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ADOPTION OF INFORMATION AND COMMUNICATION TECHNOLOGY IN
IMPROVING TEACHING AND LEARNING IN MARIST SECONDARY SCHOOLS IN
THE DEMOCRATIC REPUBLIC OF CONGO
Br. SAFARI KABWIKA RICHARD
THE CATHOLIC UNIVERSITY OF EASTERN AFRICA
OCTOBER 2018
i
ADOPTION OF INFORMATION AND COMMUNICATION TECHNOLOGY IN
IMPROVING TEACHING AND LEARNING IN MARIST SECONDARY SCHOOLS IN
THE DEMOCRATIC REPUBLIC OF CONGO
Br. SAFARI KABWIKA RICHARD
A Thesis Submitted to the Department of Post Graduate Studies in Education in Partial
Fulfilment of the Requirements for the award of Masters Degree in Educational
Administration and Planning
THE CATHOLIC UNIVERSITY OF EASTERN AFRICA
OCTOBER 2018
ii
iii
DEDICATION
To all Congolese children, men and women, who are yet to benefit from the world of Information
and Communication Technology, and to the Marist Brothers family.
iv
ABSTRACT
This research assessed the adoption of Information and Communication Technology to improve
teaching and learning in the Marist Secondary Schools of the Democratic Republic of Congo. The
purpose of the study was to shade light on the way ICT is being implemented and how it is used to
improve teaching and learning. The study examined the perception of principals, teachers and
students on ICT in teaching and learning, the skills and knowledge of ICT among the target
population and its use in improving teaching and learning. While identifying the ICT tools used by
the target population, it also identified the challenge faced by ICT adoption and possible solutions
to solve them. The study was based on Rogers’ diffusion theory of innovation and the TPACK
theory developed by Koehler and Mishra. In a descriptive study, the use of a convergent parallel
mixed method was adopted to conduct the study. The target population included 7000 students,
367 teachers, from which a sample of 378 students, 50 teachers, the seven principals and the
coordinator of the Marist schools were selected to participate in the study. To obtain a
representative sample of participants the study used the stratified, simple random and purposive
sampling techniques. Data was collected using questionnaires, interview guide and observation
check list and were subjected to both content and face validity. Cronbach alpha technique
determined reliability of quantitative instruments. Peer and external reader were used to insure the
credibility of the interview guide and the observation checklist. Data were analysed and qualitative
findings were presented in narrative while quantitative data were analysed using SPSS version 23
for descriptive and inferential findings. The key findings of the study showed that principals,
teachers and students have a positive perception of ICT adoption in improving teaching and
learning. The study established that principals had good skills to use ICT tools for office work but
teachers were poorly skilled in using ICT tools. Students were familiar with ICT tools but not
fully using them for learning purposes. ICT infrastructure was adequate for administration and
office work but very poor or inexistent in some cases for teaching and learning; making
insufficient and poor utilisation of ICT tools to be among the challenges facing ICT adoption in
Marist secondary schools, alongside unreliable electricity, lack of training for teachers and poor
guidance of students in ICT use. The study also established that younger and highly qualified
teachers had better skills in ICT and male students were more skilled than female students. The
study recommended to MSS to have a common ICT strategic plan, acquire ICT tools for teachers
and students and train its teachers in acquiring ICT skills to gain confidence in using the available
tools and the others which will be acquired in the classroom among the strategies for the adoption
of ICT in the institutions concerned by the study.
v
ACKNOWLEDGEMENT
My first gratitude is to God the giver of all knowledge, and for his loving care and
protection trough out my life and particularly during the period of studies and research. My
sincere thanks for my families, both biological and religious, for their support, especially the
Marist Brothers in DRC, who trough sacrifice and hard work, I got the opportunity and finances
for my studies, and to the Marist community of Rumi. Special thanks for the support I received
from the entire CUEA community during my studies, especially to my Supervisors Sr. Dr.
Elisabeth Piliyesi and Dr. Jared Anyona, who provided me with professional guidance to complete
this work. My gratitude to CUEA research department especially Professor Steven Mailu for his
guidance during data analysis, the library team and all external readers who contributed with
academic documentation and advice. My sincere thanks to Professor Joseph Kavulia and Professor
Marcella Momanyi who gave themselves heartedly for a professional reading and editing of this
work. I would like to convey a profound appreciation to all my classmates and colleagues
particularly Francis, Linda, Leonard, Patrick, John, Frida, who day after day were good
companions in this academic journey. I am very grateful to all Marist staff and students of DRC
who provided the data for this study. Your participation and contributions were key to the success
of this research work. Kindly accept my heartfelt gratitude to you all.
vi
TABLE OF CONTENTS
DECLARATION ............................................................................... Error! Bookmark not defined.
DEDICATION ................................................................................................................................ iii
ABSTRACT .................................................................................................................................... iv
ACKNOWLEDGEMENT .............................................................................................................. v
TABLE OF CONTENTS ............................................................................................................... vi
LIST OF TABLES ........................................................................................................................... x
LIST OF FIGURES ....................................................................................................................... xii
LIST OF APPENDICES .............................................................................................................. xiii
LIST OF ABBREVIATIONS AND ACRONYMS .................................................................... xiv
CHAPTER ONE .............................................................................................................................. 1
INTRODUCTION ........................................................................................................................... 1
1.1 Background of the Study...................................................................................................................... 1
1.2 Statement of the Problem ..................................................................................................................... 5
1.3 Research Questions .............................................................................................................................. 7
1.4 Hypothesis ........................................................................................................................................... 8
1.5 Significance of the Study ..................................................................................................................... 8
1.6 Scope and Delimitations .................................................................................................................... 10
1.7 Theoretical Framework ...................................................................................................................... 11
1.7.1 Strengths of the Diffusion Innovation Theory ................................................................................ 17
1.7.2 Weaknesses of the Diffusion of Innovation Theory ....................................................................... 20
1.7.3 Justification of the Diffusion of Innovation Theory to the Study ................................................... 21
1.8 Conceptual Framework ...................................................................................................................... 22
1.9 Operational Definition of Key Terms ................................................................................................ 26
vii
CHAPTER TWO ........................................................................................................................... 27
REWIEW OF RELATED LITERATURE ................................................................................. 27
2.1 Introduction........................................................................................................................................ 27
2.2 Review of Related Theories ............................................................................................................... 27
2.2.1 Theory of Reasoned Action (TRA) ................................................................................................ 27
2.2.2 The Unified Theory of Acceptance and Use of Technology (UTAUT) ......................................... 29
2.3 Review of Empirical and Conceptual Studies .................................................................................... 30
2.3 1 Perception of Principals, Teachers and Students on the Role of ICT in Education. ....................... 30
2.3.2 Teachers’ Knowledge and Skills for ICT in Teaching and Learning ............................................. 35
2.3.3 School Infrastructures and Availability of ICT Tools .................................................................... 37
2.3.4 Challenges in ICT Adoption in Teaching and Learning ................................................................. 39
2.3.5 Strategies in Adopting ICT in Teaching and Learning ................................................................... 42
2.3.6 Summary of the Literature Review and Identification of Knowledge Gaps ................................... 44
CHAPTER THREE ....................................................................................................................... 47
RESEARCH DESIGN AND METHODOLOGY ....................................................................... 47
3.1 Introduction........................................................................................................................................ 47
3.2 Locale of the Study ............................................................................................................................ 47
3.3 Research Design ................................................................................................................................ 47
3.4 Target Population ............................................................................................................................... 48
3.5 Sample and Sampling Procedures ...................................................................................................... 48
3.5.1 Selection of the Bureau for Marist School Chairperson ................................................................. 49
3.5.2 Selection of Schools....................................................................................................................... 50
3.5.3 Selection of the Principal ............................................................................................................... 50
3.5.4 Selection of Students ..................................................................................................................... 50
3.5.5 Selection of Teachers ..................................................................................................................... 51
3.6 Description of Research Instruments ................................................................................................. 52
3.6.1 Questionnaires ............................................................................................................................... 52
3.6.2 Interview Guide for the Marist School coordinator ........................................................................ 54
3.6.3 The Observation Check List .......................................................................................................... 55
3.7 Validity, Pilot Testing, Reliability and Credibility ............................................................................. 55
3.7.1 Validity .......................................................................................................................................... 55
3.7.2 Pilot Testing of Research Instruments ........................................................................................... 56
3.7.3 Reliability of Research Instruments ............................................................................................... 57
3.7.4 Credibility of Qualitative Research Instruments .......................................................................... 57
3.8 Data Collection Procedures ................................................................................................................ 58
3.9 Data Analysis Procedure .................................................................................................................... 59
viii
3.10 Ethical Considerations ..................................................................................................................... 60
CHAPTER FOUR ......................................................................................................................... 62
DATA PRESENTATION, ANALYSIS, INTERPRETATION AND DISCUSSION OF
FINDINGS ...................................................................................................................................... 62
4.1 Introduction........................................................................................................................................ 62
4.2 Participation and Questionnaire Return Rate ..................................................................................... 62
4.3 Demographic Information of Respondents ........................................................................................ 63
4.3.1 Gender of Participants ................................................................................................................... 63
4.3.2 Age of Respondents ....................................................................................................................... 64
4.3.2.3 Students Age ............................................................................................................................... 65
4.3.4 Experience in Teaching and Learning ............................................................................................ 66
4. 3.6 Student Courses Combination ....................................................................................................... 68
4.3.7 Student Study Duration in Marist schools ...................................................................................... 69
4.4 Perception of the Participants on ICT Adoption in Improving Teaching in MSS .............................. 70
4.4.1 Perception of Principals on ICT Adoption in Improving Teaching in MSS ................................... 70
