schools.
30
4.3 Level of study and subject combinations
4.3.1 Level of study
Figure K; responses of the level of study by students
Figure K indicates that 59.3% of the students that were interviewed were in Advanced Level while
40.7% of the students were in Ordinary Level.
4.3.2 Subject combinations by students in Advanced level
Subject Combinations
Sciences
40%
Arts
60%
Figure L; responses on the subject combination by the students
60% of the students in Advanced Level offered Arts combination while 40% were offering Science
subject combinations.
31
4.4 Availability and Accessibility of ICT tools in schools
4.4.1 Availability of ICT tools in Schools as responded by administrators.
Availability of ICT tools

Available Faily Available Not available
100
90
80 80 80
70 70
50
30 30
20 20 20 20
10 10 10 10
0 0 0 0 0 0
Figure M; Responses on the availability of the ICT in schools by administrators

Figure M indicates that in most schools, computers as ICT tools are fairly available representing
50% as responded by administrators while in some other schools computers were adequate i.e. 20%
and in others not available i.e. 30% as per the responses by school administrators.
In most schools, it was found out that internet was not available i.e. 80% while those schools whose
internet was available was 10% and those whose internet was fairly available were only 10% as
responded by the administrators from the different schools. 90% of schools had television as an ICT
available while those schools which indicated that television sets were fairly available were only
10%. Results also indicate that 80% of the respondents showed that projectors were not available in
most schools while 20% of the respondents indicated that projectors were available in schools. 70%
of the respondents indicated that on and off shelf software was not available in schools while 30%
indicated that the software was fairly available in schools.
From figure M above, 70% of the administrators indicated that computer laboratories were
available, 20% fairly available and 10% not available in schools. In addition all the administrators
in the different schools responded that video conferencing was not available in schools while for
scanners, result showed that in the some schools they were fairly available (20%) and not available
(80%) as responded by the different administrators.
32
4.4.2Availability of ICT tools in Schools as responded by teachers.
Available Fairly Available Not Available
88.9
88.9
77.8
77.8
77.8
66.7
66.7
44.5
33.3
33.3
22.2
22.2
11.1
11.1
11.1
11.1
11.1
11.1
11.1
11.1
11.1
0
0
COMPUTERS INTERNET TELEVISIONPROJECTOR SOFTWARE LAB VIDEOCONF SCANNER
Figure N; responses on availability of ICT tools in schools by teachers
Figure N shows that in most schools, computers as ICT tools are fairly available representing
44.5% as responded by teachers while in some other schools computers were available i.e. 22.2%
and in others not available i.e. 33.3% as per the responses by the teachers from their respective
schools.
In most schools, it was found out that internet was not available i.e. 66.7% while in the rest of the
schools, internet was not available. 88.9% of the responses by teachers shows that television sets
were present in schools while only 11.1% indicated that television sets were fairly available.
Results also indicate that 77.8% of the teacher responded that projectors were not available in most
schools while 11.1% and 11.1% of the teachers indicated that projectors were available in schools
and fairly available in schools.
66.7% of the respondents indicated that on and off shelf software was not available in schools while
22.2% and 11.1% respectively indicated that the software was fairly available in schools and
available in schools.
From figure N above, 88.9% of the teachers indicated that computer laboratories were available
while 11.1% responded that computer laboratories were fairly adequate in schools. In addition
77.8% of the teachers showed that video conferencing was not available in schools while the rest in
the different schools responded that video conferencing was not available in schools while for
scanners, result showed that in the some schools they were not available (77.8%), 11.1% fairly
available and 11.1% available not available as responded by the different teachers.
33
4.4.3 Availability of ICT tools in Schools as responded by students.
Availability of ICT resources

Available Fairly Available Not Available
71.2
62.7 64.4
57.6
49.2
44.1
35.6
27.1 27.1 28.8 27.1
20.3
15.2 15.3 15.3 16.9
10.2 11.9
Computer Internet Television Projector Software Computer Lab
Figure O; responses on the availability of ICT tools by students
The figure above shows that in most schools, computers as ICT tools were available representing
49.2% as responded by students while in some other schools computers were not available i.e.
35.6% and in others fairly available i.e. 15.2% as per the responses by the students from the
different sampled schools.
In most schools, it was found out that internet was not available i.e. 62.7%, 27.1% responded that
internet was fairly available while in the rest of the schools internet was available 10.2%.
57.6% of the students sampled showed that television sets were present in schools, 27.1% fairly
available while only 15.3% indicated that television sets were not available. Results also indicate
that 64.4% of the students responded that projectors were not available in most schools while
20.3% and 15.3% of the teachers indicated that projectors were available in schools and fairly
available in schools respectively. 66.7% of the respondents indicated that on and off shelf software
was not available in schools while 22.2% and 11.1%respectively indicated that the software was
fairly available in schools and available in schools Students also responded that on and off shelf
software was available representing 44.1%, 28.8% fairly available and 27.1% of the students
indicated that software was not available in their respective schools. Lastly 71.2% of the students
34
sampled showed that computer laboratories were available in schools while 11.9% and 16.9%
indicated that computer laboratories were fairly available and not available in schools respectively.
4.5 Adequacy of ICT tools in Schools.
4.5.1 Responses on the adequacy of ICT tools by Administrators.
Adequacy of ICT tools

Adequate Fail adeqaute In adequate
90 90
80
60 60
50
40
30 30
10 10 10 10 10 10 10
0 0
Computers Internet Television Projector Computer Lab Scanner
Figure P; Responses on the adequacy of ICT tools in schools by administrators

Results indicate that computers were fairly adequate accounting for 50% of the
respondents,10%said they were adequate and 40% responded that computers were inadequate.
Internet is in adequate with 90%of the administrators agreeing and only 10% showed that internet was fairly
adequate.
Television sets were adequate accounting for 60% of the responses from the administrators, 30%
fairly adequate and 10% inadequate. Most administrators agreed and responded that scanners,
projector, internet and computers were not adequate as per the results i.e. scanners 90%, projectors
80%, while computers were fairly adequate accounted for 60.o% respectively
35
4.5.2 Responses on the adequacy of ICT tools in schools by teachers.
ADEQUACY OF ICT TOOLS FROM TEACHERS’ RESPONSES

