ICT in the secondary school system

8/12/2019 ICT in the secondary school system

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IMPROVING THE PERFORMANCE OF SECONDARY SCHOOL EDUCATION

THROUGH ICT ADOPTION: A CASE OF PUBLIC SECONDARY SCHOOLS IN

MBARARA DISTRICT

BY

ODHIAMBO ANITA AKINYI

MUBS/07/02/7102

A RESEARCH REPORT SUBMITTED TO THE GRADUATE AND RESEARCH

CENTRE IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE

AWARD OF DEGREE OF MASTERS OF ENTREPRENUERSHIP AND SMALL

BUSINESS MANAGEMENT OF MAKERERE UNIVERSITY

JANUARY 2012


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DECLARATION

I, Odhiambo Anita Akinyideclare that this report is a result of independent research and has not

been submitted to any other University or institution for the award of any academic qualification.

Signature !ate .

O!"#$%&' A(#)$ A*#(+#

MUBS/07/02/7102

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APPROVAL

"his research report has been submitted for e#amination with my approval as a University

supervisor.

S#,($)-. D$)

MR MOYA MUSA

SUPERVISOR

ii


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DEDICATION

"his work is dedicated to my family.

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ACKNOWLEDGEMENT

I wish to e#tend special thanks to my supervisor $r. $oya $usa for his undivided support,

patience and professional guidance which he provided to me throughout the entire report writing. I

would also like to thank all my lecturers and classmates at the University who endeavored to

provide me with knowledge and guidance during the entire academic programme.

I would like to specifically mention my family and friends who endured the challenging times and

always encouraged me greatly. I would also like to deeply thank the participating respondents from

the different school in $barara district who spared time from their busy schedules to read and

respond to the questionnaires.

I am greatly indebted to all the people whose support made this study a success. "hough I am not

able to mention all of them by name, their various contributions will always be remembered and

held dear.

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TABLE OF CONTENTS

!%&'A(A"IO).................................................................................................................................iA**(O+A'.......................................................................................................................................ii

!%!I&A"IO)...................................................................................................................................iii

A&)O-'%!%$%)".................................................................................................................iv

"A/'% O0 &O)"%)"S....................................................................................................................v'IS" O0 "A/'%S...........................................................................................................................viii

A/S"(A&".......................................................................................................................................#i

&1A*"%( O)%.................................................................................................................................2I)"(O!U&"IO)..............................................................................................................................2

2.2 /ackground to the Study...............................................................................................................2

2.3 Statement of the *roblem..............................................................................................................42.4 *urpose of the Study ....................................................................................................................4

2.5 Ob6ectives of the Study.................................................................................................................4

2.7 (esearch 8uestions....................................................................................................................52.9 Scope of the Study........................................................................................................................5

2.: Significance of the Study..............................................................................................................52.; Organi


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anchored on a 7 point 'ikert scale ranging fromF 7G strongly agree, 5G agree, 4 H not sure, 3 H

disagree and 2G strongly disagree. ....................................................................................................2;

4.; +alidity and (eliability of research instrument........................................................................2;"able 4.3@ (eliability &oefficients....................................................................................................2=

4.= !ata Analysis and *resentation ..............................................................................................2=

4.2> 'imitations of the study .......................................................................................................2=4.22 %thical considerations...............................................................................................................3>

&1A*"%( 0OU(.............................................................................................................................32

*(%S%)"A"IO) A)! I)"%(*(%"A"IO) O0 0I)!I)S......................................................325.2 Introduction.................................................................................................................................32

5.3 Sample &haracteristics................................................................................................................32

5.3.2 ender distribution of the (espondents...................................................................................32

"able 5.2@ ender..............................................................................................................................33Out of the 2:= responses collected according to table 5.2 above, 75.3 of the respondents were

male whereas, 57.; were female. 0rom the results itJs clear that there was a si.3E had been employed by schools for 5G7 years whereas, 4>.: had beenemployed for a period of 3G4 years, 23.; had been employed for less than 2 year, =.7 had been

employed for over 2> years and lastly 9.: had been employed for 9G2> years. 0rom the results,

more than :> of the respondents had been employed for a period of 3G7 years which is

indication that the ma6ority of the respondents were still in the e#perience acquisition process.....345.3.5 *osition distribution of the (espondents.................................................................................34

"able 5.5@ *osition held....................................................................................................................35

According to the results presented in table 5.5 above, 2>.: of the respondents were headteachers, the heads of departments accounted for 2=.:, the *"A members who were the ma6ority

accounted for 4;.;, the other categories of staff accounted for 3;.: whereas, 3.3 was

accounted for by prefects. 0rom the results it is clears that from the respondents selected tocomprise the sample, there was a fair distribution of the respondentsJ across the different levels of

the hierarchy......................................................................................................................................35

5.3.5 1ighest 'evel of %ducation distribution .................................................................................35

"able 5.7@ 1ighest level of %ducation...............................................................................................350rom the findings in table 5.7 above, more that 4:.5 of the respondents possessed degree level of

education, 25.7 were masters degree holders, 45.2 held other qualifications, ;.5 were

diploma holders and 7.9 possessed *h! level of education. "his is indication that the providedresponses were acquired for the respondents who were knowledgeable to provide the required

information for the study..................................................................................................................37

5.3.5 School (espondent distribution ..............................................................................................37"able 5.9@ School..............................................................................................................................37

5.4 Ob6ective One@ 'evel of I&" adoption in public secondary schools..........................................39

"able 5.:@ level of I&" adoption in public secondary Schools.........................................................3:

5.5 &hallenges of I&" adoption in public secondary schools...........................................................3;

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"able 5.;@ &hallenges of I&" adoption in public secondary schools..............................................3=

5.7 Strategies to improve I&" adoption in public secondary schools...............................................4>

"able 5.=@ &hallenges of I&" adoption in public secondary schools..............................................42&1A*"%( 0I+%..............................................................................................................................44

!IS&USSIO), &O)&'USIO) A)! (%&O$$%)!A"IO)S....................................................44

447.2 Introduction.................................................................................................................................44

7.3 !iscussion of 0indings................................................................................................................44

7.3.2 'evel of I&" adoption in public secondary schools................................................................447.3.3 &hallenges of I&" adoption in public secondary schools........................................................45

7.3.4 Strategies to improve I&" adoption in public secondary schools............................................45

7.4 &onclusion..................................................................................................................................49

7.5 (ecommendations.......................................................................................................................4:(%0%(%)&%S.................................................................................................................................4=

A**%)!IK I....................................................................................................................................54

Dey@ 5Grelevant D(E, 4Gquite relevant D8(E, 3Gsomewhat relevant DS(E, 2Gnot relevant D)(EE.......57

Dey@ 5Grelevant D(E, 4Gquite relevant D8(E, 3Gsomewhat relevant DS(E, 2Gnot relevant D)(EE.......57Dey@ 5Grelevant D(E, 4Gquite relevant D8(E, 3Gsomewhat relevant DS(E, 2Gnot relevant D)(EE.......59