4.4.2 Teachers Perception of ICT in Marist Secondary Schools ............................................................. 73
4.4.3 Perception of Students on ICT in MSS .......................................................................................... 75
4.5. Level of ICT Skills and Knowledge among Principals, Teachers and Students ................................ 78
4.5.1 Level of ICT Skills among Principals ............................................................................................ 79
4.5.2 Level of ICT Skills and Knowledge among Teachers .................................................................... 81
4.5.3 Level of ICT Skills and Knowledge among Students .................................................................... 84
4.6 Use of ICT in Marist Secondary Schools ........................................................................................... 87
4.6.1 Use of ICT among Principal in Marist Secondary Schools ............................................................. 88
4.6.2 Teachers’ ICT use in teaching and learning ................................................................................... 91
4.6.3 Students’ ICT Use in learning ........................................................................................................ 93
4.7. ICT infrastructure in Marist Secondary Schools ............................................................................... 96
4.8 Challenges Facing the Adoption of ICT in Teaching and Learning in MSS ...................................... 99
4.8.1 Views of Principal on Challenges facing ICT in Marist Secondary Schools .................................. 99
4.8.2 Teachers Views on Challenges Facing the Adoption ICT in MSS ............................................... 102
4.8.3 Views of Students on Challenges Facing Adoption of ICT in MSS ............................................. 104
4.8 Strategies for Implementing ICT to Improve Teaching and Learning .............................................. 108
4.9 Testing of Hypotheses ...................................................................................................................... 112
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CHAPTER FIVE ......................................................................................................................... 123
SUMMARY OF FINDINGS, CONCLUSION AND RECOMANDATIONS ........................ 123
5.1 Introduction...................................................................................................................................... 123
5.2 Summary of Findings ....................................................................................................................... 123
5.3. Conclusions..................................................................................................................................... 128
5.4 Recommendations ............................................................................................................................ 129
5.4.1 Ministry of Education .................................................................................................................. 129
5.4.2 Bureau for Marist Schools (BEM) ............................................................................................... 129
5.4.3 Principals ..................................................................................................................................... 130
5.4.4 Teachers ....................................................................................................................................... 130
5.4.5 Students ....................................................................................................................................... 131
5.4.6 Parents ......................................................................................................................................... 131
5.4.7 Players in the Information and Communication Technology Sector ............................................ 131
5.5 Suggestion for further Studies .......................................................................................................... 132
REFERENCES ............................................................................................................................ 133
x
LIST OF TABLES
Table 1. Sampling Matrix………………...……………………………………………………….52
Table 2. Participants and Questionnaire Return Rate………………………………………….….62
Table 3. Principals, Teachers and Students Gender……………………………………...…...…...63
Table 4. Age of Principals and Teachers………………………………………...…………...…...64
Table 5. Principals and Teachers Academic Qualification…………………………….…….……66
Table 6 Principals and Teachers Experience in Teaching Profession ............................................. 67
Table 7 Frequency Distribution of the Perception of Principals on ICT adoption .......................... 71
Table 8. Frequency and Percentage Distribution on Teachers' CT Perception...……………...…..73
Table 9. Frequency and Percentage Distribution on Students' ICT Perception……………...……75
Table 10. Frequency and Percentage Distribution on Principals ICT Knowledge and Skills ........ 80
Table 11. Teachers' ICT skills in Marist Secondary Schools………………………………….…82
Table 12. Frequencies and Percentage Distribution on Students' ICT Knowledge and Skills…....85
Table 13 Frequencies and Percentage Distribution on Principals' ICT Use .................................... 89
Table 14. Teachers' ICT Use in Marist Secondary Schools………………………………….……91
Table 15 Frequencies and Percentage distribution on Students' ICT use ........................................ 93
Table 16 Challenges for ICT adoption among Principals in Marist secondary Schools ............... 100
Table 17. Challenges for ICT Adoption among teachers in Marist Secondary Schools…..….….102
Table 18. Challenges for ICT adoption among students in Marist Secondary Schools………….104
Table 19. Pearson Correlation Between Principals' ICT Perception and Skills…………….……113
Table 20. Pearson Correlation between Teachers' ICT Perception and Skills……………….…..113
Table 21. Pearson Partial Correlation between various Variables among Teachers…………..…114
Table 22. Pearson Correlation Between Students' ICT Perception and Skills………………...…115
Table 23. Pearson Correlation Between Principals' ICT Perception and Challenges………...….116
Table 24. Pearson Correlation between Teachers' ICT Perception and Challenges………..……116
Table 25. Pearson Correlation between Students' ICT Perception and ICT adoption……..…….117
Table 26. Pearson Correlation between ICT Skills and Challenges among Principals…….……118
Table 27. Pearson Correlation between ICT Skills and Challenges among Teachers …………..118
xi
Table 28. Pearson Correlation Between ICT Skills and Challenges among Students…….……..119
Table 29 Pearson Correlation between various Variables among students………………..……120
Table 30. Pearson Correlation between various Variables among Teachers……………………121
xii
LIST OF FIGURES
Figure 1 Adoption Categorization on the Basic of Innovation (Rogers 2003) ................................ 13
Figure 2 TPACK Framework from Koehler, Mishra, Kristen, Shin & Grahan (2014) …………..17
Figure 3 Conceptual Framework Diagram……………...…………………………………………22
Figure 4 TAM Theory……………………………………………………………………………. 29
Figure 5 Students Age…………………………………..…………………………………………65
Figure 6 Teachers Areas of Specialisation….……………………………………………………..68
Figure 7 Students Courses Combination………………….……………………………………….68
Figure 8 Students Duration Period in MSS ..................................................................................... 69
xiii
LIST OF APPENDICES
APPENDIX 1: Principals questionnaire ........................................................................................ 139
APPENDIX 2: Teachers questionnaire ......................................................................................... 144
APPENDIX 3: Students questionnaires ........................................................................................ 149
APPENDIX 4: Interview guide for the chairperson of BEM ........................................................ 154
APPENDIX 5: Observation check list ........................................................................................... 156
APPENDIX 6: Map of DRC/provinces and MSS locations .......................................................... 157
APPENDIX 7: Data collection authorization from CUEA, faculty of education ......................... 158
APPENDIX 8: Data collection authorization from the BEM coordinator .................................... 159
APPENDIX 9: Cronbach’s Alpha for pilot testing ....................................................................... 160
APPENDIX 10: Photos gallery during data collection.................................................................. 161
xiv
LIST OF ABBREVIATIONS AND ACRONYMS
ANAPI: National Agent for the Promotion of Investment
BEM: Bureau des Ecoles Maristes
CK: Content Knowledge
DRC: Democratic Republic of Congo
ICME: International Commission for Marist Education
ICT: Information and Communication Technology
MSS: Marist Secondary Schools
PACK: Pedagogical Content Knowledge
PEO: Provincial Educational Officer
PCK: Pedagogical Knowledge
PK: Pedagogical Knowledge
TCK: Technological Content Knowledge
TK: Technological Knowledge
TPACK: Technological, Pedagogical, Content Knowledge
TPK: Technological Pedagogical Knowledge
1
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
Information and communication technology (ICT) has become crucial to all business
organizations around the world today and therefore no institution, including the education sector,
can ignore it (Zhang & Aikman, 2007). Computer technology was introduced in the early 1980s as
an innovation that might be adopted in the classroom. Optimism became high that ICT would
change the face of education, envisioning that that there would be extensive use of ICT and with e-
learning in the classroom, the printed textbooks would even be obsolete (Yelland, 2001 as cited by
Bingimlas, 2009). Yet such a scenario has not come to pass after more than three decades.
Nevertheless, according to many policy makers the use of ICT in education is an important
innovation in classroom teaching (Mirzajani, Mahmud, Ayub & Wong, 2016). With its capacity to
provide proactive, easy access and more comprehensive teaching and learning, ICT has brought
positive revolution in the teaching and learning in the 20th century (Ghaviferk & Rosdy, 2015).
Although ICT implementation varies from one country to another, Braak (2001) states that
its use in teaching is steadily increasing. According Lefebvre, Deaudelin and Loiselle (2006) and
Yelland (2001), modern technology offers many opportunities for improving teaching and learning
in the classroom. The same idea has been echoed by Semenov (2005) as he asserts that by
integrating contemporary schooling with useful digital technologies, we can make profound
changes in the whole existing system of education. For Cifuentes (2015), innovation in education
enhanced by new technologies has become a central issue in the agenda of many countries around
the world. In addition, Reeve (2014) states that ICT can play an important role in pupils’ learning
if it is used appropriately. Specifically, ICT helps promote independent learning, provides
pupils with immediate feedback and gives easy access to information.
2
Yelland, 2001(as cited by Bingimlas, 2009) has stated this radically that any academic
institution that does not incorporate the use of new technologies in schools cannot seriously claim to
prepare their students for life in the twenty-first century. This was highlighted by UNESCO (2002)
in asserting that educational systems around the world are under increasing pressure to use the new
ICTs to teach students the knowledge and skills they need in the 21st century.
Norbert (2014) also argued that technology can be seen to possess potential, for example, to
liberate users from routine tasks and empower them to focus on creative and cognitive, rather than
procedural, aspects of tasks such as writing. From a general study conducted in European Union,
Neimi (2009) argues that accessibility to computers in schools exposes teachers and young people
to useful information to expend their knowledge. The same research indicated that in Germany,
computers are used for various purposes and as part of teaching different subjects in schools.
Teachers use a variety of educational materials from multiple sources for teaching and learning. In
short ICT has tremendously improved teaching and learning, in school administration assessment of
students’ performance, access to information for both students and in provision of digital
curriculum.
Africa has witnessed development of ICT in various sectors over the last decade including
education. In the changing process from teacher cantered to learner centred methodology, ICT has
brought a lot of improvement by providing information and a number of skills. In Kenya as well as
Rwanda, free laptops have been distributed to primary school children as part of a strategy for
integrating ICT in basic education (Tremblay 2011, Moses, 2014). However, this development is
still unclear in education in DRC especially in Marist secondary schools. Rogers (2003) has argued
that to have a new idea adopted, even when it has clear advantages, is not easy. Many innovations
require a lengthy period of many years from the time when they become available to the time when
they are widely adopted. This could be the case of ICT in Marist secondary school in DRC.
3
As matter of fact, education in the DRC is generally, from nursery to university, in private
as well as in public institutions is supported by parents or students themselves. Fall (2007) in his
report on ICT in Education in the Democratic Republic of Congo (DRC) indicated that the country
has suffered of that the lack of a national policy for ICT development, and the apparent lack of
concern for the subject among government officials has hampered national ICT integration in
teaching and learning.
1.1.1 Current Efforts to Integrate ICTs in Education in Africa
The implementation of ICT in education has been a major concern of governments in some
countries. This can be observed in different countries which have already implemented the ICT
project in their education program like Nigeria, Kenya, and Rwanda among others.
In Nigeria the Federal Government in the national policy on education (Federal Republic of
Nigeria, 2004), has integrated ICTs into education in Nigeria. It was provided in the program and
well stated that government will provide basic infrastructure and training at the primary school. At
the junior secondary school, computer education has been made a pre-vocational elective, and is a
vocational elective at the senior secondary school. It is also the intention of government to provide
necessary infrastructure and training for the integration of ICTs in the secondary school system
Adomi & Kpangban (2010).
The Federal Ministry of Education of Nigeria launched ICT-driven project known as
Schoolnet which was intended to equip all schools in Nigeria with computers and communications
technologies Net (Adomi, 2010 & 2005). The study shows many other achievements in ICT
implementation in secondary school education including a plan of equipping all schools in Nigeria
with computers and communication technologies.