88.9 88.9
90
80 77.8 77.8
70 66.7
60 55.6
50
40 33.3
30 22.2 22.2 22.2
20 11.1 11.1 11.1 11.1
10 0 0 0 0
0
COMPUTERS INTERNET TELEVISION PROJECTOR LAB SCANNER
Adequate Fairly Adequate Not adequate
Figure Q; responses on the adequacy of ICT tools by teachers
Most teachers responded that scanners, projector, internet and computers were not adequate as per
the results i.e. scanners 88.9%, projectors88.9%, internet 77.8 while computers also accounted for
77.o% respectively. Computer laboratories and television sets were recorded to be fairly adequate
in most schools as responded by the different teachers accounting for 66.6% and 55.6%
respectively.
4.5.3 Responses on accessibility of ICT tools in schools by Students.
54.2% of the students that were interviewed indicated that computers were not accessible, 17%
indicated that computers were fairly accessible while only 28.8% showed that computers were
available and accessible by learners within their respective schools. In addition, internet was also
revealed not to be accessible with 66.1%, 27.1% showing that internet was fairly accessible and
only 6.8% agreed that internet was accessible.
About the accessibility of television sets students who were interviewed indicated that 49.2% of the
responses revealed that televisions were accessible, 23.7% of the students said they were fairly
accessible and 27.1% said they were not accessible. Results indicate that 66.1% of the students
agreed that projectors were not accessible, 15.3% said they were fairly accessible and 18.6%
revealed that projectors were not accessible.
About the computer soft ware, 35.6% of the total learners revealed that computer software was
accessible, 32.2% said that it was fairly available and also 32.2% revealed that it was not accessible.
36
When asked about the accessibility of the computer laboratories, students’ responses revealed that
50.8% agreed that computer laboratories were accessible, 20.4% said they were fairly accessible
and 28.8% showed that computer laboratories were not accessible
Accessibility of ICT resources

Adeqaute Fairly Adequate Inadequate
66.1 66.1
54.2
49.2 50.8
35.6
32.2 32.2
28.8 27.1 27.1 28.8
23.7
18.6 20.4
17 15.3
6.8
Computer Internet Television Projector Software Computer Lab
Figure R; accessibility of ICT tools by student
37
4.6 Limiting challenges to accessibility to ICT resources in teaching and learning process
Table 1; Challenges limiting students’ accessibility to ICT resources as responded by
administrators
challenges facing students accessibility to ICT resources
Challenge Cumulative
Frequency Percent Valid Percent Percent
Power 1 10.0 10.0 10.0
Lack of enough ICT

5 50.0 50.0 60.0
resources
Limited time 1 10.0 10.0 70.0
Limited funds 1 10.0 10.0 80.0
Lack of teachers 1 10.0 10.0 90.0
Limited space 1 10.0 10.0 100.0
Total 10 100.0 100.0
The most challenge facing accessibility of ICT resources in most schools in the teaching and
learning process was lack of enough ICT resources (50%), power (10%), limited time (10%),
limited funds (10%), lack of teachers (10%) and limited space (10%) as per the responses from the
different administrators in the sample schools.
Table 2; Responses on the challenges limiting students’ accessibility by teachers
Challenges facing students’ accessibility to ICT resources
Valid Lack of power 1 11.1 11.1 11.1
Limited ICT resources 4 44.4 44.4 55.6
Limited space 2 22.2 22.2 77.8
Lack of enough teachers 2 22.2 22.2 100.0
Total 9 100.0 100.0
38
Results indicate that lack of enough ICT resources with in schools is most challenge limiting
students’ accessibility to ICT resources (44.4%). 22.2%, 11.1% and 22.2% of the sampled teachers
responded that limited space, lack of power and lack of enough teachers respectively are other
challenges limiting the accessibility of the ICT resources by the students.
Table 3; Responses on the challenges limiting students’ accessibility to ICT resources by students
Challenges facing students’ accessibility to ICT resources
Valid Limited Capital 29 49.2 49.2 49.2
Lack of Power 16 27.1 27.1 76.3
Lack of Teachers 9 15.3 15.3 91.5
Lack of Internet 5 8.5 8.5 100.0
Total 59 100.0 100.0
Table 3 shows that lack of enough capital to purchase ICT resources is the major challenge limiting
students’ accessibility to ICT resources as responded by students. Other challenges include lack of
power (27.1%), lack of enough teachers (15.3%) and most least is lack of internet with 8.5%.
4.7 Students’ performance

4.7.1 Responses on students’ performance by administrators.
Figure S below indicates 50% of the administrators agreed that students use the computers to
complete their works while 50% disagreed on that. All the administrators agreed that ICT allows
students to learn, 80% of the administrators agreed that ICT helps students apply what they learn to
the real world situation while 20% disagreed about it. 90% of the administrators agreed that
students use the look for information while 10% disagreed. All the administrators agreed that ICT
makes students develop interest in the learning content. 90% agreed that the available ICT resources
have students improve in academic performance while 10% disagreed about that.
39
Students' performance
Agree Don't Know Disagree
100 100
90 90
80
50 50
20
10 10
0 0 0 0 0 0 0 0
Completing Work Learn Application In Look for Developing Improve in

Independently Real world Information interest Academic
Performance
Figure S; Responses by administrators on the students’ performance

4.7.2 Responses on students’ performance by teachers.
100
100
88.9
90
77.8
80
66.7
70
55.6 55.6
60
50 44.4 44.4
40 33.7
30 22.2
20 11.1
10 0 0 0 0 0 0 0
0
Completing Learn Application In Look for Developing Improve in
Work Independently Real world Information interest Academic
Performance
Agree Don’t Know Dis agree
Figure T; responses on students’ performance by teachers
Results show that most teachers disagreed that ICT helps students to complete their work i.e. 55.6%
and those that agreed ICT helps students in completing were only 44.4%. for the cases of learning
40
independently, application in the real world, looking for information and developing interest, most
teachers accepted ICT would help student achieve all the above mentioned with percentage
responses of 77.8%, 100%, 66.7% and 88.9% respectively. In addition, teachers also disagreed that
ICT helps students to improve in the academic performance i.e. 55.6%.
4.7.2 Responses on students’ performance by students.
student's performance
Strongly Agree Agree Don’t know Dis Agree Strongly disagree
45.8
44
42.4
40.6 40.7
39 39
33.9
33.9
32.2
27.1 27.1 27
20.3
18.6
17
15.3 15.3 15.3
13.6 13.6
11.9
11.9
8.5 8.5 8.5 8.5
6.8 6.8 6.8 6.7
5.1 5.1
1.6 1.7
Completing Learn More Application In Look for Developing Improve in