A**%)!IK II...................................................................................................................................5:

vii


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anchored on a 7 point 'ikert scale ranging fromF 7G strongly agree, 5G agree, 4 H not sure, 3 H

disagree and 2G strongly disagree. ....................................................................................................2;

4.; +alidity and (eliability of research instrument........................................................................2;"able 4.3@ (eliability &oefficients....................................................................................................2=

4.= !ata Analysis and *resentation ..............................................................................................2=

4.2> 'imitations of the study .......................................................................................................2=4.22 %thical considerations...............................................................................................................3>

&1A*"%( 0OU(.............................................................................................................................32

*(%S%)"A"IO) A)! I)"%(*(%"A"IO) O0 0I)!I)S......................................................325.2 Introduction.................................................................................................................................32

5.3 Sample &haracteristics................................................................................................................32

5.3.2 ender distribution of the (espondents...................................................................................32

"able 5.2@ ender..............................................................................................................................33Out of the 2:= responses collected according to table 5.2 above, 75.3 of the respondents were

male whereas, 57.; were female. 0rom the results itJs clear that there was a si.3E had been employed by schools for 5G7 years whereas, 4>.: had beenemployed for a period of 3G4 years, 23.; had been employed for less than 2 year, =.7 had been

employed for over 2> years and lastly 9.: had been employed for 9G2> years. 0rom the results,

more than :> of the respondents had been employed for a period of 3G7 years which is

indication that the ma6ority of the respondents were still in the e#perience acquisition process.....345.3.5 *osition distribution of the (espondents.................................................................................34

"able 5.5@ *osition held....................................................................................................................35

According to the results presented in table 5.5 above, 2>.: of the respondents were headteachers, the heads of departments accounted for 2=.:, the *"A members who were the ma6ority

accounted for 4;.;, the other categories of staff accounted for 3;.: whereas, 3.3 was

accounted for by prefects. 0rom the results it is clears that from the respondents selected tocomprise the sample, there was a fair distribution of the respondentsJ across the different levels of

the hierarchy......................................................................................................................................35

5.3.5 1ighest 'evel of %ducation distribution .................................................................................35

"able 5.7@ 1ighest level of %ducation...............................................................................................350rom the findings in table 5.7 above, more that 4:.5 of the respondents possessed degree level of

education, 25.7 were masters degree holders, 45.2 held other qualifications, ;.5 were

diploma holders and 7.9 possessed *h! level of education. "his is indication that the providedresponses were acquired for the respondents who were knowledgeable to provide the required

information for the study..................................................................................................................37

5.3.5 School (espondent distribution ..............................................................................................37"able 5.9@ School..............................................................................................................................37

5.4 Ob6ective One@ 'evel of I&" adoption in public secondary schools..........................................39

"able 5.:@ level of I&" adoption in public secondary Schools.........................................................3:

5.5 &hallenges of I&" adoption in public secondary schools...........................................................3;

i#


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"able 5.;@ &hallenges of I&" adoption in public secondary schools..............................................3=

5.7 Strategies to improve I&" adoption in public secondary schools...............................................4>

"able 5.=@ &hallenges of I&" adoption in public secondary schools..............................................42&1A*"%( 0I+%..............................................................................................................................44

!IS&USSIO), &O)&'USIO) A)! (%&O$$%)!A"IO)S....................................................44

447.2 Introduction.................................................................................................................................44

7.3 !iscussion of 0indings................................................................................................................44

7.3.2 'evel of I&" adoption in public secondary schools................................................................447.3.3 &hallenges of I&" adoption in public secondary schools........................................................45

7.3.4 Strategies to improve I&" adoption in public secondary schools............................................45

7.4 &onclusion..................................................................................................................................49

7.5 (ecommendations.......................................................................................................................4:(%0%(%)&%S.................................................................................................................................4=

A**%)!IK I....................................................................................................................................54

Dey@ 5Grelevant D(E, 4Gquite relevant D8(E, 3Gsomewhat relevant DS(E, 2Gnot relevant D)(EE.......57

Dey@ 5Grelevant D(E, 4Gquite relevant D8(E, 3Gsomewhat relevant DS(E, 2Gnot relevant D)(EE.......57Dey@ 5Grelevant D(E, 4Gquite relevant D8(E, 3Gsomewhat relevant DS(E, 2Gnot relevant D)(EE.......59

A**%)!IK II...................................................................................................................................5:

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ABSTRACT

"he purpose of the study was to improve the performance of secondary school education through

I&" adoption in public secondary schools in $barara district. "he study employed a cross

sectional survey design and data was colleted by use of a self administered questionnaire. "he data

was analy


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CHAPTER ONE

INTRODUCTION

11 B$*,.'-(! )' )"/ S)-!+

Information and communication technologies DI&"E are electronic technologies used for

information storage and retrieval D?usuf, 3>>7E. !evelopment is partly determined by the

ability to establish a synergistic interaction between technological innovation and human

values D)wagwu, 3>>9E. According to /rakel C &hisenga D3>>4E, the field of education has

been affected by I&"s, which have undoubtedly affected teaching, learning, and research. AlG

Ansari D3>>9E asserts that I&"s have the potential to accelerate, enrich, and deepen skills, to

motivate and engage students, to help relate school e#perience to work practices, create

economic viability for tomorrowLs workers, as well as strengthening teaching and helping

schools change. In a rapidly changing world, basic education is essential for an individual to

be able to access and apply information. Unfortunately, many developing countries,

especially in Africa, are still low in I&" application and use in the education sector DAduwaG

Ogiegbean and Iyamu, 3>>7E.

"he use of I&" in education has the potential to enhance the quality of teaching and learning,

the research productivity of teachers and students, and the management and effectiveness of

institutions Dashorda et al. 3>>:E. 1owever, opportunities for reali students against the ratio of 2@27 students in the developed countries. A review of 32=

studies on the use of technology in education consistently found that students in technology

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rich environments e#perienced positive effects on performance in all sub6ect areas D'ook,

3>>7E. In particular, /ecta D3>>4E pointed out that I&" provide fast and accurate feedback to

students, and speed up computations and graphing, thus freeing students to focus on

strategies and interpretation.

As it adopts I&" in education, Uganda faces the same challenges as most developing

economies such as poorly developed I&" infrastructure, high bandwidth costs, an unreliable

supply of electricity, and a general lack of resources to meet a broad spectrum of needs.

1owever, with the rapid emergence of wireless network capacity and the ubiquitous growth

of mobile phones, the conte#t of the infrastructure is changing. A national I&" policy is in

place and an education sector I&" policy is before &abinet. "he $inistry of %ducation and

Sports is taking steps to coGordinate I&" development and has allocated resources to support

implementation of its I&" strategy. According to a report based on 3>>4 data, Uganda had

only 2>9 of its 24,474 primary and 3,>:> secondary schools connected to the Internet.

Uconnect and School)et Uganda, two ma6or )Os involved in I&"s for schools, led these

pro6ects. A recent study of selected schools in the country showed student@ computer ratios

ranging from 3>G4>@2 in secondary schools D)didde et al., 3>>=E. "his is far from

representative, however, because only a few schools, all located in or near the capital city,

were used in the study.

