http://ir.mu.ac.ke:8080/jspui/handle/123456789/64 2026-06-28T06:03:59Z http://ir.mu.ac.ke:8080/jspui/handle/123456789/10277 English language teachers’ competence in integrating information and communication technology in secondary school teaching in Kenya Wanyonyi, Michelle Nekoye; Khaemba, Ongeti; Masinde, Robert The integration of Information and Communication Technology (ICT) has become a critical component of effective teaching and learning in contemporary education systems. This study examined the competence of English language teachers in integrating ICT in secondary school teaching in Kenya with a view to enhancing the achievement of curriculum goals. The study was conducted in Kimilili Sub-county, Bungoma County, Kenya, and adopted a descriptive phenomenological cross-sectional research design within a mixed-methods approach. The target population comprised 272 teachers of English and approximately 6,800 Form Three learners drawn from 34 public secondary schools. Data were collected using questionnaires, focus group discussions, and face-to-face interviews and analysed descriptively according to emerging themes. The findings revealed that teachers acquired ICT competence through pre-service teacher training, in-service courses, workshops, seminars, and peer interactions. Workshops and seminars were reported by 80% of the teachers as the primary avenues for ICT skills acquisition. Despite the availability of ICT resources such as mobile phones, laptops, desktop computers, projectors, and tablets in most schools, only a small proportion of teachers demonstrated adequate competence in integrating ICT into classroom pedagogy. Many teachers reported limited confidence in using ICT and perceived ICT integration as difficult and time-consuming. Inadequate infrastructure, limited technical support, insufficient training opportunities, unreliable internet connectivity, and inadequate institutional support further constrained effective ICT integration. Conversely, learners generally expressed positive attitudes towards ICT-supported learning activities. The study concludes that teachers’ competence significantly influences the successful integration of ICT in English language teaching. It recommends continuous professional development programmes, improved ICT infrastructure, enhanced technical support services, and increased investment in teacher capacity building to promote effective and sustainable ICT integration in secondary school education. 2026-01-01T00:00:00Z http://ir.mu.ac.ke:8080/jspui/handle/123456789/10275 Classroom assessment: interrogating teachers’ assessment practices and competence Dingili, Rodgers; Mugera, Erick Introduction: Curricular reforms call for a paradigm shift in the way teachers conduct assessment. This paper is a report of a study that was carried out in the year 2024 interrogating teachers’ assessment practices and competence in classroom assessment. Methods: The study adopted a qualitative research methodology and a multiple case study research design. The target population consisted of teachers at grade four in Turkana county, Kenya. Purposive sampling was used to select nine public schools to participate in the study. One teacher in every school was selected through convenience sampling method. A total of nine teachers participated in the study. Data was generated using interviews and analyses inductively through the grounded method of analysis. Results and discussion: The study established that; class exercises, oral questions and observations were the frequently used assessment practices. In relation to teacher competence in assessment, it was found that teachers expertly applied theoretical-assessment techniques. In few instances where they used varied assessment tools, integrated and authentic assessment techniques, the assessment process remained unstandardized, unrecorded and unreported. There is thus need for lengthy CBC training so as teachers familiarize with requisite assessment skills for effective classroom assessment. This study thus informs teacher preparation programs at pre-service and in-service levels. 2026-01-01T00:00:00Z http://ir.mu.ac.ke:8080/jspui/handle/123456789/9622 Challenges and opportunities in East African doctoral supervision Chang’ach, John K.; Barasa, Mercy Chemutai; Rugut, Cornelius; Ronoh, Janet; Chemwor, Ezekiel In a changing doctoral supervision environment, challenges and opportunities in doctoral supervision need to be better understood to provide the right support for quality doctoral supervision. This paper offers a contextual literature review of the challenges and opportunities in the East African higher education landscape. It is demonstrated that despite the new approaches that have emerged over time on effective doctoral supervision, universities in East Africa still face low graduate completion rates and poor research output. This emerges from key challenges including poor student-supervisor relationships, differences in research orientation between students and their supervisors, and administrative issues including a shortage of doctoral supervisors, high supervisor workload, and inadequate administrative support. Nonetheless, several opportunities for improving doctoral supervision in East Africa are identified including capacity building, collaborative supervision, and leveraging of technology. It is therefore recommended that Universities take advantage of emerging solutions to challenges in doctoral supervision especially inter- university collaboration and capacity-building. 2024-01-01T00:00:00Z http://ir.mu.ac.ke:8080/jspui/handle/123456789/9616 Integration of Information and Communication Technology in instruction of Geography Mwaluko, Frank Zakaria; Musamas, Josephine; Tarmo, Albert Paulo Information and Communication Technology (ICT) has become a significant aspect of teaching and learning. Despite its significance, ICT is not fully integrated into the teaching and learning of Geography in Tanzania. The purpose of this study was to investigate ICT integration in teaching and learning of Geography in public secondary schools in Manyoni district, Tanzania. The objectives were: to establish ICT resources available for teaching and learning Geography; to assess Geography teachers’ preparedness to integrate ICT in teaching and learning and to determine the frequency and use of ICT resources in the teaching and learning of Geography. The Technological Acceptance Model (TAM) by Fred Davis guided the study. The target population for this study was all the public secondary schools in Manyoni district which has a total of 16 schools. The study used simple random sampling to select 9 secondary schools and 185 students in addition to purposively selected 30 Geography teachers and 9 headteachers as the study respondents. The study adopted a pragmatic paradigm and used a mixed-methods research approach. A concurrent triangulation mixed design was used where data was collected using questionnaires, document analysis, interviews and observation schedules. The quantitative data were analyzed by descriptive statistics using frequencies, tables and percentages, while qualitative data were analyzed thematically through content analysis. The study revealed that ICT resources for instruction of Geography in secondary schools were insufficient, Geography teachers had limited ICT skills, and many Geography teachers had never used ICT in their teaching. This study concluded that a number of factors have interacted to negatively impact and retard the integration of ICT in the instruction of Geography in secondary schools in Tanzania. The study therefore recommended that a serious effort should be put in by the different stakeholders to increase the provision of ICT tools to all schools and Geography teachers to be encouraged through in-service training to acquire not only skills but also enthusiasm to enable them effectively integrate ICT in their teaching. 2023-01-01T00:00:00Z