Work Independently Knowledge and Real world Information interest Academic
skills Performance
Figure U; Responses on performance by students
Figure U shows that student strongly disagreed that ICT resources help them in completing their
works i.e. 32.2%, however 8.5 strongly agreed, 27.1% agreed, 5.1% didn’t know while 27.1%
disagreed that ICT helps in completing work. Equally, the same number of number of respondents
agreed and strongly disagreed that ICT can help students learn independently and only 18.6% didn’t
know whether ICT resources would help the students learn independently. For the case of obtaining
more knowledge and skills from the use of ICT, most respondents strongly agreed and agreed that
ICT can be used to obtain more knowledge and skills.
In conclusion, the majority of the respondents the researcher worked with to get findings were
between the ages of 18 and 30 years, The study revealed that from most of the respondents’
41
responses, computers rooms, computers and televisions were the most available, the most
accessible and the most adequate. This was because the computers and computer rooms were very
key in teaching the basics of ICT lessons and they are cheap to purchase and maintain and the
televisions were available because they are cheap to buy and maintain and they assisted in keeping
learners informed as well as entertaining them. Other ICT tools were not available, the few that had
were not adequate and accessible because they are very expensive to buy and maintain.
4.8 The relationship between the availability ICT tools and academic performance
4.8.1 The relationship between the availability of Computers and academic performance
a) By administrators
Table 4 shows relationship between the availability of Computers and academic performance as responded by
administrators
Academic performance
Computers
Agree Disagree Total
Available 2 0 2
Fairly available 5 0 5
Not available 2 1 3
Total 9 1 10
The above table indicates that two of the respondents who responded that computers were available
agreed that availability of computers improves the academic performance of learners. The five
administrators who responded that computers that were fairly available also agreed that availability
of computers improves academic performance of the learners and out of the three administrators
who responded that computers were not available, two agreed that computers help in improving the
academic performance and one disagreed.
42
Table 5; Chi-Square test relationship between the availability of Computers and academic performance
Chi-Square Tests
Value df Asymp. Sig. (2-sided)
a
Pearson Chi-Square 2.593 2 .274
Likelihood Ratio 2.683 2 .262
Linear-by-Linear Association
1.653 1 .199
N of Valid Cases 10
From Pearson Chi-Square with the significance level of 0.05 (5.99), it can be concluded that the
presence of computers in schools can improve the academic performance of learners because the
computed value is less than the critical value.
b) By teachers
Table 6:a. shows relationship between the availability of Computers and academic performance as responded by
teachers
Academic performance Total
Computers
Agree Disagree
Available 1 1 2
Not available 2 1 3
Total 4 5 9
Table 6:b. indicating the Chi-Square Tests
Pearson Chi-Square 1.237a 2 .539
Linear-by-Linear
.227 1 .634
Association
N of Valid Cases 9
43
From the table above, the two teachers who responded that computers were available, one agreed
that availability of computers improves academic performance while the other disagreed. Out of the
four teachers who responded that computers were fairly available, only one agreed that availability
of computers affect academic performance while the three disagreed and of three teachers who said
that computers were not available, two agreed that computers affect academic performance while
one disagreed. Using the Pearson Chi-Square with the significance level of 0.05 (5.99), it can be
concluded that the presence of computers in schools can improve the academic performance of
learners because the computed value is less than the critical value.
c) By Students
From the students’ responses, out of the total number of twenty nine who said that computers were
available, five strongly agreed, fifteen agreed, two did not know four disagreed and three strongly
disagreed that availability of computers affect academic performance of the learners.
Table 7; Shows relationship between the availability of Computers and academic performance as responded by
Computer
Don’t
Strongly agree Agree know Disagree Strongly disagree Total
Available 5 15 2 4 3 29
Fairly available 3 2 1 1 2 9
Not available 3 8 1 3 6 21
Total 11 25 4 8 11 59
students
Table 8. showing results of the Chi-Square Tests
Value Df Asymp. Sig. (2-sided)
a
N of Valid Cases 59
44
From Pearson Chi-Square with the significance level of 0.05 (5.99), and the degree of freedom of 8
it can be concluded that the presence of computers in schools can improve the academic
performance of learners because the computed value of 5.506 is less than the critical value of 15.51.
4.8.2 The relationship between the presence of internet and the academic performance
Table 8; relationship between the presence of internet and the academic performance by administrators
Internet
Available 1 0 1
Not available 7 1 8
Total 9 1 10
The only administrator, whose response was that internet was available, agreed that the availability
of internet improves academic performance. Another administrator who responded that internet was
fairly available also agreed that the availability of internet improves academic performance. While
out of the eight administrators who responded that internet was not available, seven agreed that the
availability of internet improves academic performance while one disagreed.
Table 9; Chi square test for the relationship
Chi-Square Tests

a
Pearson Chi-Square .278 2 .870
Likelihood Ratio .473 2 .789
Linear-by-Linear Association .220 1 .639
N of Valid Cases
10
45
Using Pearson Chi-Square with the significance level of 0.05 (5.99), and the degree of freedom of
2, it can be concluded that availability of internet in schools can improve the academic performance
of learners because the computed value of .278 is less than the critical value of 5.99.
b) By teachers
Table 10; Relationship between the presence of internet and the academic performance by teachers
Internet
Not available 3 3 6
Total 4 5 9
Three of the teachers whose response was that internet was fairly available, one agreed that the
availability of internet improves academic performance while two disagreed and out of the six
teachers who responded that internet was not available, three agreed that the availability of internet
improves academic performance while three disagreed.
Table 11; Chi Square test for the relationship
Chi-Square Tests
Asymp. Sig. (2- Exact Sig. (2- Exact Sig. (1-