In Kenya, the government produced its first National ICT Policy in 2006. Its vision is a
prosperous ICT-driven Kenyan society and its mission is to improve the livelihoods of Kenyans by
4
ensuring that ICT services are available, accessible, efficient, reliable and affordable to all Kenyans.
The ICT strategy in Kenya goes hand in hand with the “Vision 2030.” The key ICT concerns are:
upgrading the national ICT infrastructure, improving public service delivery, developing the ICT
industry and upgrading ICT capacity. (Kenya National ICT Master plan, 2014).
Farrell (2007) in his survey shows that Kenya lunched its national ICT policy in the
beginning of the year 2006. The objective of this policy was to improve the livelihoods of Kenyans
by offering to all Kenyans accessible, “efficient, reliable and affordable ICT.” At the same time the
objective of ICT implementation in the Kenyan education system at all level is to improve the
quality of teaching and learning.
A study made by Wahome (2011) shows that the Kenya government has mobilised
resources to promote ICT access to some schools. The curriculum is being digitalized under KESSP
and ICT has been integrated in the syllabus for pre-service teacher training and capacity building to
equip servicing teachers with ICT skills has been given priority.
In Rwanda, a study made by Farrell (2007) highlights ICT is anchored in Rwanda’s
development plan and its 2020 vision. In its National Information and Communications
Infrastructure Policy and Plan of 2000, the government has pointed that ICT in education is one of
the core pillars for national development. This ICT vision is incorporated in various government
sectors and programmes in all government ministries.
In DRC, a study made by Ngoma (2010) highlights that the Democratic Republic of Congo
explored the possibility of developing National Information and Communication (NICI) policies
and plans in 2004. The following priority actions were to be undertaken including the establishment
of a NICI Committee, monitoring the development of the Presidential Intranet, finalization of the
telecommunication reform process and support to the Regulatory Authority for Telecommunication
and Postal service.
5
Unfortunately, this plan has never been implemented due to multiple challenges mainly the
political instability, high cost of computers, the poor electricity network, the lack experts to train the
NICE implementers. In education, a computer programs developed and incorporated in the national
curriculum but its implementation faces the challenges mentioned above (Fall, 2007). Most schools
in towns as well as in rural areas have no access to electricity which is a prerequisite for a computer
class and ICT project. Most of the secondary schools teach the computer class on the black board
and students finish the whole program and have never seen a computer. Other schools have replaced
the computer course with another subject. In reality the DRC, ICT in education has remained a
business of private initiatives. For example, some primary schools are making an effort to orient
their students towards computer technology at an early age. There are several private training
centres in the capital that offer short courses on network management and developing web servers
and on-line databases.
Studies done by various researchers have emphasized the importance of ICT in improving
teaching in learning specifically in students’ performance and school administration. These include
Ikwuka and Adigwe (2017) who carried out a study on the effect of ICT on secondary school
students’ academic performance in Christian religious studies in Nigeria. This study established that
that students who were taught with ICT had better academic performance and consequently
recommended that Christian religious studies teachers should use ICT. In a similar study Kisirkoi
(2015) observed an increase of the mean score from 6.2 to 8.4 from 2007 to 2013 in one school in
Kenya that integrated ICT in teaching and learning. Another study conducted by Mirzajani,
Mahmud, Ayub and Wong (2016) revealed that adequate support from administration, directives to
teacher to use ICT, good ICT skills and knowledge combined with adequate resources were
important factors to bring ICT usage in the classroom.
1.2 Statement of the Problem
ICT illiteracy is one of the major barriers to development in general, and to job opportunity
and competiveness. If education is to prepare the learner for life, it must adopt ICT as part of its
6
system. In deed one of the priorities of education as stated by the national education policy in DRC
is to ensure that every child acquires ICT skills (Government of DRC, 2006). ICT sector was
liberalised to private partners in the framework of the economic reforms initiated by the country’s
authorities, enabled it to rank among the growth sectors of the Congolese economy. Among the
government specific objective were to bring by 2016 tele-density of 40 lines or mobile phone per
100 inhabitants, to set a 5000km of fibber optic line the same year alongside connecting 30 million
network lines and computerise the public administration and public services (ANAPI, 2018).
On the ICT Development index 2017, DRC was ranked number 171 globally and 33 in
Africa region (ICTUdata, 2017), and regardless of being the main source of material for ICT
devices DRC is still very slow in the adoption of ICT (Audu, 2018). A study conducted Banza
(2006) disclosed that infrastructures for ICT in DRC were obsolete, and that the lack of strategies
for ICT use in education were indicators that the implementation of ICT in education was still far
from being achieved. Another study conducted by Kabongo (2014) on ICT possession among
Congolese SMEs in two towns in DRC revealed that ICT is mainly used in telecommunication and
that 51% of the SMEs were using a mobile phone while only 3% had a web site. Similarly, a study
conducted by Kazadi, Joseph and Patel, (2013) concluded that DRC was still lagging behind in ICT
for development s in all sectors including health, education and agriculture.
There is therefore a growing concern that amongst the Marist secondary schools, ICT is still
ignored and the extent to which it has been incorporated in teaching and learning remain one of the
major concerns. So far there has been inadequate investigation to establish the level of use of ICT in
Marist Secondary Schools (MSS). The effectiveness of the teachers’ usage of ICT in their duties
remains an issue of concern. It is also worrying that the level of ICT application and familiarity by
the school administrators to use ICT in their administrative responsibilities remain very low.
Furthermore, Marist schools, being institutions to impact knowledge to the youth, no study
has been done to evaluate how ICT has been implemented in its education system and how
7
innovative it has been to the teaching and learning process. As challenges in adopting any new
technology, system or products are evident, and strategies to address them must be developed. ICT
adoption in MSS has specific challenges and there is need for strategies to address them. All these
factors point to a need for studies to uncover the correct situation in regard to these issues.
Most previous few studies that have been done on ICT and education in DRC, such as Fall (2007)
and Ngoma (2010), have pointed out some challenges like high computer cost, electricity problem,
lack of expertise for training and maintenance. However, since the time these studies were
undertaken has changed and many alternatives to overcome these challenges are now available in
the world of technology. There is need to find out if the situation has changed in regard to adoption
of ICTs in the DRC. Other studies including Fatoumata (2016) and Leya (2016) targeted university
students and lecturers at university level in DRC. These studies revealed that there exist poor ICT
skills among lecturers and students. However, there is need for more research to update the existing
findings by providing new understanding of the current status of ICT in the country. Critical issues
that need to be investigated include the state of infrastructure, access to ICT by teachers, staffs and
more importantly the role of ICT in the improvement of teaching and learning. Therefore, the main
objective of this study was to investigate the adoption of ICT as a strategy for improving teaching
and learning in Marist secondary schools in the DRC.
1.3 Research Questions
Focusing on improving teaching and learning through the adoption of ICT, the research
questions were selected to guide the study.
i. What are the perceptions among principals, teachers and students towards the adoption of
Information and Communication Technology in improving teaching and learning in Marist
Secondary Schools?
ii. What is the level of Information and Communication Technology skills among principals,
teachers and students in Marist Secondary Schools?
8
iii. How adequacy are Information and Communication Technology infrastructures in Marist
Secondary Schools in Democratic Republic of Congo?
iv. What are the challenges facing the integration of Information and Communication
Technology in Teaching and learning in Marist Secondary Schools?
v. What strategies can be used in implementing Information and Communication Technology
to improving teaching and learning in Marist Secondary Schools?
1.4 Hypothesis
From the above research questions three hypotheses were tested including:
: There is no significant relationship between ICT perceptions of principals, teachers
and students, and ICT Skills in Marist Secondary schools.
: There is no significant relationship between ICT Perception of principals, teachers and
students, and ICT challenges in Marist Secondary Schools.
: There is no significant relationship between Principal, Teachers and students’ ICT
skills, and ICT challenges in Marist secondary schools.
1.5 Significance of the Study
The study provides insight for decision making in educational planning. It will help the
Marist school administrators, teachers and students to evaluate their level of competence in ICT and
its use in improving their teaching and learning process. The study was in line with Marist
Pedagogy that should give special emphasis to educating students in modern means of
communication including information technology. Marist students are expected to develop ability to
participate fully in modern society and be responsible in the utilisation of the new technologies
exposed to them in their learning process. (International Commussion for Marist Education, 1998)
The study explored the level of ICT in MSS and its usefulness to teaching and learning and
expose them to the new ICT development in education. The brought out new ideas to face the
9
challenges of ICT adoption in MSS hence becomes an important tool for planning and policy
making for all the MSS stake holders.
For the Ministry of Education which is the main body for policy making, the study exposed
the actual use of ICT and hence helped the ministry in planning. For both the bureau for the Marist
schools known as Bureau des écoles Maristes (BEM) and the Catholic Church, which are the main
planners and developers of Marist Schools in DRC, this study aimed at helping them with important
feedbacks as ICT is concern for strategic planning. Donors will be informed by the study on the
state of ICT and hence clarified for them the arias that need prior intervention.
For the principals, who are the main project implementers, the study exposes to them the
reality of their schools in terms of infrastructures, tools and human capacity for ICT planning. It
also disclosed the key needs of teachers and students in the schools in terms of ICT skills for better
actions. Principal became more aware of how much ITC can innovate the teaching and learning
process including their administrative roles.
For the teachers, the study served as a personal evaluation in ICT skills for teaching and
learning. They became aware of the advantages they can enjoy from various ICT tools and
programmes and how they can make their workload easier. Teachers became more positive about
ICT and developed more willingness for ICT training. They also discovered how much ICT can be
important in teaching and learning for research, lesson planning, teaching in the classroom,
communicating with the other staff and students among others.
For the students, the study helped them in linking the ICT tools that they are using for other
purposes to their learning process. Being the most exposed to all technologies which are delivered
to the public market, the study helped them to be more selective in their choices. ICT tools are good
but not all are for learning process, hence they became aware of ICT designed for learning and
those designed for fun.
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For the parents and the school communities at large, the study helped in identifying current
ICT alternatives and affordable useful and easy to use, that can help to link the school and
community, promoting the classroom learning and home communication. For researchers, the study
gave a platform to make more studies in other educational institutions of the country and contribute
to the general knowledge available in the domain of ICT in teaching and learning.
