Influence of ICT-Supported English lessons on English Performance in National Examinations in Public Secondary Schools in Lilongwe West Division, Malawi

This study investigated influence of ict-supported english lessons on english performance in national examinations in public secondary schools in Lilongwe west Division, Malawi. The study was guided by five research question: What is the level of ICT integration in English instruction in public secondary schools in Lilongwe West Division? The study was anchored on Constructivist Learning Theory as advanced by Jean Piaget. The study employed a mixed methods approach, specifically a convergent design, using a cross-sectional survey and phenomenology designs for quantitative and qualitative data collection respectively. The target population included: 47 public secondary schools, 47 head teachers, 94 English teachers, 2,850 form four students, and one Education Division Manager from Lilongwe West Division. The study adopted stratified sampling to sample 10 public secondary schools, simple random sampling to sample 48 form four English teachers, systematic sampling to sample 285 form four students, purposive sampling to include 10 head teachers and one education division manager to ensure fair representation of different categories of respondents. The study employed questionnaires for teachers, interviews for head teachers and education division manager, focus group discussions for students, document analysis guide, and observation guide to gather data. Reliability was confirmed using Cronbach’s Alpha coefficient of 0.80. Quantitative data was analyzed using descriptive and inferential statistics while qualitative data was subjected to thematic content analysis. Ethical considerations were observed. The ICT supported English lessons improved the learners’ engagement, access to learning resources and English performance in national examinations. The study pointed out that ICT use improves language learning and academic results with adequate infrastructure and teacher competence support. It implies better ICT facilities, providing teachers with digital pedagogy and promoting continuity in the use of technology in teaching English.