Value Df sided) sided) sided)
Pearson Chi-Square .225a 1 .635
Continuity Correction .000 1 1.000
Fisher's Exact Test 1.000 .595
Linear-by-Linear
.200 1 .655
Association
N of Valid Cases 9
46
From Pearson Chi-Square with the significance level of 0.05 (5.99), and the degree of freedom of 1
(one), it can be concluded that the presence of computers in schools can improve the academic
performance of learners because the computed value of .225 is less than the critical value of 3.84.
c) By learners
Table 12; Relationship between the presence of internet and the academic performance by learners
Internet
Strongly
agree Agree Don’t know Disagree Strongly disagree Total
Available 1 3 1 0 0 5
Total 11 25 4 8 11 59
Chi-Square Tests
N of Valid Cases 59
Out of the five learners whose response was that internet was available, one strongly agreed that the
availability of internet improves academic performance, three agreed and one did not know, of the
seventeen students who responded that internet was fairly available, four strongly agreed that the
availability of internet improves academic performance, seven agreed, one did not know, four
disagreed and one strongly disagreed while out of the thirty seven students who responded that
internet was not available, six strongly agreed that availability of internet affect academic
performance, fifteen agreed, two did not know, four disagreed and ten strongly disagreed that
availability of internet affect academic performance of the learners.
47
Using the Pearson Chi-Square with the significance level of 0.05 (5.99) and the degree of freedom
of 8, it is concluded that the presence of computers in schools can improve the academic
performance of learners because the computed value of 8.096 is less than the critical value of 15.51.
4.8.3 The relationship between the availability of television sets and the academic
performance
Table 13; relationship between the availability of television sets and the academic performance as responded by administrators
Television
Available 8 1 9
Total 9 1 10
Out of the nine administrators whose response was that televisions were available, eight agreed that
the availability of television sets improves academic performance and one disagreed and the only
one administrator who responded that televisions were fairly available also agreed that televisions
improves academic performance.
Table 14; Chi Square test for the relationship
Chi-Square Tests
Asymp. Sig. (2-

Value df sided) Exact Sig. (2-sided) Exact Sig. (1-sided)
Pearson Chi-Square .123

a
1 .725
Linear-by-Linear
.111 1 .739
Association
N of Valid Cases 10
48
In reference to the above table of Pearson Chi-Square test with the significance level of 0.05 (5.99),
and the degree of freedom of 1 (one), it can be concluded that the availability of television sets in
schools can improve the academic performance of learners because the computed value of .123 is
less than the critical value of 3.84
b) By teachers
Table 15; Relationship between the availability of television sets and the academic performance as responded by teachers
Television
Available 4 4 8
Total 4 5 9
Chi-Square Tests
Asymp. Sig. (2-

Linear-by-Linear
.800 1 .371
Association
N of Valid Cases 9
Out of the eight teachers whose response was that televisions were available, four agreed that the
availability of television sets improves academic performance and four disagreed and the only one
administrator who responded that televisions were fairly available also disagreed that televisions
improves academic performance.
The Pearson Chi-Square test above with the significance level of 0.05 (5.99), and the degree of
freedom of 1 (one), it can be concluded that the availability of televisions in schools can improve
the academic performance of learners because the computed value of 0.900 is less than the critical
value of 3.84.
49
c) By students
Table 16; Relationship between the availability of television sets and the academic performance as responded by students
Television
Strongly agree Agree Don’t know Disagree Strongly disagree Total
Available 5 16 1 2 10 34
Fairly
5 5 1 5 1 17
available
Total 11 25 4 8 11 59
Chi-Square Tests
N of Valid Cases 59
Out of the thirty four students whose response was that television sets were available, five strongly
agreed that the availability of internet improves academic performance, sixteen agreed, one did not
know, two agreed and ten strongly agreed. Of the seventeen students who responded that televisions
were fairly available, five strongly agreed that the availability of televisions improves academic
performance, five agreed, one did not know, five disagreed and one strongly disagreed while out of
the eight students who responded that televisions were not available, one strongly agreed that
availability of internet affect academic performance, four agreed, two did not know and one
disagreed that availability of television sets affect academic performance of the learners. The
Pearson Chi-Square test above whose significance level is 0.05 (5.99), and the degree of freedom is
8 (eight), it can be concluded that the availability of televisions in schools does not improve the
academic performance of learners because the computed value of 16.864 is greater than the critical
value of 15.51
50
4.8.4 The relationship between the presence of projectors in schools and academic
performance
a) Responses by the administrators

Table 17; Relationship between the presence of projectors in schools and academic performance as responded by administrators
Projector
Available 2 0 2
Total 9 1 10
The two administrators who responded that projectors were available agreed that the availability of
projectors improves academic performance, out of the eight who said that projectors were fairly
available, seven agreed that projectors affected and improved academic performance and one
disagreed.
Chi-Square Tests
Asymp. Sig. Exact Sig. (2- Exact Sig. (1-

Value df (2-sided) sided) sided)
a
Pearson Chi-Square .278 1 .598
Continuity Correction 1.00

.000 1
0
Linear-by-Linear
.250 1 .617
Association
N of Valid Cases 10
The Pearson Chi-Square test above whose significance level is 0.05 (5.99), and the degree of
freedom of 1 (one), it can be concluded that the availability of projectors in schools can improve the
51
academic performance of learners because the computed value of 0.278 is less than the critical
value of 3.84.
b) By teachers
Table 19; relationship between the presence of projectors in schools and academic performance as responded by teachers
Projector
Available 1 0 1
Not available 3 4 7
Total 4 5 9
Chi-Square Tests
N of Valid Cases 9
According to Pearson Chi-Square test above whose significance level is 0.05 (5.99), and the degree
of freedom of 2 (two), it can be concluded that the availability of projectors in schools can improve
the academic performance of learners because the computed value of 2.057 is less than the critical
value of 5.99.
52
c) By students
Table 20; Relationship between the presence of projectors in schools and academic performance as responded by learners
Projector
Available 4 6 0 1 1 12
Total 11 25 4 8 11 59
Chi-Square Tests
N of Valid Cases 59
Out of the twelve students whose response was that projectors were available, four strongly agreed
that the availability of projector improves academic performance, six disagreed, one agreed and one
strongly disagreed. Of the nine students who responded that projectors were fairly available, two
strongly agreed, three agreed, two did not know and two disagreed that the availability of projectors
improves academic performance, three agreed while out of the thirty eight students who responded
that projectors were not available, five strongly agreed that availability of projectors affect
academic performance, sixteen agreed, two did not know, five disagreed and ten strongly disagreed
that availability of projectors affect academic performance of the learners. .
Using the Pearson Chi-Square test above, whose significance level is 0.05 (5.99), and the degree of
freedom of 8 (eight), it can be concluded that the availability of projectors in schools can improve
the academic performance of learners since the computed value of 10.817 is less than the critical
value of 15.51.
53
4.8.5 The relationship between the availability of software and the academic performance
Table 21; Relationship between the availability of software and the academic performance as responded by administrators
Software
agree disagree Total
Available 3 0 3
Fairly available
6 1 7
Total 9 1 10
The three administrators who responded that software was available, all agreed that the availability
of computer soft ware improves academic performance, out of the seven who said that software was
fairly available, six agreed that presence of software affected and improved academic performance
and one disagreed.
Chi-Square Tests