The study also helped at linking the diffusion of innovation theory, the TPACK and the
theory of reasoned action with ICT in education. The process of adopting ICT in education is to be
understood as an innovative process in which technology, pedagogy and content are merged and
adapted to the learning needs. This will be possible if the implementers perceive ICT useful and
ease to use in teaching and learning. Finally, for the researcher, this study was an opportunity for
bringing the theories learnt in the classroom to the research field. It enhanced the researcher’s
knowledge and skills in both educational planning and ICT in education.
1.6 Scope and Delimitations
The study focussed on the seven MSS in DRC. The participants included the principals,
teachers, students and the BEM coordinator. The reasons of selecting specifically the Marist schools
are that these Institutions have a significant influence on the education of the youth in DRC. Every
year they produce a good number of finalists to join not only the Congolese universities and
colleges but other international universities and colleges outside the country, where ICT
development becomes part of their academic process.
Marist secondary schools are also well spread in different provinces of the country covering
both rural and urban areas. Two schools are located in the capital city of Kinshasa, two others
located at the centre of the country in Kisangani town, and one school is in the town of Kindu and
two more in the far Eastern rural areas in South Kivu province. The geographically location of the
schools in West, central and East regions of the country gave to this research a particular diversity
of the participants. The social, cultural and economic variations of the participants gave a very good
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element for generalisation of the findings, not only to the target population but also to all the
schools in the country. Finally, the selection of the Marist Schools is for need assessment for ICT
project planning and implementation in MSS.
1.7 Theoretical Framework
Kerlinger (as cited by Creswell, (2014) defines a theory as a set of interrelated variables,
definitions, and propositions that present a logical outlook of a given reality, clarifying the
interaction existing between the variables, to give light on that reality. This study was grounded on
the Diffusion of Innovation Theory developed by Everett Rogers, and Mishra and Koehler’s
Technology Pedagogical Content Knowledge (TPACK) framework. Improving teaching and
learning with ICT is an innovative process in which the pedagogy, the technology and the content
are combined systematically.
In the last three decades, scholars have been studding the process of adopting new
innovations mostly using the famous innovation adoption model that Rogers published in his book
entitled, Diffusion of Innovations (Sherry & Gibson, 2002 as cited by Sahin, 2006). Diffusion is the
process through which an innovation is diffused using certain channels over time in a group of
individual, organisation of society. It is a special type of communication, in that the messages are
concerned with new ideas (Rogers, 2003).
From this definition one can pick four main points which are innovation (understood as
new ideas, process, product, or technique), communication channel (which is normally described as
the means by which messages get from one individual to another depending on the social context),
time (the duration the innovation takes to be implemented depending on the adopters and its
complexity), and the social system (which is the social structure or organisation where innovation
occurs).
The theory contents that; innovation usually takes time to reach at a decision that Rogers
(2003) calls the “innovation –decision process.” This process begins with the stage of awareness of
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the change to be adopted. In this process the adopter come to know about the innovation and build a
positive or negative attitude towards it and hence will influence then in adopting or rejecting the
idea of that change. This process then if adopted and implemented will pass through five steps
including (1) knowledge, (2) persuasion, (3) decision, (4) implementation, and (5) confirmation.
The knowledge stage is the period when those who are interested or will be affected by the
innovation get insight about it, discovering its function and usefulness to them. Persuasion is the
period of building a positive or negative attitude toward the innovation that may to the acceptance
of rejection of the change. This indeed will lead to decision making for those who are involved in
the change, this decision can be in favour or against the change according to the perception of those
involved in the process. If it happens that the adopters decide to implement the project or the new
change, they implement it. And through the implementation process adaptation and redefinition of
the innovation will occur and this process will be finalised by the confirmation period during which
the innovators reinforce their innovation decision they made.
In the process of innovation, the theory predicts the possibilities of adoption by the
beneficiaries, classifying them into five categories which are the innovators (those who perceive
and initiate the innovation process), the early adopters (those who easily and immediately
understand the benefit of the innovation and adopt it), the early majority ( those who will come after
the adopters after noticing or experiencing the benefits gained or the information given by the
adopters), late majority (those who will come not because of the conviction of the innovation but
due to pressure of change in the community or for the need of integration in the new system born
from the innovation) and the laggards ( the very last to adopt the innovation either due to their
traditional or conservativeness or by lack of social interaction and information). The process of
innovation is summarised by Rogers diffusion framework as presented in figure 1.
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Figure 1. Adoption categorization on the basic of Innovation (Rogers, 2003)
Based on the diffusion of Innovation Theory, this study adapted the Technological
Pedagogical Content Knowledge (TPACK) framework which was develop by Mishra and Koehler
in 2006. TPACK describes the kinds of knowledge needed by a teacher for effective technology
integration. The TRACK framework emphasizes on the link between teacher’s knowledge of
content, pedagogy, and technology and the relationship between them to build an effective teaching
and learning environment (Koehler, Mishra, Kristen, Shin, & Graham, 2014). The understanding of
how teachers can better use technology in teaching in the classroom has been for long attracting the
attention of educational scholars, focusing specifically on the kind of knowledge teachers need to
adopt more effectively technology in the classroom.
The TPACK framework is an improvement of Shulman (1986)’s ideas, who proposed that
effective teaching requires a special type of knowledge, pedagogical content knowledge (or PCK),
that represents ‘the blending of content and pedagogy into an understanding of how particular
topics, problem, or issues are organised, represented, and adapted to the diverse interests and
abilities of learners and presented for instruction (Koehler, Mishra, Kristen, Shin, & Graham, 2014).
In other words, teaching and learning requires not only the understanding of the subject content but
developing and combining it with appropriate instructional strategies and skills. On this PCK
(pedagogical and Content Knowledge) framework, Mishra and Koehler (2006) came to add a third
element of technology. These three components are the foundations of the TPACK framework and
they explain them as follow: Content knowledge (CK) refer to any subject-matter knowledge that a
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teacher is responsible for teaching, pedagogical knowledge (PK) refers to teacher knowledge about
a variety of instructional practices, strategies, and methods to promote students’ learning, and
technological knowledge (TK) refers to teaching knowledge about traditional and new technologies
that can be integrated into curriculum.
Similar explanation is given by Koehler and Mishra (2009) saying that, content knowledge
(CK) is teachers’ mastery about curriculum content of the specific subject or topic or the
instructional content that is normally contained in the programme. The content to be covered in
primary is different from the one to be covered in upper secondary school. More over the content to
be covered in geography in the department of humanities will be different from that to be covered in
the department of civil or engineering and the same content will be different at under graduate and
masters level in the same department. Shulman (1986) contend that this knowledge contain should
include the understanding the concepts of the topics, theories related to the subject matter, ideas,
organisational frameworks, knowledge of evidence and proof, as well as established practices and
approaches towards developing such knowledge. Pfundt and Duit (2000) highlighted no educational
institution should allow or tolerate teachers who lack content knowledge to avoid student to get
incorrect information and develop wrong understanding of the subject matter.
They also argue that pedagogical knowledge (PK) is teachers’ deep understanding about
the processes and practices or methods of teaching and learning. Pedagogical knowledge goes
beyond the methods of teaching in the classroom and embraces the entire learning of the learner
including the purpose of education itself the values uphold by the learning institution teaching and
learning values among others. This generic form of knowledge applies to understanding how
students learn, general classroom management skills, lesson planning, and student assessment. It
includes knowledge about techniques or methods used in the classroom; the nature of the target
audience; and strategies for evaluating students understanding. As such, pedagogical knowledge
requires an understanding of cognitive, social, and developmental theories of learning and how they
apply to students in the classroom.
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Finally, equating the TK to the fluency of information technology, a concept developed
earlier by NRC (1999) states that technology or Information Technology (IT) goes beyond
traditional notions of knowledge and skill in computer and entails that technology users may
broadly understand information technology and its various advantages and use them to bring more
productivity in one’s work and service. Indeed, it is to recognize when the continually changing
information technology is useful or unfit in assisting into the achievement of a goal and continually
adapt it to one’s daily work. Technology requires an in-depth, more essential understanding and
mastery of information technology for information processing, communication, and problem
solving beyond the traditional definition of computer literacy. Technological knowledge enables a
person to undertake various and different tasks using information technology and to develop
different possibilities of accomplishing a specific work.
The interaction of these three elements comes with four components which are the
technological content knowledge (TCK), the pedagogical content knowledge (PCK), the
technological pedagogical knowledge (TPK), and the technological pedagogical content knowledge
(TPACK).
The technological content knowledge (TCK) refers to knowledge of the reciprocal
relationship between technology and content (Koehler, Mishra, Kristen, Shin, & Graham, 2014).
According to Koehler and Mishra (2009) technology and content knowledge are strongly related.
Understanding a given specific discipline and the impact of technology on the practices of such
discipline is very crucial in the development of a technology adapted to education. The selection of
a given technology must consider the types of instructions idea involved in the teaching and
learning process. Teachers are therefore obliged to go beyond the acquisition of the subject matters
of topics to get more understanding on how this subject can be improved through the use of
technology and they have to clarify, select and adopt the appropriate technology that fits best to the
source content and regulate these technologies in the various circumstances of the teaching and
learning process.
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Pedagogical content knowledge (PCK) is an understanding of how particular topics,
problem, or issues are organised, represented, and adapted to the diverse interests and abilities of
learners, and presented for instruction (Shulman, 1986) quoted by Koehler, Mishra, at al. (2014). As
quoted by Koehler and Mishra (2009), PCK is the notion of transformation of the subject matter for
teaching. This transformation happens in the process of interpreting the subject matter, in the
finding of multiple ways to represent it, then adapts and tailors the instructional materials to
alternative conceptions and student’s prior knowledge.
Technological pedagogical knowledge (TPK) is the understanding of how teaching and
learning can vary when specific technologies are used in specific ways including the knowlegde of
the pedagogical technological tools and their advantages and desadvantages in the delivery of the
instruction (Koelher and Mishra, 2009). In teaching and learning, TPK is very imprtant because it
helps to analyse the various technologies and software available and sellect the one which fit the
particular teaching process because most of the developed software are not designed for education.
It is the role of the teacher to reconfigure the technologies sellected and customize it to meet the
pedagogical purposes intended to.
After describing the three possible interactions between technology, content and pedagogy
we now look at the combination of the three in one element which in fact the centtral point of the
theory: the technological, pedagogical, and content knowlegde (TPACK). It refers to kowledge
about the complex relations among technology, pedagogy and content that enable teachers to
develop appropriet and context-specific teaching strategies (Koehler, Mishra, at al., 2014). The
TPACK frame work suggests that teachers need to have deep understandings of each of the above
components of knowledge in order to orchestrate and cordinate technology, pedagogy, and content
into teching. In simpler terms the intruments, the teaching methodology and the specific curriculum
content have to be combined. It is this combination that will indeed improve or innovate the intire
process of teaching and learning.