&onnectivity is much more prevalent in urban than rural schools, basically because access to

I&" infrastructure for schools mirrors the national ruralGurban divide. "he more specific

factors constraining connectivity in rural areas are the overall poor communications

infrastructure, low electricity coverage, and high capital costs involved in setting up a

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iiE "o e#amine the challenges of I&" adoption in public secondary schools in $barara

district.

iiiE "o suggest strategies that can be used to improve public secondary schools

performance through I&" adoption in $barara district.

1; R//$." Q-/)#'(

iE -hat is the level of I&" adoption in public secondary schools in $barara districtM

iiE -hat are the challenges of I&" adoption in public secondary schools in $barara

districtM

iiiE -hat strategies that can be proposed to improve public secondary schools

performance through I&" adoption in $barara districtM

1< S'6/ '3 )"/ S)-!+

G',.$6"#$4 '6: "he study was carried out in $barara district among 24 AGlevel

government aided secondary schools.

C'()() '6: "he study sought to improve the performance of secondary school

education through I&" adoption in public secondary schools in $barara district. "he

study focused on level of I&" adoption, challenges faced during I&" adoption and the

strategies to mitigate the challenges of I&" adoption in government aided school in

$barara district.

17 S#,(#3#$(/ '3 )"/ S)-!+

iE It is hoped that the study will add to the e#isting pool of knowledge and debate on

I&" adoption and studentsJ academic performance in public secondary schools, by

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drawing empirical evidence from a government aided institution of higher learning

which will be used as a future reference for other researchers.

iiE It is hoped that the findings and recommendations will be useful to organi


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teaching and helping schools change D!avis and "earle, 2===F 'emke and &oughlin, 2==;F

cited by ?usuf, 3>>7E.

In a rapidly changing world, basic education is essential for an individual to be able to access

and apply information. Such ability must find include I&"s in the global village. "he

%conomic &ommission for Africa has indicated that the ability to access and use information

is no longer a lu#ury, but a necessity for development. Unfortunately, many developing

counties, especially in Africa, are still low in I&" application and use DAduwaGOgiegbean

and Iyamu, 3>>7E. A review of 32= studies on the use of technology in education consistently

found that students in technology rich environments e#perienced positive effects on

performance in all sub6ect areas D'ook, 3>>7E. In particular, /ecta D3>>4E pointed out that

I&" provide fast and accurate feedback to students, and speed up computations and graphing,

thus freeing students to focus on strategies and interpretation. 0urther, use of interactive

multimedia software, for e#ample, motivates students and leads to improved performance. In

fact, studies showed that more students finished high school and many more consider

attending college where they routinely learned and studied with technology D/ecta, 3>>4E.

/arak D3>>5E pointed further revealed that the use of I&"s in education would promote deep

learning, and allows schools to respond better to the varying needs of the students.

!espite the apparent benefits of the use of I&" for educational purpose, studies showed that

in many cases, the learning potential of I&" is deprived as many teachers are still not fully

I&" literate and do not use it in their teaching. Studies on teachersJ readiness for I&"

generally, suggest that there is still a long way to go before schools in the region will be able

to take full advantage of the opportunities provided by 32st century technology D?aJacob et.

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al., 3>>7F So C *aula, 3>>9E. /arak D3>>9E reveals that while teachers e#ploit I&" for their

own learning, they are cautious about integrating advanced technologies in schools. "he

study also suggests that while teachers recogni>>E.

"he literature review shows that there are many attempts to evaluate, integrate, and e#tend

different models and approaches for analy4E. "herefore,

;


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"(A and "A$, both of which have strong behavioural elements, assume that when someone

forms an intention to act, that they will be free to act without limitation. In practice

constraints such as limited ability, time, environmental or organisational limits, and

unconscious habits will limit the freedom to act.

25 T"/ N//! 3'. ICT A!'6)#'(

Improved secondary education is essential to the creation of effective human capital in any

country D%voh, 3>>:E. "he need for I&" in secondary schools cannot be overemphasi>9F "yler, 2==;E. "his

calls for early acquisition of I&" skills by students. "he ability to use computers effectively

has become an essential part of everyoneLs education. Skills such as bookkeeping, clerical

and administrative work, stocktaking, and so forth, now constitute a set of computeri


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individuali>>E. I&" application and use will prove beneficial in

improving the educational system and giving students a better education. A technologicallyG

advanced workforce will lead to I&" growth, with the potential to improve military

technology and telecommunications, media communications, and skilled I&" professionals

who will be wellGequipped to solve I" problems in Uganda and other parts of the world

Doshit, 3>>9E.

28 C"$44/(,/ '3 ICT $!'6)#'( #( S/'(!$.+ S"''4

"he low rate of I&" adoption and application in most third world secondary schools is

attributable to several factors.

0irstly, is limitedpoor information infrastructure. (esearch confirms that I&" development

and application are not well established in secondary schools because of poor information

infrastructure DAdomi, 3>>9, Adomi, 3>>7E. It has been reported by Southwood D3>>5E that

more than 5> percent of the population of Africa is in areas not covered by telecom services.

Schools located in such areas will e#perience I&" connectivity problems.

Secondly, lack ofinadequate I&" facilities in schools. "his finding is corroborated by )diku

D3>>4E who discovered that insufficient numbers of computers and peripheral devices inhibit

deployment of I&" by teachers and by *lante C /eattie D3>>5E who observed that inadequate

I&"s was a challenge to integration of technologies in &anadian schools. Similarly,

Okwudishu D3>>7E discovered that unavailability of some I&" components in the schools

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hampered teachersL use of I&"s. "his problem may be due to under funding D%nakrire and

Onyenenia, 3>>:E.

"hirdly, is frequent electricity interruption. %lectricity failure has been a persistent problem

militating against I&" application and use DAdomi, 3>>7aF Adomi, Omodeko, and Otole,

3>>5F Adomi, Okiy, and (uteyan, 3>>4E. "his makes the few schools with I&" facilities

unable to use them regularly.

0ourthly, is poor I&" policypro6ect implementation strategy. "he )igerian 0ederal

overnmentLs 2=;; policy introduced computer education to the high schools DOkebukola,

2==:E. "he only way this policy was implemented was the distribution of computers to

federal government high schools, which were never used for computer education of the

students. )o effort was made to distribute computer to state government or private schools.

Although the government planned to integrate I&"s into the school system and provide

schools with infrastructure, concerted efforts have not been made to provide facilities and

trained personnel. "hus, most schools do not yet offer I&" training programmes Doshit,

3>>9E.

0ifth, is the inadequate I&" manpower in the schools. "he main problem facing third world

countries and its I&" programme is workforce training Doshit, 3>>9E. "eaching as a

profession is considered to be for poor people, therefore the few professional that are

available prefer to work in companies and industries where they can earn better salaries.

-ith this deplorable condition, teachers are not motivated to go the e#tra mile in assisting the

students to acquire computer education D/ecker, 3>>>E.

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1igh &ost of I&" 0acilities. &ost has been reported as one of the factors which influence

provision and use of I&" services DAdomi, 3>>9E. "he cost of computers is too high for many

to afford. $onthly Internet rates are e#orbitant and the charges for satellite television are

unaffordable for most people in Africa D/rakel C &hiseuga, 3>>4E. "his has made it difficult

for secondary schools to acquire and install I&" facilities for the use of teachers and students.