Value df sided) sided) sided)
N of Valid Cases 10
According to Pearson Chi-Square test above, whose significance level is 0.05 (5.99), and the degree
of freedom of 1 (one), it can be concluded that the availability presence of software in schools can
improve the academic performance of learners because the computed value of 0.479 is less than the
critical value of 3.84.
54
b) By teachers
Table 23; Relationship between the availability of software and the academic performance as responded by teachers
Software
Available 1 0 1
Not available 1 1 2
Total 4 5 9
The only teacher whose response was that there was presence of software in schools, agreed that
presence of software in schools improves academic performance, and out of the six who responded
that software was fairly available, two agreed and four disagreed while out of the two teachers
whose response was that software was not available, one agreed that presence of software improves
academic performance of the learners and one disagreed.
Chi-Square Tests
N of Valid Cases 9
Results of the Pearson Chi-Square test above whose significance level is 0.05 (5.99), and the degree
of freedom of 2 (two), it can be concluded that the presence of computer software in schools can
improve the academic performance of learners due to the fact that the computed value of 1.575 is
less than the critical value of 5.99.
c) By learners
55
Table 25; Relationship between the availability of software and the academic performance as responded by students
Software
Available 7 15 2 1 1 26
Total 11 25 4 8 11 59
Chi-Square Tests
N of Valid Cases 59
Of the twenty six students who responded that there was presence of computer soft ware, seven
strongly agreed that the presence of computer soft ware improves academic performance, fifteen
disagreed, two did not know, one agreed and one strongly disagreed.
Of the eighteen students who responded that computer soft ware was fairly available, three strongly
agreed, five agreed, one did not know and five disagreed and four strongly agreed that the
availability of computer soft ware improves academic performance.
While out of the fifteen students who responded that computer soft ware was not available, one
strongly agreed that availability of computer soft ware affect academic performance, five agreed,
one did not know, two disagreed and six strongly disagreed that the presence of computer soft ware
affects academic performance of the learners. In reference to Pearson Chi-Square test above,
whose significance level is 0.05 (5.99), and the degree of freedom of 8 (eight), it can be concluded
that the presence of computer soft ware in schools does not improve the academic performance of
learners basing on the computed value of 16.194a which is greater than the critical value of 15.51.
56
4.8.6 The relationship between the availability of computer laboratories and the students’
academic performance
Table 26; Relationship between the availability of computer laboratories and the students’ academic performance as responded
by administrators
Laboratory Agree Disagree Total
Available 6 1 7
Not available 1 0 1
Total 9 1 10
Chi-Square Tests
N of Valid Cases 10
Out of the seven administrators who responded that computer laboratories were available, six
agreed that the availability of computer laboratories improves academic performance and one
disagreed, the two who said that computer laboratories were fairly available all agreed that
availability of computer laboratories improve academic performance, and that the only
administrator who responded that computer laboratories were not available, also agreed that
availability of computer laboratories improved academic performance of the learners.
The above Pearson Chi-Square test whose significance level is 0.05 (5.99), and the degree of
freedom of 2 (two), it can be concluded that the presence of computer laboratories in schools can
improve the academic performance of learners because the computed value of 0.476 is less than the
57
b) By teachers
Table 27; relationship between the availability of computer laboratories and the students’ academic performance as responded
by teachers
Laboratory Agree Disagree Total
Available 4 4 8
Total 4 5 9
Chi-Square Tests

Value df sided) sided) sided)
Linear-by-Linear
.800 1 .371
Association
N of Valid Cases 9
Out of the eight teachers whose response was that computer laboratories were available, four agreed
that the availability of computer laboratories improves academic performance and four disagreed,
and one who responded that computer laboratories were fairly available disagreed that availability
of computer laboratories does not improve academic performance of the learners.
Basing on the Pearson Chi-Square test above, where the significance level is 0.05 (5.99), and the
degree of freedom is1(one), it can be concluded that the availability of computer laboratories in
schools can improve the academic performance of learners due to the fact that the computed value
of 0.900 is less than the critical value of 3.84.
58
c) By learners
Table 28; Relationship between the availability of computer laboratories and the students’ academic performance as responded
by learners
Strongly
Laboratory Strongly agree Agree Don’t know Disagree disagree Total
Available 10 19 3 5 5 42
Not available
0 1 1 2 6 10
11 25 4 8 11 59
Total
Chi-Square Tests
N of Valid Cases 59
Of the forty two students who responded that there was presence of computer laboratories, ten
strongly agreed that the presence of computer laboratories improves academic performance, ninteen
disagreed, three did not know, five agreed and five strongly disagreed.
Of the seven students who responded that computer laboratories were fairly available, one strongly
agreed, five agreed and one disagreed that availability of computer laboratories affect academic
performance.
While out of the ten students who responded that computer laboratories were not available, one
agreed that availability of computer laboratories affect academic performance, one did not know,
two disagreed and six strongly disagreed that the presence of computer laboratories affects
academic performance of the learners. The Pearson Chi-Square test above, whose significance
level is 0.05 (5.99), and the degree of freedom of 8 (eight), it indicates that the presence of
computer laboratories in schools does not affect and improve the academic performance of learners
basing on the computed value of19.017a which is greater than the critical value of 15.51
59
4.8.7 The relationship between the availability of scanners and academic performance of
learners
a) Administrators
Table 29; Relationship between the availability of scanners and academic performance of learners as responded by
administrators
scanner
Not available 7 1 8
Total 9 1 10
Two of the administrators who responded that scanners were available, all agreed that the
availability of scanners improves academic performance and out of the eight administrators who
said that scanners were fairly available, seven agreed that availability of scanners improve academic
performance and one disagreed.
Chi-Square Tests
Asymp. Sig. (2-