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The TPACK frame work has been summarized by the authors as presented in the figure bellow:
Figure 2. TPACK framework from Koehler, Mishra, Kristen, Shin & Grahan (2014)
1.7.1 Strengths of the Diffusion Innovation Theory
The attributes of innovations theory are stated by the developer himself as he argues that
there are five characteristics of innovation including the perceived advantage, innovation’s
compatibility, its complexity, trialability and observability (Rogers, 1995). According to Les
Robinson (2009) Rogers believed that these five qualities determine between 49 and 87 percent of
the variation in the adoption of new products.
Relative advantage refers to the perceived advantages that the innovation has for the
adopters. This can be measured in terms of economic terms, but social prestige factors,
convenience, and satisfaction are also important factors (Rogers, 2003).
In reality, people will always embrace any new idea, product or services since they assume
it is a better choice than the one they are used to. Meaning the adoption of the new technology will
depend on its new advantages compared to the older one used by the adopters. If an adopter
discovers that the new innovation (technology) is more practical than the traditional one he/she will
implement it (Tah ir & Syed, 2015). This can be referred to what the TAM theory call the perceived
usefulness.
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If ICT in education is to be adopted for the purpose of improving teaching and learning,
one should analyse the benefits and the cost of the changes to be implemented. Benefits should be
proved more valuable than the cost of the innovation. If not the innovation planned has a lot of
chance to be rejected.
Compatibility is to be understood as the degree to which an innovation is perceived as
marches with the existing values, past experiences, and needs of the innovator (Rogers, 2003). For
Francesco (2012) as quoted by Tahir and Syed (2015), compatibility is the degree to which an
innovation is perceived as consistent with the needs, values, believes, previous ideas and past
experiences of the consumers of that innovation. If it helps give meaning to new idea and regards it
as more familiar; and more compatible, then the better chances of adopting the innovation. ICT can
be adopted in teaching and learning as much as it is compatible to it.
Complexity on the other hand, it should not be looked as a problem but as the challenges
the innovation comes with, that is how difficult it is in understanding and using it. Simple
innovations are easily accepted and adopted than complex ones (Rogers 2003). This is because they
seem to give sense and that simpler technologies or innovations are much easier to adopt in various
sectors, organisations including school, and in daily life experiences.
However, this idea has been criticised by Tahir and Syed (2015) who argue that the
simplicity of any idea does not necessarily help in innovation rather some people prefer more
complex technology which are perceived to have more advantages. The complexity of the
innovation can some time determine its value. Easy innovations are not the most adopted because
they might not be compatible with adaptors with great visions and high values. In other words,
something which is simple might be quickly adopted by a particular group but can also be seen as
irrelevant to others and fail to attract their interest.
Trialability can be understood as the pilot testing of the innovation, the extent to which the
perceived change can be experimented. New ideas that can be tried on the instalment plan will
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generally be adopted more quickly than innovations that are not divisible (Rogers, 2003). It is the
degree of investigating or testing a new innovation before implementing it into the larger intended
group (Tahir and Syed, 2015). It can be understood as the extent to which an innovation can be
experimented on a limit basis. The more the innovation is tried, the more it is understood and
adopted, some immediately and others later.
Observability is the degree to which the change result can be observed to those
implementing it and to outsiders. It is the clear results of an innovation, visible to the community.
The easier it is for individuals to see the results of an innovation, the more likely they are to adopt it
(Roger, 2003). Although some innovation may not present direct result, people are more convinced
to adopt a certain change by observing important result from the innovation implemented.
Alongside these are the five attributes of an innovation described by Tornatzky and Klein (1982) as
cited by Tahir and Syed (2015) including cost, communicability and divisibility, profitability, and
social approval. These can also be explored in details in another study.
Roger’s diffusion theory has also been used by a good number of scholars at both
international and local level in innovation research especially in ICT implementation and
evaluation. It offers a variety of tools to assess new and existing projects or products. Quoting
Medlin (2001), Sahin (2006), states that Rogers’ diffusion of innovations theory is the most
appropriate for investigating the adoption of technology in higher education and educational
environments.
Les Robinson (2009), points out that, diffusion of innovation offers three valuable insights
into the process of social change: what qualities make an innovation spread, the importance of peer
to peer conversation and peer networks, and understanding the needs of different user segments. He
confirms that these insights have been tested in more than 6000 research studies and field tests, so
they are amongst the most reliable in the social sciences.
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1.7.2 Weaknesses of the Diffusion of Innovation Theory
No theory can be considered as perfect. Rogers diffusion of innovation theory has been
criticised for some limitations. According to Tahir and Syed (2015) the notion of innovation did not
originate from researchers who were in the technological domain of study but it came from studies
in agricultural back ground. This brought about its first criticism of being limited to agricultural
approach and not generalizable to other fields and even in this agrarian sector, scholars were also
divided on the theory.
Other critics by various writers are quoted by Tahir and Syed (2015) include Goss (1979)
who realised using the theory in developing country faced a lot of challenges due to multiple
patterns, the rate of adoption and the negative attitude developed by agrarians against good
innovation. Downs and Mohr (1976) argue that any individual who has a vision of change can be an
innovator if innovations are matched with the organisations which will implement the change.
Lyytinen and Damsgaard (2001) found that an innovation needs not necessarily pass through
various steps of adoption to it. Sometimes project implementation took place in dyadic relationships
and it became difficult to know at when each step has happened. Again if a change requires some
financial capital, all those who need to adopt it will not embrace it at the same time. Technology in
education would be more adopted in schools which are located in town than in rural areas while in
reality those in rural areas are more longing for it than those in urban arias. Further they found
some of the Laggards being more visionary than the innovators defined in the theory. An innovation
might look good and it is embraced by most of the people in the organization or the community but
those who refuse it might be having higher vision beyond it. Again the perceived advantage doesn’t
cover the real cost of any innovation making the process sometime more complex for acceptability.
In other words, the effectiveness of ICT usage is not dependent on diffusion alone because a lot still
depends on the interest and willingness of the lectures and the students to engage with computers
(Jones, as cited in Ngigi & Adhiambo, 2015).
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1.7.3 Justification of the Diffusion of Innovation Theory to the Study
ICT is in its own sense an innovation in technology ever since it entered the public domain.
In the process of adopting ICT in education, the diffusion of innovation is suitable to explain how
this process can be carried out and it helps in understanding the possible outcome in the process of
innovating education through ICT. Analyse the relative advantage of ICT in education, its
compatibility with the teaching methodology and the curriculum content, it complexity in both
usability and positive challenges, and ability of implementing ICT trial project to be observed or the
experiences observed in countries where ICT has been implemented in education motivate the study
to use the theory. Its provision of the steps of innovation acceptance from the innovators to the
laggards, the theory offers the means to analyse the population under study in order to understand
the perception, skills and challenges of the participants in the study. Indeed, this process of
innovating education with ICT has to be embedded in the TPACK framework. This is the raison
why the two theories are triangulated in this study.
A study done by Mirzajani, Mahmud, Ayub and Wong (2016) revealed that adequate support
from administrators, directives to teachers to use ICT, appropriate ICT skills and knowledge as
well as adequate resources were important factors that influenced the utilization of ICT in the
classroom. The findings also showed that insufficient technical support discouraged teachers
from using ICT in teaching, while increasing adequate equipment and technical support in
schools encouraged teachers in this respect. Combining these elements with the TPACK
framework brings to the formulation of the independent variable which is the ICT adoption and
the dependent variable has improved teaching and learning.
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1.8 Conceptual Framework
INDEPENDENT VARIABLE DEPENDENT VARIABLE
INTERVENING VARIABLE
ICT ADOPTION
Perception
Skills
Infrastructure
Equipments
ICT expertise
Soft wares
Principal Teachers Students Government policies
Security
Parents support
IMPROVED TEACHING AND LEARNING
Content
Digital curriculum Access to Information
Pedagogy
Students self-discovery
Innovativeness in methodology
Technology
ICT availability and use
Professional Administration
Figure 3. Conceptual framework diagram. Researcher (2018)
ICT
Compatibility
Complexity
Trialability
Observability
Usefulness
Ease to use
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In this study, ICT adoption is about the perception and skills of the system or
organisation (mainly principal, teachers and students) adopting it combined with the
availability of the infrastructures, the ICT equipments, the softwares, and expertise support.
These elements if adopted in a school system will affect positively the teaching and learning
process where the content, the pedagogy, and technology are combined thus improving the entire
process. However, other factors like government policies, security, and parents and donors support
among other can also straighten this relationship.
In any educational institution, the implementation of a given programme will depend in one
way on the members of that institution. In a secondary school, principals, teachers and students are
the main agents to adopt a particular change. Indeed, the perception about a new technology affects
its implementation. Positive perception of ICT in teaching and learning build the attitude towards
teachers who are involved in the process of teaching and learning. The attitude will affect the action
to be taken. Positive perception of ICT will affect its adoption by principal, teachers and students in
teaching and learning process. A principal will for example spend money on an ICT tool if he/she
believes on its importance in administration or in teaching and learning. Teachers and students will
also use ICT tools if they believe in its importance in teaching and learning either for research, in
lesson preparation, in communication with students or in classroom as a pedagogical tool. Hence
the perception of principals, teachers and students of ICT in their daily activity will to some extend
influence its adoption and utilisation in teaching and learning.
Infrastructures in this study refer to the computer laboratories and ICT systems that can be
implemented in education. If provided, they create a conducive environment for ICT
implementation for teaching and learning purposes. Adequate ICT infrastructures will also promote
the smooth management of ICT equipments and tools. Infrastructure in a learning institution should
be relevant and enough for the teachers and students of bring a positive change in the learning
process. If the computer labs are not enough for a given school for example, they can affect the
24
lesson planning and create delay in delivery of the curriculum or generate frustration of the teachers
and students which can lead to negative attitude toward technology use.
It is by common sense that we should understand that the utilization of any new technology
depends mainly on its provision. The adoption of ICT is about the provision of ICT tools.
Computers can only be used in the classroom if they are provided. Teachers and students will be
motivated to use a new technology only if it is available in the school and fits in the teaching and
learning process. In the process of improving teaching and learning, it is very important to provide
adequate equipments that are useful and adapted to the educational institution. When they are
provided, teachers and students will be motivated to use them and hence improve the learning
process as a source of information, a means of communication and as a pedagogical tool.