'ikewise, lack ofpoor perception of I&"s among teachers and administrators is another

factor. "here is widespread ignorance and misconception about I&"s Duha, 3>>>E. One of

the ma6or inhibitors to Uganda fully embracing I&"s is the average general lack of e#posure

to them. 0or most third world countries, information technology is still something unfamiliar,

distant, and mysterious. (ather than being seen as a tool for personal and national

development, information technology is seen as a hurdle D)itda, 3>>4E. Some many people

living in third world countries are not aware of the e#istence and importance of the Internet

DAdomi C (uteyan, 3>>4E. It has been reported that :7 percent of the teachers in the

)%*A!Ls eGSchools *ro6ect have no or very limited e#perience and e#pertise regarding I&"s

in education.

2; S).$)/,#/ )' I%6.'/ S/'(!$.+ S"''4 P/.3'.%$(/ )".'-," ICT A!'6)#'(

Among the strategies to improve studentsJ academic performance is what is termed as bypass

an obstacle. $any schools come to a standstill because an obstacle appears in the path

towards achieving their goals D/eukesGAmiss C.&hiware, 3>>9E. -hen that happens,

everything becomes significant and, when an obstacle arises, all work halts. Instead, team

leaders and members must distinguish between what is and is not important. "his

determination is best achieved by focusing on the ultimate ob6ective, and asking how a

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particular situation will impact achievement of this final goal D&uckle, larke C Penkins,

3>>>E. Secondly, it is important to cause people to stretch rather than causing them to break.

So many organi>E. *romulgating an unrealistic date or goal

may provide a nice e#hibition of dominance and decisivenessF however, it can also cause

dysfunctional behavior. It is imperative to take time to recogni


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what people are doing is furthering goal achievement. "he second is to establish a consistent,

standard Nyardstick for measuring progress, keeping in mind, of course, that the importance

of the yardstick is to measure the right factors in order to determine the value of the current

work.

Organisations have probably failed effectiveness and efficiency due to poor communication

than from any other factor. Ironically, while everyone recogni>9E. A medium is the vehicle for

communicating, acting as an enabler of communication, rather than a substitute for it. -ith

the growing presence of email, videoconferencing, and -orld -ide -eb technologies, many

people assume that they will be good communicators. All too often, the medium simply gives

a poor communicator a louder voice. At least from a pro6ect management perspective, the

medium is not the message. "he other reason for poor communications is the lack of team

membersJ distinction between data and information Daku, 3>>7E. -hile data is unprocessed,

information is data that is converted into something meaningful. /y contrast, good

communication is providing the right information at the right time in the right amount to the

right person.

In most organisations, team leaders perform considerable work in management and

development. Unfortunately, the work often goes unrecorded, the knowledge and e#pertise is

lost due to turnover and time constraints. "his is a tremendous loss to companies that could

have saved this knowledge and e#pertise, applying it on future, similar pro6ects. If companies

made an effort to record the knowledge and e#pertise of what went well on a pro6ect, they

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would gain several benefits for future pro6ects D-ima C 'awler, 3>>:E. Such a history

improves performance among team members, because people can focus on issues not dealt

with previously, which may not be Nshowstoppers. It also forces people to think about their

actions, and determine where and when to spend their effort and time. In addition, a recorded

history tells people what has worked in the past, enabling them to predict with reasonable

accuracy the impact of their actions on the current pro6ect.

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CHAPTER THREE

RESEARCH METHODOLOGY

51 I().'!-)#'(

"his chapter deals with the practical procedures for carrying out this study. It gives details of

the research design to be adopted, nature of sample, sampling procedure, data collection

procedures and the final data analysis techniques that will be applied. It gives the framework

within which data was collected and analy/ $(! S$%64#(, T/"(#@-/

A sample of 2== respondents was selected basing on a table for determining sample siE. "he school administrators consisted of the head

teachers, deputy head teachers and the directors of studies, whereas, the studentsJ

representatives comprised of the school head boy, head girl and the prefect in charge of

academic affaires. 0or the heads of departments comprised the sub6ect heads of the core

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sub6ects, whereas, the *"A members consisted of chairperson, vice chairperson and secretary

of the board.

T$&4/ 51: S$%64/ S#>/

C$),'.+ P'6-4$)#'( S$%64

School Administrators 4= 43

!istrict %ducation Officers 3 3

%ducation Standards Agency Officers 5 5

School *refects 4= 43

1eads of !epartment 24> =:

*"A $embers 4= 43

T')$4 2;5 1

Simple random sampling was used to select the respondents according to their respective

groups and purposive random sampling was used to select the respondents from the groups.

5; D$)$ '-./

*rimary data@ *rimary data was the main source. !ata from the field was obtained through

the use of selfGadministered questionnaires to the respondents following systematic and

established academic procedures. 'ikert scale questions was usedF ranging from 2Q Strongly

!isagree to 7Q Strongly Agree.

Secondary data@ "o strengthen the primary data, secondary data was obtained from the

$inistry of %ducation and Sports documents such as annual reports, strategic plans and

financial reports available.

2:


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5< D$)$ C'44/)#'( I().-%/()

*rimary data was collected using a structured questionnaire that was self administered. "he

questionnaires were delivered physically to the respondents participating in the study so as to

ensure an acceptable response rate for the study. "he questionnaire were administered at the

workplace setting to diminish the effect of bias among the respondents.

57 M/$-./%/() '3 V$.#$&4/

Scalesitems from previous studies were adapted and used to measure the study variables.

I&" adoption was measured using scales adapted from Bhao C 0rank D3>>4E, whereas,

performance was measured using scales adapted from -ima C 'awler D3>>:E. (esponses to

the questions were anchored on a 7 point 'ikert scale ranging fromF 7G strongly agree, 5G

agree, 4 H not sure, 3 H disagree and 2G strongly disagree.

5= V$4#!#)+ $(! R/4#$#)+ '3 .//$." #().-%/()

+alidity of the instrument was obtained by talking to e#perts both academicians and

practitioners, consultants in the education sector. "hese were required to comment on the

relevance of the questionsitems in the instrument and &ontent +alidity Inde# were computed

to ascertain this. "he reliability of the questionnaires was improved through preGtesting of

pilot samples both from teachers and officers working in the education sector. "his enabled

the reGphrasing of some questions. Additionally, reliability of the items was measured with

the application of the &ronbach &oefficient Alpha for the computations so as to check for the

internal consistency of the items. All alpha reliabilities DRE for all scales are e#pected to score

above >.7 so as to meet the acceptance standards for research according to )unnally, D2=:;E.

2;


31/60

T$&4/ 52: R/4#$#)+ C'/33##/()

"he table above displays the reliability indicescoefficients for all constructs used in the

study. All alpha reliabilities DRE for all scales were above >.7, ranging from >.9=4 to >.:==

therefore meeting acceptance standards for research, D)unnally, 2=:;E.

