Influence of teachers attitude on ict implementation in kenyan universities

Abstract

Universities worldwide have been implementing ICT in their curriculum due to the global demand to acquire and access skills and knowledge by learners in the 21st century. Information and Communication Technology (ICT) has increasingly become essential in our daily lives and educational institutions for teaching and learning processes. Teachers being pivotal in instruction, have experienced a myriad of challenges to enhance access, efficiency, and quality. Their attitudinal capacity being very crucial has not been empirically evaluated to ascertain its influence. The study adopted descriptive survey design and used quantitative research procedures. Stratified random sampling procedure was used to select 475 teachers in Kenyan University and data was collected using structured questionnaires.Quantitative data was analyzed using descriptive, factor analysis, inferential statistics, ANOVA as well as regression in Statistical Package for Social Science. The study had 86.4 % response rate and data collected passed normality by Kolmogorov-Smirnov and Shapiro-Wilk Tests criteria as well as normal quantile plots with the Kolmogorov-Smirnov test of (P = 0.78) and Cronbach’s Alpha score of 0.841. Descriptive results revealed that a mean score for the attitude scale of 80.23 with a standard deviation of 0.403 The analysis revealed that 58.3% (277) of the participants had positive towards ICT implementation.On Factor analysis, five factors with an Eigen value greater than 1 were identified using the Scree test. The identified factors accounted for a total of 53.71% of the variance in scores. The first factor (eigenvalue = 7.23) accounted for 36.14% variance in the responses. The second factor had an eigenvalue of 2.087 and 10.43% variance, factor 3 (eigenvalue = 1.42) accounted for 7.12%. In addition, a binary logistics regression analysis was conducted to predict influencing factors or categorical variables on ICT implementation and the results showed that teachers’ with positive attitude towards ICT implementation were almost two times likely to implement ICT than those with negative attitude [OR = 1.966, 95% C.I. (1.271–3.041), p = 0.002].Therefore, based on these findings, research established that teachers’ attitudes had a significant influence on ICT implementation. Therefore, teachers need support and motivation by providing adequate infrastructure, in-service, and refresher training courses to equip them with knowledge and skills, thus influencing their attitude on ICT.

Keywords

• ICT implementation
• teachers’ attitude
• universities
• TPACK model