Continuity
.000 1 1.000
Correction
Linear-by-Linear
.250 1 .617
Association
N of Valid
10
Cases
According to the above Pearson Chi-Square test whose significance level is 0.05 (5.99), and the
degree of freedom of 1 (two), it can be concluded that the presence of computer laboratories in
60
schools can improve the academic performance of learners because the computed value of 0.476 is
less than the critical value of 5.99.
4.8.7 The relationship between the presence of video conferencing and the students’ academic
performance
Table 31; Relationship between the presence of video conferencing and the students’ academic performance by administrators
Video conferencing
Not available
9 1 10
Total 9 1 10
All the ten administrators responded that video conferencing was not available and out of those,
nine agreed that the availability of video conferencing improves academic performance and one
disagreed
b) By teachers
Table 32; Relationship between the presence of video conferencing and the students’ academic performance by teachers
Video conferencing
Available 1 0 1
Not available 2 5 7
Total 4 5 9
The only teacher whose response was that scanners were available, agreed that the availability of
scanners improves academic performance, and another one who responded that scanners was fairly
available also agreed that availability of scanners improves academic performance, and of the seven
teachers who disclosed that scanners were not available, two agreed that availability of scanners
improves academic performance of the learners and five disagreed.
61
Chi-Square Tests
a
Linear-by-Linear Association 2.500 1 .114
N of Valid Cases 9
Basing on the Pearson Chi-Square test above, where the significance level is 0.05 (5.99), and the
degree of freedom is 2(two), it can be concluded that the availability of scanners in schools can
improve the academic performance of learners since the computed value of 3.214a is less than the
62
CHAPTER FIVE
DISCUSION OF RESULTS, CONCLUSION AND RECOMMENDATIONS
5.0 Introduction
This chapter introduces the discussion of results of the findings on the impact of the use of
Information and Communication Technology tools and academic performance of the learners,
draws conclusion from the findings and suggests recommendations.
5.1 Demographic characteristics

The study indicates that most of the administrators are between 41- 50 years, this is because of the
experience they went through teaching which enabled them to become administrators while most of
the teachers were between 30- 41 years and this could be related to the fact that it takes long to be
trained as professional teachers. In addition, the sampled students were between 18 and 30 years
and this is because the lie in the high school going age bracket.
For all cases, the gender of sampled respondent was dominated by males and this could be because
of the gender based difficulties among female which hinder them from acquiring higher education
for early pregnancies and the negative attitude of parents and the community to girl child education.
The study also reveals out that mostly heads of department and Deputy Head teachers were
interviewed. This is because the heads of departments were solely responsible for the management
of ICT programs in the schools and at the time of interview most Head teachers were out of station
and those that were at the station delegated their Deputies.
In addition, most of the interviewed students were in advanced level of secondary education and the
majority was of Arts combinations. This is because ICT is compulsory at advanced level for all
students offering Arts combinations without economics and for science combinations with
mathematics.
5.2 Availability, adequacy and accessibility of ICT tools in schools

From the study it is found out that computer laboratories and television sets are the most available
ICT tools in most schools and this is because for the computer laboratories, it is necessary for every
school to have a computer laboratory where computer practices are supposed to be carried out and
for television sets, they are used for the social life of the students meant to entertain them, avail
them with information and to keep them busy. For other ICT resources like the projector, scanner,
software, video conferencing and the internet were not available in most schools. These ICT were
63
not available because they are very expensive to purchase and maintain and they are not necessarily
essential in academic research especially for students in secondary schools. However, computers
were available as responded by students because for the case of student, they look at the few
available computers as enough while teachers as technical personnel look at the few available
computers as not enough to carry out perfect computer practical lessons.
The study also shows that computers are adequate as responded by the administrators which
contradict with the response from teachers. This is because teachers a technical people who carry
out the work of teaching both theory and practical computer lessons look at the few available
computers as inadequate and therefore cannot effectively enable them carry out practical computer
lessons because of the big numbers of learners while administrators say that they are fairly adequate
because they consider the financial stand of the school in relation to other school necessities. The
other ICT resources are not adequate because they are expensive and not very relevant in the
teaching learning exercise.
Basing on the results from figure R, television sets and computer laboratories are the most
accessible ICT tools by students. This is because television sets are used by students for
entertainment for social welfare and the computer laboratories are accessible because computer
studies as a subject is compulsory for students offering arts combinations without economics and
science combinations with mathematics. However computers were not accessible and this could be
due to the limited number of computers within the laboratories to accommodate all students.
5.3 Students’ performance in relation to the presence and accessibility of ICT tools in schools.
Results show that 50% of the administrators agreed that the presence and accessibility of ICT tools
within schools helps students completing their work while 50% disagreed upon that. For those who
agreed, it is true that internet helps student to carry out research and complete their work and 50%
who disagreed based the fact that internet and other ICT tools are scare and not accessible. However
for the teachers, it is a different case. 55.6% disagree that ICT resources can help students in
completing their works. This is because teachers are the implementers who talk from experience
base on the exercises they give to the learners and the responses they get from them.
All administrators agreed that the presence of ICT tools can help students learn independently
especially when teachers give work for learners to research. Through the use of internet cafes and
the most common ICT resource of mobile phones, learners are able to access more knowledge than
what the teachers have given them and also to prove what teachers have given them and hence forth
64
student learning independently. In addition, all administrators agreed that ICT tools help students
develop interest in learning because it’s a hands on process of learning where learners look at ICT
lessons as field work which relieves them from the tension of theory work. Developing interest
leads to the desire for looking information for example on the use of micro-soft programs like micro
soft word, excel, power point, computer engineering to carry on various tasks. These can be applied
in the real word for example they can set up internet cafes, printing centers, computer mechanic
centers among others. This is the same for the teachers who were interviewed.
90% of the administrators agreed that the presence and accessibility of ICT resources in schools can
help in the improvement of students’ academic performance while 0nly 10% disagreed. This is
because teachers can also use the ICT tools like internet to carry out comprehensive research on
various academic areas hence developing confidence and improving service delivery because has
gained the relevant content to teach the learners. Students are able to do their own research in
addition to the teachers’ content. This in combination can greatly help in the improvement of the
students’ academic performance. For the case teachers, only 44.4% agree that ICT resources can
help in the improvement of students’ performance and for the others it is otherwise. This is because
it is teachers that assess and evaluate the learners so they find out that ICT resources generally don’t
improve on the academic performance. This can be related to fact that most schools don’t have
access most ICT resources and those are available are not enough for the big numbers of the
learners. In addition students’ performance can be improved through other ways like;
 Regular tests and exams which are meant to test learners understanding and to drive them to
read hard for better performance.
 Carrying out remedial teaching which helps teachers to complete syllabus coverage early
enough and also to attend to individual learners differences so as to help slow learners pick
at almost the same pace with the fast learners.
For the case of students, a bigger percentage strongly disagreed that the use of ICT tools does not at
all help the learners complete their work simply because most students use text books rather than
ICT resources in completing their work. Equally the same, students also disagreed that ICT
resources help them learn independently, however a bigger percentage of the students agreed that
ICT resources helps them attain more knowledge and skills. This is because the students can use
these resources to discover new ideas through the practical use of these resources for example the
use of internet can help can help the students develop new ideas and skills. Most students also
agreed that ICT resources can be applied in the real world and this is through various means like
65
setting up internet cafes, printing centers, computer mechanic centers among others. Never the less
many students also agreed that ICT tools and resources can help them develop self interest in both
the application and use. This can create the urge to look for information through the use of different
ICT resources for example the use of internet eases looking for information both for academic
purposes and other kinds of information. Once ICT resources are used to look for information in
regard to academics, students’ performance can be improved.
5.3 Summary of findings.