5 D$)$ A($4+# $(! P.//()$)#'(

After collection of questionnaires, they were compiled, sorted, edited and coded to have the

required quality, accuracy and completeness. !ata was then entered into the computer using

the Statistical *ackage for Social Scientists DS*SS v 29.>E computer package for analysis.

"he data was cleaned and analy


32/60

iiE Unwillingness of respondents to fill questionnaires. "he researcher ensured

consistency in contacting the respondents and made sure reminders were sent to them

to fill the questionnaires.

iiiE 'imited resources, both financial and time. "his was achieved through the assistance

from friends and relatives and devoting some time for research.

ivE (espondents having a view of not obtaining any direct benefit from the research

results. "he researcher managed to convince the respondents to spare some little time

to answer the questions. "he researcher also e#plained to the respondents that since

the study would be beneficial to policy makers it would eventually benefit them.

511 E)"#$4 '(#!/.$)#'(

-hen carrying out research the following ethical considerations were followedF

iE *ermission of the people who were to be studied was sought to conduct research

involving them. -ritten or verbal informed consent from all respondents was sought

before interviews were conducted and the purpose and ob6ectives of the study were

carefully e#plained to the respondents.

iiE (espondents were informed that the study was not cause physical or emotional harm

to them

iiiE Ob6ectivity during the research was emphasi


33/60

CHAPTER FOUR

PRESENTATION AND INTERPRETATION OF FINDINGS

81 I().'!-)#'(

"his chapter presents the results of the study and interpretation of findings. "he chapter

comprised of four sections. Section one presents the sample characteristics showing, gender,

period employed, position held and level of education. 0rom the results only 2:= useable

questionnaires were returned giving a response rate of close to ;;.7. "o present the results,

the researcher began with a description of the sample characteristics using frequency

tabulation and used item means to present the results for the different ob6ectives of the study.

82 S$%64/ C"$.$)/.#)#

0requency tabulations were used to present the results of the sample characteristics which

included gender, period employed, position held and level of education. "he presentations

were made basing on the responses collected from the field.

821 G/(!/. !#).#&-)#'( '3 )"/ R/6'(!/()

"o present the gender distribution of the respondents, frequency tabulation was used by the

researcher and the results are presented in table 5.2 below.

32


34/60

T$&4/ 81: G/(!/.

F.@-(+ P.()

$ale =: 75.3

0emale ;3 57.;

T')$4 17 1000

Source: Primary data

Out of the 2:= responses collected according to table 5.2 above, 75.3 of the respondents

were male whereas, 57.; were female. 0rom the results itJs clear that there was a si>.>Source: primary data

0rom the results in table 5.3 above, the ma6ority of the respondents belonged to the 39G4>

years age group D4:.5E, 42.5 belonged to the 42G47 years age group, 22.: belonged to

the 49G5> years, =.7 belonged to the 3>G37 years age group, 7.9 belonged to the 52G57

years age group and 5.7 belonged to the 59 years above age group. "his implies that the

ma6ority of the staff in the schools were youths.

33


35/60

825 E%64'+%/() T/(-./ !#).#&-)#'(

0requency tabulation was used by the researcher to present the employment tenure

distribution of the responses collected. "able 5.4 below presents the results@

T$&4/ 85: D-.$)#'( ?'.*#(, ?#)" S"''4

0requency *ercent

'ess than 2 ?ear 34 23.;

3G4 ?ears 77 4>.:

5G7 ?ears :3 5>.3

9G2> ?ears 23 9.:

Above 2> ?ears 2: =.7

"otal 2:= 2>>.>Source: Primary data

"he results on employment tenure presented in table 5.4 above, shows that the ma6ority of

the respondents D5>.3E had been employed by schools for 5G7 years whereas, 4>.: had

been employed for a period of 3G4 years, 23.; had been employed for less than 2 year,

=.7 had been employed for over 2> years and lastly 9.: had been employed for 9G2>

years. 0rom the results, more than :> of the respondents had been employed for a period of

3G7 years which is indication that the ma6ority of the respondents were still in the e#perience

acquisition process.

828 P'#)#'( !#).#&-)#'( '3 )"/ R/6'(!/()

"he researcher used frequency tabulation to present the position distribution of the

respondents. "he results are presented in table 5.5 below.

34


36/60

T$&4/ 88: P'#)#'( "/4!

0requency *ercent

1ead teacher 2= 2>.:

1ead of department 47 2=.:*"A member 9= 4;.;

*refect 5 3.3

Other specify 72 3;.:

"otal 2:; 2>>.>


According to the results presented in table 5.5 above, 2>.: of the respondents were head

teachers, the heads of departments accounted for 2=.:, the *"A members who were the

ma6ority accounted for 4;.;, the other categories of staff accounted for 3;.: whereas,

3.3 was accounted for by prefects. 0rom the results it is clears that from the respondents

selected to comprise the sample, there was a fair distribution of the respondentsJ across the

different levels of the hierarchy.

828 H#,"/) L//4 '3 E!-$)#'( !#).#&-)#'(

"he respondent results on the highest level of education were presented using frequency

tabulation and the results are presented in table 5.7 below.

T$&4/ 8;: H#,"/) 4//4 '3 E!-$)#'(

0requency *ercent

!iploma 27 ;.5

!egree 9: 4:.5

$asters 39 25.7

*h! 2> 7.9

Other Specify 92 45.2

"otal 2:= 2>>.>


35


37/60

0rom the findings in table 5.7 above, more that 4:.5 of the respondents possessed degree

level of education, 25.7 were masters degree holders, 45.2 held other qualifications, ;.5

were diploma holders and 7.9 possessed *h! level of education. "his is indication that the

provided responses were acquired for the respondents who were knowledgeable to provide

the required information for the study.

828 S"''4 R/6'(!/() !#).#&-)#'(

"he respondent results on how the school that were part of the study provided responses were

presented using frequency tabulation and the results are presented in table 5.9 below.

T$&4/ 8>.>


According to table 5.9 above, the ma6ority of the responses were acquired from (wamurunga

&.SS D;.=E followed by /irere SS and ye


38/60

and St. Pohn (ustya SS schools which each provided a :.; response. "hese were followed

by Aisha irls, Isingiro SS and (ugaga $odern SS schools which provided :.4 response

rate each and lastly $barara 1igh and St. /ridget irls 1igh School each provided 9.:

response rate.

85 O&9/)#/ O(/: L//4 '3 ICT $!'6)#'( #( 6-&4# /'(!$.+ "''4

"o e#amine the level of I&" adoption in public secondary schools, item mean results were

generated to assess the level of I&" adoption. Using a 7 point 'ikert scale ranging between

strongly disagree, disagree, not sure, agree and strongly agree, the respondentsJ responses

were rated. "he results are presented in table 5.: below.