The lack of ICT expert in schools have been missioned in many ICT implementation studies
as one of the major challenge affecting ICT implementation in secondary school. Indeed, to be
effective and efficient, ICT implementation process in school needs a presence of an expert. His
role would be mainly that of any technological expert mainly for maintenance, logistic and training
the entire schools on how to use the tools provided. A projector for example can be purchased for
learning purposes in a school, but not all the teachers and students will be able to manipulate it. And
even if they can do so, there is a need for coordination of its usage. If not there will be misuse of the
tools and damages may be costly for the institution.
In the process of improving teaching and learning by any technology or ICT, the principles
of compatibility, complexity, trialability, observability, and the technology usefulness and ease to
use must be observed. These are the principles proposed by the diffusion of innovation are very
crucial in the process of ICT adoption. ICT tools or programme will be accepted in teaching and
learning as much as it marches with the existing system of the learning institution implementing it.
It must also be complex not in the sense of difficult but bring some newness that will give value to
it. It should be triable and observable, meaning experimental changes should be visible to the
25
implementers and the positive changes must be observed and appreciated by the entire school
community. Alongside these principles, is the attitude of the adopters and their norms or the
importance of the adopted technology (usefulness) to the educational system and it ease of use. If a
particular technology is not so much complicated to use, it will affect the behaviour of the principal,
teachers and student who will implement it. Mobile phones for example have taken a lot of market
in the world because of their usefulness for communication and many brands are very easy to use
even by illiterate people. The above principles should be the foundation for any educational
technology.
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1.9 Operational Definition of Key Terms
Adoption: the term adoption usually means to make part of oneself or to be incorporated in a
particular group. To adopt is to fully accept and incorporate something new in the system, or a
family and making it fully part of the adoptive system or family.
ICT adoption: means in this proposal acceptance and full integration in teaching and learning. ICT
should be part of the teaching and learning process.
ICT expertise: means any ICT expert who can assist Marist schools with ICT knowledge. It also
refers to organisation or Institutions developing ICT for teaching and learning.
ICT Infrastructures should be understood in this study as all Computer laboratories, printing and
photocopying rooms, and Internet installations.
ICT Tool means in this study any digital gadget that can receive and/or communicate digital
information. The study will limit at those included in the observation check list in Appendix 5
Improved teaching and learning should be understood in this study as the process through which
the teacher and the students combine interactively the Content knowledge, the pedagogy and the
technology in the teaching and learning school business.
Information and Communication Technology: Communication implies sending and receiving
information through a channel that we refer to here as technology. In education, ICT is in most of
the time referred to as the use of computers, internet and other computer related devices.
Teaching and learning: In this study, with the argument that the learners have the capacity of
thinking and discovering knowledge themselves, teaching and learning is described as the process
of motivating, guiding and training the learners to acquire or get knowledge and apply it for their
holistic development.
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CHAPTER TWO
REWIEW OF RELATED LITERATURE
2.1 Introduction
This chapter is a review of existing empirical knowledge on the adoption and use of ICT in
teaching and learning in secondary education. Experiences of some African countries will help to
acquire a better understanding of how other countries have adopted ICT in their secondary
education system.
2.2 Review of Related Theories
There are several theories on ICT adoption or implementation, some of which have been
used by researchers. Those most used according to Korpelainen (2011) include the theory of
reasoned action (TRA) developed by Fishbein and Azjen (1975), the theory of planned behaviour
(TPB) developed by Taylor and Todd, (1995), the unified theory of acceptance and use of
Technology (UTAUT) by Venkatesh (2003) among others. The most related to this study among
the above theories are the Theory of reasoned action (TRA) and the Unified theory of Acceptance
and Use of Technology (UTAUT). The two theories are not only related to the study but in
combination with the diffusion of Innovation theory and the TPACK framework discussed in
chapter one, bring better understanding of the process of ICT adoption in improving teaching and
learning.
2.2.1 Theory of Reasoned Action (TRA)
This theory was developed in the field of social psychology by Ajzen and Fishbein in 1967
and was believed to be fundamental in the study of human behavior. The theory has two
fundamental constructs including the attitude toward behaviour and subjective norms (Momani &
Jamous, 2017). As explained by Alomary and Woollard (2015), an individual’s behavior in a given
situation is influenced by his/her attitude towards that particular situation and the subjective or
personal norms that shape his/her behaviour. In other words, attitude and personal norms are key
28
determinant on people’s behaviour. These two constructs of TRA have been mostly used in
behavioral study.
In 1986, David adapted the TRA to technology study to explain and predict technological
behavior in identifying the factors which lead to user’s acceptance or rejection of technology. Based
on technological aspect and organizational behavior he came with two factors which justified
technology acceptance including the usefulness and the ease to use. This adaptation of the TRA
under the name of Technological Acceptance Model was the most related to this study.
Korperlainen (2011) has presented it as the most used theory in technological adoption and
implementation research and studies. In his study that analysed 1303 research papers selected from
renown scholars published from 1999 to 2010, the findings revealed that from the 2474 citations on
theories, the Technological Acceptance Theory came at the first place with 869 (35.1%) making it
the mostly used in Technology adoption studies.
The proponent adds that, perceived usefulness is to be understood as the level to which a
person is convinced that by using a given system, service or tool would render his or her work
better, in normal sense in teaching and learning we would adopt ICT if we perceive it to improve
the teaching and learning process. And the perceived ease of use is that conviction that by using a
particular technology, service or tool, the daily routings or our work would be much easier. This
theory adapted to technology study is summarized in figure 4
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Figure 4. TAM Theory (adopted from Silva & Dias, 2007)
This theory relates to the first research question of our study in the sense that, ICT
adoption in teaching and learning will be affected by the perception and attitude of the
administrative staff, teachers and students. The more they believe in its usability and the more ICT
is easy to use; the more it will be accepted, adopted, implemented and incorporated in teaching and
learning.
2.2.2 The Unified Theory of Acceptance and Use of Technology (UTAUT)
The unified theory of acceptance and use of technology (UTAUT) was developed by
Venkatech Morris, David and David (2003) as a reviewed theory from the combination of eight
previous technology theories including the theory of Rational Action (TRA), the Technology
acceptance model (TAM), Motivation model, the model of PC utilization, the theory of planned
behaviour (TPB), the social cognitive theory, the diffusion of Innovation theory, and a theory
combining TAM and TPB (Korperlainen, 2011). The theory was developed as unified model that
combines various views on use and innovation acceptance, suggesting four core constructs that
influence technology acceptance and use. These constructs include the performance expectancy,
effort expectancy, social influence and facility condition as direct determinant of behaviour
intention (Williams, Rama & Dwivedi, 2015). Thong and Xu (2015) explain that the theory suggest
30
that performance expectancy, effort expectancy and social influence have an influence on the
behavior intention of an individual in adopting or using a technology. The intention which can be
positive or negative, combined with environment condition predicts technology use. In addition to
the four constructs in the theory, are four key moderating variable of gender, age, experience and
voluntariness to use technology (Korperlainen, 2011).
This theory has is fundamental to this study in the sense that it has combined some element
of the previous two theories used in the study. It also explains what can affect Principal, teacher and
students to adopt ICT in improving teaching and learning. The expected performance of ICT in
teaching and learning and the expected effort required to use ICT for learning and the pressure that
technology implementation in various sectors including education have a big impact on principals,
teachers and students’ attitudes toward ICT. The attitude toward ICT adoption has been the focus of
the first research question in this study. This study has also considered the fact that the facilitating
environment in terms of availability of ICT tools and policy has a significant influence in ICT
adoption as discussed in the third research question on ICT infrastructures in MSS. Alongside these
are the element of gender, age, experience and voluntariness of using ICT which was our concern in
collecting personal information on the participant.
2.3 Review of Empirical and Conceptual Studies
This section focused on the review of empirical study and concept that relates to the topic
under study. This was done following the research questions specified in chapter one. They
included the ICT perception in teaching and learning, the ICT skills among the respondents, the ICT
infrastructures in the institutions under study, the challenges faced by ICT and strategies to
overcome them.
2.3 1 Perception of Principals, Teachers and Students on the Role of ICT in Education.
Perception is a belief or opinion, often held by many people and based on how things seem.
(Online Cambridge Dictionay.org (2017). Perception can be understood as the personal/group
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understanding and consideration of something; the value an individual a group has towards
something of toward somebody. ICT adoption in school can be affected by the perception those
involved in the process have. This has been clarified by David (1986) with his Technology
Adoption Model as illustrated by Chuttur (2009). The model clarifies that both the perceived
usefulness and the perceived ease of use of any technology affect the attitude towards using it.
According to Schiller (as cited by Ncube & Tshabalala, 2014), personal characteristics that
have been found to influence the adoption of a new technology included educational level, age,
gender, educational experience, the familiarity with the computer in educational field, and attitude
towards computers. Quoting Jones (2001), they add that teachers are implored to adopt and
integrate ICT into teaching and learning activities, but teachers’ preparedness to integrate ICT into
teaching defines the effectiveness of the technology and not by only providing the ICT tools in the
classroom.
Again Rogers (2003) in his theory, used in this study calls it persuasion that takes place
when an individual forms a favourable or unfavourable attitude toward the innovation. This
persuasion process is very important and in this study that it explored in depth thus contributed to
more understanding on how to build staff and students’ positive attitude toward ICT in their daily
work.
A study was conducted by Simin, Kunjappan, Ramasamy and Anneetha (2016) on Teaching
and Learning with ICT tools in Malaysia. In a quantitative research, the researchers sampled
randomly 100 secondary school teachers to whom a questionnaire was distributed to collect data.
The findings indicate that more that 50% of the teachers have a positive perception of ICT adoption
in improving education. The teachers believed that ICT can help student concentrate in their
learning, student feel more independent in their learning, they comprehend more easily, recall more
easily, facilitate cooperation between students and ICT betters the class climate. However, this
study was done in a context of an already established culture of ICT in Malaysia. It only focused on
32
teachers and put aside the Head teachers and the students who are important agents of change and
motivation in the school. In this study both qualitative and qualitative design were used and
principals, teachers as well as student participated in this research, giving it more and divers insight
on ICT adoption in teaching and learning.
In addition, the study carried by Sultan and Ahmed (2015) in Saudi Arabia conducted on
two ICT directors, four headmasters, four teachers and four students used a qualitative research
method. Data collected from semi-structured interviews had also established that positive views and
attitudes from all participants towards integrating ICT tools in education, making them argue that
the positive views encompass most matters and could assist ICT application in institution. They
stated that generally, the results showed that ICT was perceived as an important tool in improving
performance, collaboration, learning experience and learning outcomes; and the need to improve
student attitudes towards ICT as a learning tool and using internet for educational purposes as
identified by ICT directors, headmasters and teachers is crucial. The study adopted a convergent
parallel mixed method by combining both qualitative and quantitative data that were collected at the
same time, through questionnaires interview guide and observation check list, making the findings
more generalizable to the population.