The researcher used the Pearson’s Chi-Square to get her findings and the significance level was
0.05, and the degrees of freedom varied from one, two and eight. A number of tests were made on
responses from school administrators, ICT teacher and the students from all the classes, that is from
senior one to senior six. The responses were asked whether the availability of ICT resources affects
academic performance of the learners, whether the accessibility of ICT resources affect academic
performance of the learners and whether the adequacy of ICT resources affect academic
performance of the learners.
Pearson’s Chi-Square tests revealed that all school administrators and all ICT teachers agreed that
all ICT resources’ availability, accessibility and adequacy, that is, computers, projectors, scanners,
computer software, computer laboratories, internet and Televisions improve academic performance
of the learners and the students agreed that availability, accessibility and adequacy of most of the
ICT resources improve academic performance of the learners but disagreed that the availability of
televisions and computer software do not improve academic performance of the learners.
5.4 Conclusions
Television sets and computers are the most available ICT resources in most schools within the
municipality. Scanners, projectors, software, video conferencing and internet were not available in
most schools. This could be because some ICT resources are expensive to maintain, and are not
vital in the learning process and also some teachers are not equipped with the skills for their
application. Thus priority is given to a few of the vital ICT tools and resources like computers and
computer laboratories compared to others.
The study revealed that television sets and computer laboratories were the most accessible ICT
resources in most schools within Mubende municipality. This is because television sets and
computer laboratories are more essential as ICT tools and are also used for leisure purposes like
entertainment. Software and computers were also fairly accessible ICT tools by students because
66
they are only used for academic purposes whereas internet and projector were not accessible and
this could be due to the fact that they are expensive to purchase and maintain.
The study revealed that most schools were facing a problem of lack of power, lack of enough ICT
resources, limited time for practice in the use of the existing ICT tools and resources, lack of
enough teachers and limited space. This limited the students’ accessibility and use of the different
ICT resources and tools. The study also revealed that in terms of relevancy of ICT resources to the
learners; application of ICT in the real world, learning independently and developing self interest
were the most relevant use of ICT tools and resources
5.5 Recommendations
The government should encourage and implement the use of ICT resources by teachers not only in
ICT teaching but also in other subjects so as to make teaching and learning an easy and enjoyable
process.
Teachers should encourage learners to love and practice ICT since most of the learners think that
ICT leads to acquisition of certificates not valued by the literates but looked at as a course for the
academic failures.
The researcher recommend the schools to equipping and availing ICT resource like internet,
projectors and scanners using the meagre resources available because they are equally important in
the improvement of the students’ academic performance.
There is need to construct more computer laboratories and also purchase more computers so as to
increase the use of computers and consequently improve the academic performance even though
computers and computer laboratories are fairly adequate in some schools within Mubende
Municipal council.
The government should also empower teachers who are not well conversant with the use of ICT
tools and resources by emphasizing and availing more training of the teachers to acquire more
knowledge on both the use and application of ICT in the real world.
Both the schools and the government should avail power to ICT laboratories so as to make
computers run and also avail both students and teachers source of light that shall enable them carry
out employ and post more qualified ICT teachers that will assist in teaching ICT in schools because
a number of schools revealed that they lacked qualified ICT teachers. extra reading hence
improving on the students’ academic performance.
67
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69
APPENDIX A
THE IMPACT OF ICT ON STUDENTS’ ACADEMIC PERFORMANCE IN SCIENCES IN

MUBENDE TOWN COUNCIL, MUBENDE DISTRICT
STUDENT’S QUESTIONNAIRE:
Dear Student,
You have been randomly chosen as a respondent in the above titled survey which is being
undertaken as part of an educational research in partial fulfillment of the Masters Degree in
Education Management and Planning of Nkumba University. Your cooperation in filling this
questionnaire will ensure success of the study. Please feel free to give your views on the items
given by answering all the questions and indicate your choice by putting a tick in the checkbox
provided for the answer you feel most appropriate, or Fill in the gaps by giving reasons or
information in relation to a particular question. The responses will be for academic purposes only
and will be treated with utmost confidentiality.
SECTION A
Background information of the respondent:
Please provide information regarding yourself by ticking the appropriate boxes
1. Sex:
(a) Male (b) Female
2. Age
(a). Below 18 (d) 41-50 years
(b). 18-30 years (e) Above 50
(c). 31-40 years
3. Level of study:
(a) O’ Level (b) A’ Level
4. Subject Combination (A’ Level)……………………………………………
Availability of ICT resources:

5. How do you agree or disagree on the availability of the following ICT resources in your School?
Availability Available Fairly available Not available
i) Computers/PC in classroom
ii) Internet & E-mail
70
iii) Television set
iv) Projector
v) Software
vi) Computer laboratory
Others (specify)
6. In your opinion, do you think that these resources are adequately available/ accessible? Please
rate the adequacy/availability of the following ICT resources
Accessibility Adequate Fairly adequate Inadequate
iii) Television set
iv) Projector
v) Software
Others (specify)
7. In your own opinion, what do you regard as the biggest challenge affecting accessibility /
availability of ICT resources in your school?
……………………………………………………………………..
………………………………………………………………………………………………
Students’ academic performance:

8. How do you agree or disagree with the following statements about ICT in your school?
Performance: Strongly Agree Don’t Disagree Strongly

agree know disagree
I use the computer to do my

assignments/exercises
71
I learn on my own using computers
Computers give me more knowledge and

skills
I CT helped me apply what I have learnt to

the real world situation
ICT made me develop interest in the
Learning
I use the computer to look for
Information
The available ICT resources have helped

me and other students improve in academic
performance.
THANK YOU
72
APPENDIX

MUBENDE MUNICIPALITY, MUBENDE DISTRICT.
Teacher’s questionnaire:
Dear Respondent,
You have been randomly chosen as respondent in a survey which is being undertaken as part of an
educational research in partial fulfillment of the Masters Degree in Education Management and
Planning of Nkumba University. Your co-operation in filling this questionnaire will ensure success
of the study. Please feel free to give your views on the items by answering all the questions and
indicate your choice by putting a tick in the checkbox provided for the answer you feel most
appropriate or fill in the gaps by giving reasons or information in relation to particular questions.
The information provided is purely confidential and to be used for academic purpose only.
SECTION A
Background Information.
Please provide information regarding yourself by ticking/checking the appropriate box
1. Sex:
(a) Male (b) Female
2. Age
(c). 31-40 years
3. How long have you been teaching/ serving in this secondary school?
(a). Less than 2 years (c). More than 5 years
(b). between 2-5 years
4. What is your designation?
(a). Head teacher (c). Head of department
(b). Deputy Head teacher(d). Teacher

5. How do you agree or disagree on the availability of the following ICT tools in your school?
73
Availability Available Fairly Available Not available
iii) Television set
iv) Projector
v) On and off shelf software
vii) Video conferencing
viii) Scanner
ix) Others, specify
Accessibility of ICT resources:

6. In your own opinion, do you think that these tools are adequate enough for the students? Please
rate the adequacy of the following ICT:
Accessibility Adequate Fairly Adequate In adequate
iii) Television set
iv) Projector
vi) Scanner
vii) Others, specify
7. In your own opinion, what do you regard as the biggest challenge affecting students’
accessibility of ICT resources in the teaching and learning process
......................................................................................... ............................................
74
………………………………………………………………………………………..
Students’ performance:
8. How do you agree or disagree with the following statements
Performance: Agree Don’t know Disagree
Students use the computer to complete their

work/ exercises.
ICT allows students to learn independently.
ICT helps students apply what they learn to the

real world situation.
Students use the internet/computer to look for

information
ICT makes students develop interest in the

learning content.

students improve in academic performance.
THANK YOU
75
APPENDIX C

MUBENDE MUNICIPALITY, MUBENDE DISTRICT.
Administrators’ questionnaire:
Dear Respondent,
You have been randomly chosen as respondent in a survey which is being undertaken as part of an
educational research in partial fulfillment of the Masters Degree in Education Management and
Planning of Nkumba University. Your co-operation in filling this questionnaire will ensure success
of the study. Please feel free to give your views on the items by answering all the questions and
indicate your choice by putting a tick in the checkbox provided for the answer you feel most
appropriate or fill in the gaps by giving reasons or information in relation to particular questions.
The information provided is purely confidential and to be used for academic purpose only.
SECTION A
Background Information.
Please provide information regarding yourself by ticking/checking the appropriate box
1. Sex:
(a) Male (b) Female
2. Age
(c). 31-40 years
3. How long have you been teaching/ serving in this secondary school?
(a). Less than 2 years (c). More than 5 years
(b). between 2-5 years
4. What is your designation?
(a). Head teacher (c). Head of department
(b). Deputy Head teacher

5. How do you agree or disagree on the availability of the following ICT tools in your school?
76
Availability Available Fairly Available Not available
iii) Television set
iv) Projector
v) On and off shelf software
vii) Video conferencing
viii) Scanner
ix) Others, specify
Accessibility of ICT resources:

6. In your own opinion, do you think that these tools are adequate enough for the students? Please
rate the adequacy of the following ICT:
Accessibility Adequate Fairly Adequate In adequate
iii) Television set
iv) Projector
vi) Scanner
vii) Others, specify
7. In your own opinion, what do you regard as the biggest challenge affecting students’
accessibility of ICT resources in the teaching and learning process
......................................................................................... ............................................
77
………………………………………………………………………………………..
Students’ performance:
8. How do you agree or disagree with the following statements
Performance: Agree Don’t know Disagree
Students use the computer to complete their

work/ exercises.
ICT allows students to learn independently.
ICT helps students apply what they learn to the

real world situation.
Students use the internet/computer to look for

information
ICT makes students develop interest in the

learning content.

students improve in academic performance.
THANKS
78

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THE IMPACT OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)

ON STUDENTS’ ACADEMIC PERFORMANCE IN SELECTED SECONDARY

A RESEARCH REPORT SUBMITTED IN PARTIAL FULFILMENT OF THE

REQUIREMENTS FOR THE AWARD OF A MASTER DEGREE IN EDUCATION

MANAGEMENT AND PLANNING OF NKUMBA UNIVERSITY.

DR. JOYCE SSESSANGA BUKIRWA

Impact: Is the far- reaching effects of one thing on another.

Student: Any person who studies, investigates, or examines thoughtfully.

Teacher: A person who teaches or instructs, especially as a profession.

1.1:1 Theoretical background

1.1:2 Conceptual background

1.1:3 Historical background

1.1:4 contextual background

Government therefore needed some self-restraint to avoid overzealousness in controlling people’s

1.2: Statement of the problem

1.3 Purpose of the study

1.4:2 Specific objectives

1.5 Research questions

The following research questions were examined.

1.6 Scope of the study

1.6:1 area scope

1.7 Significance of the study

REVIEW OF RELATED LITERATURE

2:2 Availability of ICT resources

2.3 Accessibility of ICT resources:

2.4 ICT and academic performance

3.2 Area of study

3.3 Information sources

3.4 Procedure for data collection

3.5 Sample size and sampling techniques

3.5.1 Study population

3.5.2 Sample size

3.5.3 Sampling techniques

Purposive sampling is where a selection of those to be surveyed is made according to a known

3.6 Data types and collection

3.6.1 Data types

3.6.2 Data collection method

3.7 Data collection tools

3.8 Data processing and analysis

3.9 Validity and Reliability

3.10 Ethical considerations

DATA PRESENTATION, ANALYSIS AND INTERPRETATION

Figure C; Responses on age by students

Figure D; responses on gender by administrators. Figure E; responses on age by teachers

Figure F; responses on age by students

Figures G and H responses on period of service Figure H

by both teachers and administrators

4.2.4 Designation of the administrators and teachers.

Figure I; Responses on the designation

4.2.4.2. Class of teaching by teachers

Figure J; responses on class of teaching by teachers

Figure K; responses of the level of study by students

4.3.2 Subject combinations by students in Advanced level

Figure L; responses on the subject combination by the students

Availability of ICT tools

Figure M; Responses on the availability of the ICT in schools by administrators

Available Fairly Available Not Available

Figure N; responses on availability of ICT tools in schools by teachers

Availability of ICT resources

27.1 27.1 28.8 27.1