39


39/60

T$&4/ 87: 4//4 '3 ICT $!'6)#'( #( 6-&4# /'(!$.+ S"''4

I)% M$( S)! D

"he staff in public secondary schools possess the required competencies to operate I&"s 4.7: >.92

"he quality of services offered by public secondary schools has improved as a result of

the use I&"s 4.49 >.72

-ith the availability of I&"s, our senior management team is effective in decision

making 4.57 >.95

As a result of the combined knowledge and skills on I&"s, public schoolsJ performance

has improved 4.3> >.93

At our school, management identifies the critical management and specialist

competencies required to operate I&"s so as to meet the demands of the clients 4.7: >.9>

"o be effective, the management of our organisation has reverted to the use of I&"s to

ensure efficient service delivery 4.45 >.9>

At our organi.:2

-e use I&"s to store documents 4.9> >.:5

-e use computers to create databases for students and staff 4.99 >.:>

-e use I&"s to manage inventory 4.29 >.:2

-e use computers to track school assets 4.3> >.;3

-e use computers for records management 4.7; >.=4

&omputers are used to develop teaching time tables 4.9; >.==Our school uses I&"s to generate reports 3.=; >.=2

At our school, we use computers for communication purposes through the internet 4.3; >.::

-e use computers to acquire information required for the school 4.3: >.:7

A.$, 588 071


0rom the results in table 5.: above on the level of I&" adoption in public schools, it was

revealed that the staff in public secondary schools to some level possessed the required

competencies to operate I&"s D$eanQ4.7:E, the management in schools identified the critical

management and specialist competencies required to operate I&"s so as to meet the demands

of the clients D$eanQ4.7:E, the core competencies of I&"s were clearly defined

D$eanQ4.95E, the schools used I&"s to develop documents for different activities

3:


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D$eanQ4.:5E, store documents D$eanQ4.9>, create databases for students and staff

D$eanQ4.99E, for records management D$eanQ4.7;E and develop teaching time tables

D$eanQ4.9;E. According to the low global mean results of 4.55, this is confirmation that the

level of I&" adoption in public secondary schools was still low

88 C"$44/(,/ '3 ICT $!'6)#'( #( 6-&4# /'(!$.+ "''4

"o study the challenges of I&" adoption in public secondary schools, item mean results were

generated to assess the challenges of I&" adoption. Using a 7 point 'ikert scale ranging, the

respondentsJ responses were rated. "he results are presented in table 5.; below.

3;


41/60

T$&4/ 8=: C"$44/(,/ '3 ICT $!'6)#'( #( 6-&4# /'(!$.+ "''4

$ean Std. !ev

"he high cost of setting up and maintaining I&"s hinders the adoption of I&"s 4.79 >.7>=2

Inadequate funds is a barrier to I&"s adoption 4.9: >.722;9

'ack of support from top management is a barrier to achieving the full potential of

I&"s 4.4: >.:79:

Inadequate knowledge in implementing the system hinders I&"s adoption 4.7> >.9>>49

"he lack of applicationssolutions for users undermines I&"s adoption 4.7> >.7=379

'ack of e#pertiseDsE in I" to operate I&"s undermines achieving the full potential of

I&"s 4.:2 >.:294=

Insufficient financial support for I&"s hinders effective I&"s adoption 4.77 >.7=39;

*roblems with time management of I&"s implementation process undermines I&"s

adoption 4.57 >.93;3

"he need to work with other stakeholders constrains adoption of I&"s 4.32 >.:52:5

"he lack of information technology DI"E support undermines I&"s adoption 4.54 >.7==>7

)o suitable I&"s or software may hinder I&"s adoption 4.4; >.9:=53

!ifficulty in changing the organi.9:7;9As a result of a lot of paper work that is difficult to computeri.9:3

lack of awareness and understanding of I&"s undermines I&"s adoption 4.:> >.97:>3

lack of human resources hinders I&"s adoption 4.95 >.9745:

'ack of comprehensive legal framework hinders I&"s adoption 4.45 >.9:=92

language barriers hinder computeri.7957;

lack of resources and knowledge hinders I&"s adoption 4.93 >.9;:95

lack of trust in the I&"s hinders I&"s adoption 4.4: >.75>>=

lack of recognition of the potential to improve business appropriate to the effort and

costs of adoption hinders I&"s adoption 4.7= >.7=49;

lack of understanding of the reali


42/60

0rom the results in table 5.; above, among the challenges of I&" adoption in public schools

includedF high cost of setting up and maintaining I&"s D$eanQ4.79E, inadequate funds

D$eanQ4.9:E, 'ack of e#pertiseDsE in I" to operate I&"s D$eanQ4.:2E, Insufficient financial

support for I&"s DmeanQ4.77E, I&"s not being perceived as an advantage at all D$eanQ4.72E,

lack of commitment and involvement by all employees D$eanQ4.92E and lack of I&"s

technical staff D$eanQ4.74E. 'ikewise, lack of awareness and understanding of I&"s

D$eanQ4.:>E, lack of human resources D$eanQ4.95E, language barriers D$eanQ4.9=E, lack of

resources and knowledge D$eanQ4.93E and lack of understanding of the reali


43/60

T$&4/ 8: C"$44/(,/ '3 ICT $!'6)#'( #( 6-&4# /'(!$.+ "''4

$ean Std. !ev

In order to ensure effective implementation of I&"s, the sources of funds to cover the

costs of setting up and maintaining I&"s should be identifies 4.99 >.7:

"here should be mobili.:>

"here should be training of staff on how to operate and appreciate the I&"s 4.92 >.99

"here should be attitude change among staff as a means of embracing the I&"s 4.7> >.93

Sourcing for the required e#pertiseDsE in I" to operate the I&"s enhances the

effectiveness of the I&"s 4.9> >.:9

"ime management should be observed at the implementation stage of the I&"s 4.39 >.9:

Stakeholder involvement at different stages of the implementation process improves the

efficiency of the I&"s 4.97 >.93

"here should be adequate information technology DI"E support for effective I&"s

performance 4.47 >.9:

"he suitable I&"s or software should availed in order to achieve the full potential of

I&"s 4.53 >.:3

%fforts to align staff perceptions about the advantages of the I&"s enhances the

acceptance of the I&"s 4.94 >.95

In order to reali.94

0ollowing a standardi.93

In order to strengthen the effectiveness of the I&"s, there should be an effort to ensure

proper record keeping 4.74 >.9>

As a result of seeking simplicity and not comple#ity in goal and path, the I&"s has

progressed rapidly. 4.5> >.99

A.$, 58 0


44/60

the costs of setting up and maintaining I&"s should be identifies D$eanQ4.99E, training of

staff on how to operate and appreciate the I&"s D$eanQ4.92E, attitude change among staff as

a means of embracing the I&"s D$eanQ4.7>E, Sourcing for the required e#pertiseDsE in I"

D$eanQ4.9>E, stakeholder involvement at different stages of the implementation process

DmeanQ4.97E, efforts to align staff perceptions about the advantages of the I&"s

D$eanQ4.94E, there is focus on set goals D$eanQ4.97E and efforts to ensure proper record

keeping should be emphasi


45/60

CHAPTER FIVE

DISCUSSION CONCLUSION AND RECOMMENDATIONS

;1 I().'!-)#'(

"his chapter presents the discussion, conclusions, and recommendations arising out of the

research findings in chapter four and suggests areas for further study.