The situation in DRC is different and need to point out the perception of teachers who
probably have no idea of ICT and might be blindly excited of afraid of using it in their classroom
activities. Again this study included the principals, teachers and the students to point out various
and specific challenges in order to strategize well in the planning process.
From the study conducted by Uyouko and Wong (2015) on teachers’ cultural perception of
ICT in Nigeria school; a qualitative method was used to interview 5 teachers. The findings revealed
that although teachers held positive views about ICT use, they were discouraged by inadequate ICT
facilities and limited access to computers in schools. The above research however used a sample
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which is too small for the findings to be generalised, hence the current study increased the sample to
get more data to ensure reliability and generalizability.
Another study was conducted by Wanjala (2013) on the perceptions towards the use of ICT
in the administration of public secondary schools in Kimilili District, Bungoma County Kenya.
Using both qualitative and quantitative methods with a sample of 172 respondents selected by both
probability and nun probability sampling technique; the study found out that teachers were very
enthusiastic and positive about using ICT in administration. They perceived using computers
reduces time wastage, enhance their job performance and job satisfaction. Effect of using ICT tools
for administration in secondary schools according to teachers in the study, were found to reduce
time spent on routine tasks, improved communication and improved quality of reports. Head
teachers indicated that, the main effects of using ICT were accurate and faster preparation of
reports, improved performance of school administrative tasks, time saving and convenience were.
Nyakowa (2014) also analysed the factors influencing ICT adoption among public
secondary teachers in Webuye Sub-county of Bungoma County in Kenya. In a correlational
research design, simple random and purposive sampling techniques were used to select 100
teachers, 25 principals and five Ministry of education officers in five divisions. Using both
questionnaire and interview schedule to collect data, the findings revealed that respondents believed
that there was to some extend a positive impact on the use of ICT during the lesson. The study did
not give the reason why the teacher could have a negative attitude toward ICT, and it has been
important to notice that students were left behind while indeed they are the majority and main
beneficiaries of any innovation in the school. The current study explored some of the strategies that
could help teachers in MSS to overcome their fears by embracing ICT with more confidence.
However, contrary to the previous study, students were the majority among the respondents.
The difference in the results of the findings and their geographical location was of great
importance and motivated the current study. It was clear that ICT program adoption in secondary
34
schools relied in one way or another on the perception of those adopting it; principal, teacher and
student. The link between the low level of education and the perception teachers had towards ICT
was an issue of concern that attracted the interest of the researcher to embark on this study. The
research being the first of this kind in MSS, it evaluated the perception of principal, teacher and
students towards ICT adoption to improve teaching and learning, and gave some recommendations
to help principals, teachers and students to be more positive about ICT in their process of teaching
and learning.
Another study which attracted our attention was curried by Fatoumata (2016) in DRC at the
National University of Pedagogy in Kinshasa. In a mixed method, the researcher targeted the
university students and took a sample of 100 students. Document analysis, questionnaire and
interview guides were used to collect data. One of the findings from the research revealed that 61%
of the participant believe that ICT means simply Internet.
Leya (2015) did a study targeting the university lecturers at the National University of
Pedagogy in Kinshasa DRC. In a mixed methods research design, the science department was
targeted and a sample of 30 staff members was randomly selected from a population of 646. Data
collected by both questionnaires and interview guides revealed that only 10% believed that ICT was
pedagogical tool and 13% of respondents confirmed to have never used any ICT services at all. The
study further indicated that, only 43% used ICT in their daily work among the respondents.
Although these studies were conducted at the university level, they clearly showed how ICT
was still misunderstood and ignored in education in DRC. More investigation on ICT in teaching
and learning would give detailed information in understanding the matter at hand.
Most other studies focused on teachers and Administrative staff forgetting the big mass of
students who were the real beneficiaries the education process. Again teachers’ perception could be
influenced by other factors like age, availability of the ICT tools, academic qualification, gender,
35
and even teachers’ areas of specialisation. These relationships were explored through a correlation
analysis among various variables and some suggestions were made about them.
2.3.2 Teachers’ Knowledge and Skills for ICT in Teaching and Learning
The ability to use computers effectively has become an essential part of the educational
skills and knowledge in our modern time. Skills such as bookkeeping, clerical and administrative
work, stocktaking, and so forth, now constitute a set of computerized practices that form the core IT
skills package: spreadsheets, word processors, and databases (Reffell & Whitworth, 2002).
The needs for technological knowledge have been presented by Koehler and Mishra (2003)
in the TPACK frame work. It highlights very well the relationship between the three basic elements
that are involved in the process of adoption of ICT in teaching and learning. Teaching with ICT
involves using various technological tools, and henceforth it necessitates specific knowledge
adapted to it. ICT knowledge and skills is one of factors that affect its adoption in teaching and
learning as some various studies have shown. The world bank (2018) in its report insisted on the
importance of getting ICT skills to fully incorporate ICT in education stating that technology is
about much more than giving computers to students. ICT interventions include a wide range of
technological monitoring and information systems at all levels of education, from individual
students to education systems.
In this way, ICT knowledge and skills are very essential for its adoption in teaching and
learning. Sandholtz and Reilly (as cited by Ncube and Tshabalala (2014) argued that teachers’
technology skills are strong determinants of ICT integration. For Harrison (2010) qualified teachers
are often considered as a promoter in the adoption and effective use of technology in schools. He
noticed that in many African countries, untrained teachers and the low levels of teachers’ ICT
knowledge and skills have been identified as main barriers to introduce ICT effectively into
schools.
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A longitudinal research project study on teacher students done by Valtonen, Kati,
Kontkanen, Pöntinen, and Vartiainen (2012), showed that Teachers needed skills and pedagogical
model to be able to take advantage of various information and communication technologies for
supporting their students, learning at school. Teachers ought to be able to provide their students
with the skills for the 21st century they added. The study concluded that teachers as well as students
had rather limited idea about how to use ICT for teaching and learning. Either ICT is mentioned on
very common level such as using computers for teaching without any specification, or then ICT is
seen mainly as teachers’ tool.
A study carried out by Mafuranga and Moreni (2017) on integration and communication
technology in English language teaching in selected secondary schools in Botswana indicated that
there was ignorance among teachers. The study used a questionnaire that was distributed to 55
teachers in 11 Junior secondary schools in the Kweneng region. The findings revealed that majority
of teachers thought ICT was the computer which showed lack of knowledge on various ICT gadgets
and tools available which could add variety to classroom contexts.
In an investigation on the extent to which school administration and teaching and learning
are promoted through the use of ICT in Ghana Basic School, data collected through a cross-
sectional survey by Natia and Seidu (2015) revealed that despite teachers’ access to ICT tools, such
as computers, the ability to use them to teach was weak. The study suggested that capacity of
teachers to effectively deliver in ICT was low because of lack of regular training and poor internet
access to research.
Similarly, in the analysis of the technological factors influencing adoption of ICT in public
secondary school in Kenya, Gakenga, Gikandi and Kamau (2015) discovered from their findings
that 53% of the respondents indicated that their school teachers were lacking ICT knowledge and
skills, competent enough to adopt use of ICT teaching while 25% of the respondent opined that
teachers had knowledge and skills useful in adoption of ICT in teaching.
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Another study conducted by Tanui (2013) on the principal’s role in promoting use and
Integration of ICT in Public Secondary School in Wareng Sub-County Kenya, during which both
qualitative and quantitative methods with probability and nun probability sampling were used. With
15 principals, 30 heads of departments, 60 teachers and 4 educational officials selected from 15
schools, both questionnaires and interview guide were used by the researcher and the findings
revealed that although most public secondary schools in Wareng sub-county had basic ICT
hardware and software resources, majority of principals hardly used computers making them weak
examples to the rest of the school community. Low ICT literacy levels among teachers and
students, weak schools’ ICT policies and absence of clarified roles for principals, technophobia,
inadequate computer studies, teachers and principals’ low levels of ICT skills were among the
challenges disclosed by the research. This is to confirm how ICT knowledge and skills is important
to support the infrastructures and other element in its implementation in school. It is however
important to consider that ICT implementation like other innovative element needs time for its
adoption and integration.
2.3.3 School Infrastructures and Availability of ICT Tools
One might have the knowledge and skills but the availability of both the infrastructures and ICT
devices will matter a lot in the implementation of the program. Adopting ICT in teaching and
learning will highly depend on the availability of ICT tools and equipments.
A general survey carried in the European Union by European Schoolnet and the University
of Liege Psychology and Education (2013) published the report on ICT in education: Benchmarking
Access, Use and Attitude to Technology in European schools. The report revealed that, the
computer rate per student was between three to seven with some countries where laptops, tablets
and net books were becoming pervasive. Schools have adopted white board and they have reached a
ratio of 100 students per interactive white board. The internet speed has reached to 2 and 30 mbps
on average and almost all students are connected to internet in school.
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The Survey findings also revealed that students were in highly equipped schools, with high
equipment, fast speed internet connection. The study was however carried in developed a country
that has high economic development, giving to researchers a clear picture of ICT development in
European education. Coming down to DRC where the current research took place, it also gave the
image of how the schools in developing countries are doing to help in planning.
A study conducted by Ghaviferkr and Rosdy (2015) on teaching and learning with
technology in Schools in Malaysia. A sample of 101 teachers was randomly selected from 10 public
schools. Data collected by the use of a questionnaire in a quantitative design revealed that, when
teachers were well equipped with ICT tools and facilities would attribute to one of the main factors
for successful adoption of technology in teaching and learning.
Similar findings had been noted by Wachiuri (2015) in the study carried in Kenya on the
effect of teachers’ experience and training on implementation of ICT in public secondary schools in
Nyeri, Central District. Through a sample of 82 teachers and 15 principals, selected through
stratified random technique in a descriptive survey design the research used a questionnaire,
interview schedule and observation schedule to collected data. It was analysed qualitatively and
quantitatively. The researcher recommended that Public secondary school should find a way to
purchase more ICT facilities and support teachers’ training on the use of ICT. In a similar study
carried in DRC by Ngoma (2010) it was find that electricity and ICT devices are either expensive or
inexistent, making ICT implementation difficult or even impossible.
