The Influence of Teachers' Pedagogical Beliefs on the Utilization of ICT Resources in Chemistry Teaching in Public Secondary Schools in West Pokot Sub-County, Kenya.
Abstract
The study focused on how pedagogical beliefs of teachers of chemistry affect how they utilize ICT resources while teaching chemistry in public secondary schools in West Pokot Sub-County, Kenya. Three hundred and eighty-one respondents took part in the study. Ten secondary schools were involved. Purposive and stratified random sampling techniques were used to obtain a sample of 328 third form students, 43 teachers of chemistry and 10 principals. Questionnaires, interview schedules, document analysis guide and observation checklists were used to collect data. Qualitative data was analysed thematically while quantitative data was analysed using the SPSS version 24. Study findings revealed that teachers used ICT resources though not often in a teacher centred approach; even though they held constructivists pedagogical beliefs; espoused positive attitude regarding use of ICT resources and had basic computer knowledge/skills. The study recommended that more INSETs be organized to prepare teachers; Provision of adequate ICT resources/facilities; development and implementation of school ICT policies and finally installation of internet hot spots in all schools by the government, NGO’s, among other benefactors.
Keywords
ICT resources utilization, pedagogical beliefs, teacher attitude, computer competence.
Citation
Wanyonyi, R.E., Nyabero, C., & Emoit, D. (2024, October). The influence of teachers' pedagogical beliefs on the utilization of ICT resources in chemistry teaching in public secondary schools in West Pokot Sub-County, Kenya. Journal of Africana Articles, 2(19), 1-9. DOI: https://doi.org/10.5281/zenodo.13983089