;2 D#-#'( '3 F#(!#(,

;21 L//4 '3 ICT $!'6)#'( #( 6-&4# /'(!$.+ "''4

"he findings on the level of I&" adoption in public schools revealed that the staff in public

secondary schools to some level possessed the required competencies to operate I&"s, the

management in schools identified the critical management and specialist competencies

required to operate I&"s so as to meet the demands of the clients, the core competencies of

I&"s were clearly defined, the schools used I&"s to develop documents for different

activities, store documents, create databases for students and staff, for records management

and develop teaching time tables. In line with the findings, &asolaro and obbi D3>>:E

contend that the global changes have compelled both public and private organisations to

adopt I&"s in order to cope with these changes in the environment. I&"s adoption by

organisations provides means to access, process and distribute greater amounts of

information to the concerned personnel within an organi


46/60

!e /erranger D3>>3E argued that the contributing factors for I&"s adoption by organisations

can be categori>5E contend that I&"s adoptions by public

organisations are faced with many challenges especially poor I&"s infrastructure, lack of

I&"s technical and managerial capacity. In addition, lack of awareness and understanding of

I&"s are also considered as obstacles among organisations in adopting I&"s to enhance their

work processes. In addition lack of human resources, comprehensive legal framework,

language barriers and lack of confidence and trust in new technologies by organisations are

the main barriers of I&"s adoption. Stockdale and Standing D3>>3Eargued that the barriers to

I&"s adoption by organisations includes lack of resources and knowledge, the skills levels of

business operators, lack of trust in the I&"s and lack of recognition of the potential to

improve business appropriate to the effort and costs of adoption and lack of understanding of

the reali


47/60

costs of setting up and maintaining I&"s, training of staff on how to operate and appreciate

the I&"s, attitude change among staff as a means of embracing the I&"s, sourcing for the

required e#pertiseDsE in I", stakeholder involvement at different stages of the implementation

process and focus on set goals. In agreement with the findings, 1arwood D3>>9E asserts that

itJs quite difficult to decide on the strategies of mitigating the challenges of I&" adoption

especially for those organisations who are going to adopt I&"s for the first time. "herefore,

there is need to take lessons from the past I&" adoption of other organisations that took place

in the market between by other organisations and proved to be successful. "herefore,

communication is of utmost importance in every stage of the I&" adoption process, and is the

key to its success. It is very important for management to communicate clearly and regularly

to all employees the implications of I&" adoption, including the planned changes to working

practices and organiE. Individual counseling on personal ad6ustment and stress coping strategies

can assist the employees to Lsolve the problems associated with I&" adoption stressF

recommend, demonstrate and initiate coping with I&" adoption stress strategiesF or improve

the employeeLs mastery,L Dilpatrick, 3>>>E.

47


48/60

7.4 &onclusion

In general, the findings on the level of I&" adoption in public secondary schools revealed

that the staff in public secondary schools to some level possessed the required competencies

to operate I&"s, the management in schools identified the critical management and specialist

competencies required to operate I&"s so as to meet the demands of the clients, the core

competencies of I&"s were clearly defined, the schools used I&"s to develop documents for

different activities, store documents, create databases for students and staff, for records

management and develop teaching time tables. "his is indication that the public schools

needed to draw a lot of attention on the I&" adoption process putting a lot of emphasis on

needs identification, the required resources for in put, information sharing and

implemenation. "his will enhance the sustainability of the schools in the long run.

Among the challenges identified by during the study were the high cost of setting up and

maintaining I&"s, inadequate funds, lack of e#pertiseDsE in I" to operate I&"s, insufficient

financial support for I&"s, I&"s not being perceived as an advantage at all, lack of

commitment and involvement by all employees and lack of I&"s technical staff. "his is

confirmation that the schools had failed to understudy the entire process that should be

followed during I&" adoption which left pertinent issues to be resolved not addressed and

resulted into having ma6or constraints during I&" adoption.

Among the strategies to mitigate the challenges of I&" adoption in public secondary schools

were to identify the sources of funds to cover the costs of setting up and maintaining I&"s,

training of staff on how to operate and appreciate the I&"s, attitude change among staff as a

means of embracing the I&"s, sourcing for the required e#pertiseDsE in I", stakeholder

involvement at different stages of the implementation process and focus on set goals.

49


49/60

7.5 (ecommendations

On the basis of the findings of the study, the following are the recommendations were drawn@

iE "he school management should put a lot of emphasis on ensuring that the persons in

leadership positions possess the ability to influence the activities of others positively,

initiate structures Dsuch as goal settingE, which will enable the schools to successfully

overcome mutual problems and achieve their I&" goals.

iiE "here should be continuous reviews of the I&" operations of the schools through

monitoring and evaluation as this will ensure checks and balances and also help

identify the gaps still eminent in the I&" adoption processes of the schools.

iiiE "here should be active participation approach by all stakeholders in the schools

during I&" adoption decision making as this will create a pool of ideas from which

decisions are drawn and consequently help the schools overcome the challenges being

faced in after month of I&" adoption.

ivE 1aving in place effective governance structures will greatly contribute to the closure

of the I&" adoption gaps. "herefore, managements should ensure that the current

structures provide for backward and forward linkages which benefit the schools.

vE $anagements of the schools should develop a training programme for the staff to

impart knowledge and skills in I&" usage. "he training should be continuous, focused

and there should be mechanisms of evaluating its effectiveness.

viE "hrough new idea generation and innovative activity among stakeholders,

management should encourage staff to come up with ideas that will help the schools

overcome the challenges faced during I&" adoption.

4:


50/60

viiE In order to overcome the challenges of I&" adoption, management should build teams

to benchmark from other organisations that have managed well the I&" adoption

process and thereafter embark on research and envelopment to help the schools

overcome the challenges of I&" adoption.

viiiE As a way of learning from the past, the company should always carry out adequate

research in case of any innovations and advancements in I&" in future to avoid a

replica of the mistakes that were made during the I&" adoption process.

4;


51/60

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!ducation, 43 D3E, pp. 32=G343.

)diku, '. D3>>4E. The problem encountered by school personnel in the implementation o# computeruse in secondary schools in asin 7ishu 2istrict. Unpublished thesis@ $oi University,

%idoret.

)itda D3>>4E. Use I"@ )ational Information "echnology !evelopment Agency, Abu6a )igeria.

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Okebukola, *. D2==:E. Old, new, and current technology in education. '!S08 $#rica 1, D27E@ :G

2;.

Okebukola, *. D3>>5E. %Glearning in varsities, others underway, )U& boss lists strategies. The

7uardian D23 OctoberE@ 47, 4=.

Okwudishu, &.1. D3>>7E.$(areness and use o# in#ormation and communication technology 4-0T5

among /illage secondary school teachers in $niocha South Local 7o/ernment $rea o# 2elta

State. Abraka@ !elta State University. Unpublished /.Sc. D'ISE pro6ect.

*lante, P., C /eattie, !. D3>>5E. &onnectivity and I&" integration in &anadian elementary and

secondary schools@ 0irst results from the Information and &ommunications "echnologies in

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to use I&", $iranda)et. [email protected]

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APPENDI I

QUESTIONNAIRE

Dear Respondent,

I am carrying out a study on Improving the Performance of Secondar Schoo! Ed"cation thro"gh I#T Adoption$ A #ase of

P"%!ic Secondar Schoo!s in &%arara District'. You have been selected as one of the respondents on this subject. The

information you give is purely for academic purposes and will be treated with utmost confidentiality. Kindly answer these questions

personally and not through others so that we can be able obtain correct & accurate data.

