| dc.description.abstract | This study was to investigate the effect of JCT on teaching and learning and student achievement in public secondary schools in Kisii South Sub-County in Kenya. The specific objectives of the study were; to find out availability and utilization of JCT infrastructure for teaching and learning; determine the challenges faced by teachers when teaching with the use of JCT and its use on student's achievement. The study employed a descriptive survey design. A study population of 2504 was used for the study. A sample size of 281 respondents was involved in the study in which the total students' sample from 8 schools was 240 (30 per school) out of a student population of 2400. Four teachers were randomly selected from each school giving a total sample of 32 out of 96 teachers in the8 schools. All the 8 principals of the 8 selected schools and the District Quality Assurance and Standards Officer (DQASO) were included in the study. Purposive sampling was used to select 8 from a list of 24 schools organized in order of their performance in KCSE 2011. Simple random sampling was used to select the 30 students from each school. In mixed schools, stratified random sampling was used to select the students with the sampling strata being student's gender. Qualitative and quantitative data was collected using questionnaires, interview and observation schedules. The data collection instruments were piloted in the neighboring Kisii Central Sub-County and split-half method was used to assess the reliability while validity of the research instruments was assured through the expert advice of the supervisors. Descriptive statistics was used to analyze quantitative data while qualitative data obtained was analyzed thematically and conclusions drawn. Tables, bar graphs and charts were used to present analyzed data. The time frame for the study was three months. The findings of the study indicated that schools which had integrated JCT in teaching and learning posted higher academic grades in their internal and national examinations. Teachers who had higher qualification in JCT integration were more able to effectively utilize ICT tools for better academic performance than those who had low or no qualifications. The study further found that ICT integration in education makes teaching and learning more interesting among teachers and students. Most teachers had a positive attitude towards the use of ICT in the teaching and learning process. The study findings indicate that students liked the manner in which ICT use made learning interesting and self-driven. Students liked the use of JCT tools for easy, accurate and fast marking, processing and storage of marks in schools. This study, however, established that in most schools, teachers are not qualified enough to fully and effectively integrate ICT in teaching and learning. The study found that most schools were yet to adopt JCT use due to the prohibitive cost of the ICT tools. It was further found that ICT tools available in most schools could not match the high enrollment in those schools hence affecting the accessibility of the tools. There were neither schools nor district policies on the procurement and sustainability of the ICT tools. This poses a threat to the ICT tools already available in some of the schools. The study concluded that more schools had not set up ICT infrastructure, hampering the implementation of JCT integration to aid academic performance management. Those that had adopted JCT in teaching and learning were more efficient at 5% level of significance. There is need for the Ministry of Finance to offer special tax waivers on the cost of ICT infrastructure meant for teaching and learning to encourage more schools procure and use them. | en_US |