P!T" #$%$! I%'(!)TI(%

*. +hat is your gender,

-. ge of !espondent

. /ow long have you been an employee at the 0chool,

1. Position /eld

2. +hat is the highest level of education you have attained,

&a!e (ema!e

)*+) rs )-+.* rs ./+. rs .-+0* rs 0/+0 rs 0-rs 1 a%ove

2ess than / ear ) 3 . rs 0 3 rs - 3 /* rs A%ove /* rs

4ead Teacher 4ead of Department PTA mem%er Prefect

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Please indicate the e3tent of your agreement with statements listed below ranging from 24 strongly agree 5067 14 agree 567

not certain 5%867 - disagree 5967 *4 strongly disagree 5096.

Dip!oma 5)6 Degree 5.6 &asters 506 PhD56

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Section II$ 2eve! of I#T adoption in p"%!ic secondar schoo!s

Please indicate by tic:ing in the appropriate bo3 to what e3tent the items are relevant;or not to the following statements below.5Key" 14relevant 5!67 4quite relevant 5

Item R QR SR NR

The staff in public secondary schools possess the required competencies to operate I8Ts 1 - *

The quality of services offered by public secondary schools has improved as a result of the use I8Ts 1 - *

+ith the availability of I8Ts7 our senior management team is effective in decision ma:ing 1 - *

s a result of the combined :nowledge and s:ills on I8Ts7 public schools= performance has improved 1 - *

t our school7 management identifies the critical management and specialist competencies required tooperate I8Ts so as to meet the demands of the clients

1 - *

To be effective7 the management of our organisation has reverted to the use of I8Ts to ensure efficientservice delivery

1 - *

t our organi>ation7 the core competencies of I8Ts are clearly defined 1 - *

The management of our school ensures that the I8T competencies required by staff are adequate andappropriate

1 - *

t our school7 we use I8Ts to develop documents for different activities 1 - *

+e use I8Ts to store documents 1 - *+e use computers to create databases for students and staff 1 - *

+e use I8Ts to manage inventory 1 - *

+e use computers to trac: company assets 1 - *

+e use computers for records management 1 - *

8omputers are used to develop teaching time tables 1 - *

(ur school uses I8Ts to generate reports 1 - *

t our school7 we use computers for communication purposes through the internet 1 - *

+e use computers to acquire information required for the school 1 - *

Section III$ #ha!!enges of I#T adoption in p"%!ic secondar schoo!s

Please indicate by tic:ing in the appropriate bo3 to what e3tent the items are relevant;or not to the following statements below.5Key" 14relevant 5!67 4quite relevant 5

Item R QR SR NR

The high cost of setting up and maintaining I8Ts hinders the adoption of I8Ts 1 - *

Inadequate funds is a barrier to I8Ts adoption 1 - *

ac: of support from top management is a barrier to achieving the full potential of I8Ts 1 - *

Inadequate :nowledge in implementing the system hinders I8Ts adoption 1 - *

The lac: of applications;solutions for users undermines I8Ts adoption 1 - *

ac: of e3pertise5s6 in IT to operate I8Ts undermines achieving the full potential of I8Ts 1 - *

Insufficient financial support for I8Ts hinders effective I8Ts adoption 1 - *

Problems with time management of I8Ts implementation process undermines I8Ts adoption 1 - *

The need to wor: with other sta:eholders constrains adoption of I8Ts 1 - *

The lac: of information technology 5IT6 support undermines I8Ts adoption 1 - *%o suitable I8Ts or software may hinder I8Ts adoption 1 - *

9ifficulty in changing the organi>ation=s culture hinders achieving the full potential of I8Ts 1 - *

The fear of changing the way staff are do things7 hinders I8Ts adoption 1 - *

I8Ts not being perceived as an advantage at all hinders achieving the full potential of I8Ts 1 - *

ac: of commitment and involvement by all employees hinders achieving the full potential of I8Ts 1 - *

s a result of a lot of paper wor: that is difficult to computeri>e7 achieving the full potential of I8Ts areundermined

1 - *

lac: of I8Ts technical staff undermines I8Ts adoption 1 - *

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lac: of managerial capacity hinders I8Ts adoption 1 - *

lac: of awareness and understanding of I8Ts undermines I8Ts adoption 1 - *

lac: of human resources hinders I8Ts adoption 1 - *

ac: of comprehensive legal framewor: hinders I8Ts adoption 1 - *

language barriers hinder computeri>ation during investment 1 - *

lac: of resources and :nowledge hinders I8Ts adoption 1 - *lac: of trust in the I8Ts hinders I8Ts adoption 1 - *

lac: of recognition of the potential to improve business appropriate to the effort and costs of adoptionhinders I8Ts adoption

1 - *

lac: of understanding of the reali>able benefits hinders I8Ts adoption 1 - *

Section I7$ Strategies to improve I#T adoption in p"%!ic secondar schoo!sPlease indicate by tic:ing in the appropriate bo3 to what e3tent the items are relevant;or not to the following statements below.5Key" 14relevant 5!67 4quite relevant 5

Statement R QR SR NR

In order to ensure effective implementation of I8Ts7 the sources of funds to cover the costs of setting upand maintaining I8Ts should be identifies

1 - *

There should be mobili>ation of financial resources required to setup the I8Ts 1 - *

0upport from top management is important in achieving the full potential of I8Ts 1 - *

There should be training of staff on how to operate and appreciate the I8Ts 1 - *

There should be attitude change among staff as a means of embracing the /!I0 1 - *

0ourcing for the required e3pertise5s6 in IT to operate the I8Ts enhances the effectiveness of the I8Ts 1 - *

Time management should be observed at the implementation stage of the I8Ts 1 - *

0ta:eholder involvement at different stages of the implementation process improves the efficiency of theI8Ts

1 - *

There should be adequate information technology 5IT6 support for effective I8Ts performance 1 - *

The suitable I8Ts or software should availed in order to achieve the full potential of I8Ts 1 - *

$fforts to align staff perceptions about the advantages of the I8Ts enhances the acceptance of the I8Ts 1 - *

In order to reali>ed the benefits of the I8Ts7 there should be commitment and involvement by allemployees

1 - *

To ensure successful performance at the I8Ts7 the management should set realistic deadlines 1 - *

In order to enhance the performance of the I8Ts7 there is focus on set goals 1 - *

'ollowing a standardi>ed process has done a lot in improving the effectiveness of the I8Ts 1 - *

)anagement should enable better integration of the I8Ts activities in order to improve the effectivenessof the school

1 - *

In order to strengthen the effectiveness of the I8Ts7 there should be an effort to ensure proper record:eeping

1 - *

s a result of see:ing simplicity and not comple3ity in goal and path7 the I8Ts has progressed rapidly. 1 - *

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Documents

ICT in the secondary school system