The issue of ICT facilities in improving teaching and learning was also confirmed by the
study done by Kisirkoi (2015) in one school in Kenya which provide fully ICT and has incorporated
it in the curriculum instruction. The findings from observation and interview schedules from a
random sampling of 18 teachers and 30 students from 28 and 535 respectively disclosed that the
mean score of the school in academic performance increased from 6.2 to 8.4 from 2007 to 2013.
Although this success could be attributed to ICT factor only, all the teachers and students had
39
access to ICT tools and all were computer literate. Teachers also had confidence to test new
methodologies in their teaching.
In this study, questionnaires were complemented by observation check list and interview
guide to shade more light on the role of ICT tools used by principal, teachers and student in their
administrative and teaching and learning activities. It looked at ICT tools in a large perspective with
current multiple devices available in our modern time. Similar attention looked at the variety of
energy sources including solar and generators to respond to the electricity challenge that have been
pointed out by previous researchers in DRC. Exploring the available ICT alternative tools that can
be adopted in MSS was part of this section in the study. Technology evolves every day and one has
to select among devices produced every time in the market that can fit in the Institutional or
personal situation in which he is working. While studying the available ICT devices, it is good to
consider multiple factors that can enhance or hinder the adoption of these tools that are more
practicable, with easy access and more useful as expressed in TAM.
2.3.4 Challenges in ICT Adoption in Teaching and Learning
Due to ICT’s importance in society as well as in the future of education, identifying the
possible challenges to integrating these technologies in schools would be of important for
innovating the teaching and learning process in school setting (Ghavifekr, Kunjappan, Ramasamy,
& Anthony, n.d). Challenges facing the adoption or the integration of ICT in teaching and learning
have been well document by various authors, depending on various factors. Some of the challenges
seemed to be the resistance to change while other focus on the lack of infrastructures or poor skills.
As Semenov (2005) stated, change is a process, not an event. Buying and installing hardware and
software is not sufficient to make ICT into a genuine education technology. Adoption of any
program especially when it needed financial resources and intellectual skills has not been without
challenges that various research studies had pointed out.
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A study done by Karsenti, Collin and Merrett (2012) in thirteen African countries involving
various schools in each country, the researchers were interested in finding out the pedagogical
integration of ICT, its success and challenges. Analysis from more than one hundred schools using
a variety of design and sampling technique came out with the conclusion that, ICT integration into
African education and profession training systems comes with some of challenges that must be
taken into account. In this regard, the researcher classified the ICT challenges from the findings into
four categories including infrastructure challenges (power outage, internet blackout), technological
(insufficient, inadequate and outdated computer equipment), human challenge (lack of techno-
pedagogical skills in teachers and training) and financial (lack of permanent funding for
pedagogical ICT integration). From this Pan African study of ICT integration from thirteen
countries in which data was collected from all education levels and in both countryside and town
areas, it was been revealed that ICT in education in African is difficult, and has led different
perception on the topic. Some have been discouraged and waiting until up to the time when
education system in Africa will design specific ICT development plan.
A special attention was paid to the above study especially its large coverage of Africa and
multi-level content in the educational system where primary, secondary and university data were
collected. A big question came on why DRC was forgotten in the study? From Mali to Cameroun
and Central Africa, coming to Kenya and Uganda and then jumping to Mozambique up to South-
African, forgetting DRC is big reason to investigate in this study the ICT reality in this big country
especially the MSS.
Lindberg, Olofsson and Fransson (2017) in the study conducted in Sweden on Teachers and
students’ views and use of ICT in Upper secondary have noticed that the first major challenge of
Integrating ICT in teaching and learning relates to time and subject. More specifically, the time
assigned to specific topic in the timetable is considered by the teachers as very restricted, which
more or less rules out the use of ICT. In other words, although many of the teachers can see the
potential of ICT for their subjects, not enough time is available for its use. The study carried in
41
Kenya by Writer (2011) shows that, teachers poor knowledge in ICT is among of the key challenge
for its implementation in education.
A study, carried by Ncube and Tshabalala (2014) is an Investigation into Challenges Faced
by Secondary School Teachers in Integrating Internet into the teaching and learning process in
Zimbabwe Harare Province. This descriptive survey design through a random sampling selected
450 teachers who were involved the study responded to a closed ended-question and one open
question. The study revealed that most of the teachers had negative attitudes for the use of internet
in the classroom, there was lack of professional development among the teachers, and the schools
did not provide adequate leadership support and technical support to teachers.
These challenges had been analysed before by UNESCO (2002) when it came with the
suggestion that, to plan for ICT to improve learning, three crucial conditions must be met. These are
the provision of sufficient access to digital technologies and the internet in the learning
environment, effective and reliable digital instructional content to both instructors and students, and
knowledge and skill for the teachers allowing them to utilise the new to use the new digital material
and resources to help all learners acquire high academic standards.
Muthevula and Uwizeyimana (2014) carried a study that analysed the impact of ICT
equipment availability and accessibility and teachers’ training in ICT use on the integration of ICT
into the curriculum related activities by teachers in South Africa. Data was collected using
structured questionnaire distributed to 146 participants in 12 secondary schools Mopani District,
South Africa. The study highlighted that there was scarcity of ICT tools in general to implement
ICT in schools. This had affected most of the teachers in the teaching process due to the lack or
insufficient ICT tools.
Although the study points out the need to address the infrastructures as means to pave the
way to ICT integration, the study’s use of quantitative design only and structured questionnaire
lacked some qualitative input for in-depth analysis and deep understanding of the problem and how
42
the respondent perceived the way forward and the reasons why ICT tools were almost inexistent in
the area of study. The study again failed to categorize the respondents to get specific insight about
the problem in order to identify the most challenging group for more focus in the areas of study.
This study considered the three direct school community members including the principals, teachers
and students, and categorised the questions in relation to each group to gain more insight.
2.3.5 Strategies in Adopting ICT in Teaching and Learning
To face the challenges presented earlier, strategies must be implemented for the adoption of
ICT planning in education system specifically in the secondary schools. All around the world, some
governments have tried to set policies and strategies that are ICT friendly or promoters. The
Government of India for example, in the “Guide for Implementation of the ICT@Schools Scheme”
and “Model Bid Document” of the Department of School Education and Literacy of the Ministry of
Human Resource Development (2010) planned an educational ICT plan that starts from the bottom
to the top in the educational system, from lower primary to secondary school. The plan included the
digital curriculum adapted to all and appropriate tools to implement the plan at all levels.
In a research carried by Albugani (2016) on developing a strategic approach to ICT
implementation in Saudi secondary schools, through the use of a cross sectional case study strategy
in a mixed method. A questionnaire and semi-structured interview were utilised to collect data from
head teachers, teachers, students and two ICT directors in the Saudi ministry of education.
Numerous challenges were unpinned in the implementation of ICT in school including: the lack of
clarity in ICT policy, lack of support and supervision, maintenance and technical support, lack of
training and weak ICT contents, insufficient ICT tools as well as English language barrier and
unqualified teachers. Other challenges included negative views and attitude, unqualified teachers,
financial resources, low level of ICT use at classroom and lack of ICT skills. The researcher
suggested strategies to respond to these challenges including but not all: the development of a long
and short-term policy, increase of number of supervisor, teachers training for maintenance, employ
trained specialists, update ICT content by experts, support schools and ICT department with
43
sufficient financial resources and offering pedagogical training. Other strategies were the provision
of sufficient number of ICT tools and collaboration between the ministry of education and the head
teachers.
A literatures review done by Sara, et al, (2010) informs on this matter that most Sub-Sahara
Africa (SSA) countries of the commonwealth have to some extent developed their national ICT
policies that provide the foundation upon which ICT both at the national level and at the educational
sector level is set. Some of the countries mentioned in their literature review points out Botswana
with all Junior and Secondary schools which have fully equipped computer laboratories and the
Botswana college of Distance and Open Learning (BOCODOL) providing e-learning programmes
for students at the level of secondary school. The same literature points out Ghana with a wide
ranging ICT initiatives in which schools are equipped with ICT, networking and amongst school
schemes is the awarding teachers who excel in using ICT capacity building for teachers. Quoting
Isaacs (2007) they highlight that Mauritius that in 2006 approved the universal ICT education
Programme (UIEP) which aimed at providing hard ware, internet connectivity and computer
proficiency skills to students and other target groups through ICT learning in 59 training centres
situated in various schools across the country. The same study points out Namibia’s policy on ICT
in education as fairly well developed. ICT is implemented in all Namibian educational institutions
and is coordinated by the Global e-Schools and communities Initiatives (GeSCI) formed by UN task
force on ICT, and by the National Educational Technology Services and Support Centre (NETSS)
In Kenya, a National ICT strategy for education was developed since 2009 by the ministry
of education. It included thirteen components for ICT implementation which were: education
policy, digital equipment, connectivity and network infrastructure, access and equity, technical
support and maintenance and emerging technology. Other components were the digital content, the
integration of ICT in education, training, research and development, education management
information systems, partnership and the mobilisation of finances, and legal and regulatory
framework. Although it is limited to Kenya, this national ICT strategy clarified the entire ICT
44
integration process in Kenya education, involving all the stakeholders that were involved in
education at all levels (Government of Kenya, 2009).
It is quite clear that strategies for ICT implementation have been researched on by scholars
from various locations. The literature remains silence on the actual problems faced by the MSS in
ICT implementation process. This research therefore intended to point out existing guidelines and
strategies for the implementation of ICT in secondary school in DRC and hence, analyse to which
extent these have been followed. Specific challenges arose from data collected from the respondents
in which some empirical strategies were suggested that will enable ICT implementers to face these
challenges in MSS.
2.3.6 Summary of the Literature Review and Identification of Knowledge Gaps
Important studies have been done by various researches at international and regional on the
adoption or integration of ICT in education. However, very little is known locally on the research
topic and that is the first reason that justifies this study. From the empirical studies explored by in
this research it was noticed there is still a kind of division in the findings. On one hand some
teachers believe that ICT can help students concentrate in their learning and facilitate collaboration.
To some extent principals, teachers and students have a positive views and attitudes of ICT and
there are very enthusiastic about it. On the other hand, other studies have showed that majority of
teachers and staffs have negative perception of ICT in education that could be linked with their
incompetency. The divergences and the geographical limitation of the above study are among the
reason why more research is to be done. More correlation between various variables were
statistically analysed and findings were given in details in chapter four.
Teachers need skills and pedagogical model to be able to take advantage of the various ICT
for support in students learning at school. Some teachers demonstrated poor knowledge about ICT
confusing to computer lesson, hence needed training in ICT, since access to computer tools was not
a guaranty to ability to use them, although well-equipped teachers with ICT tools and facilities is
45
one of the main factors in success of technology. It was recommended that public schools in Kenya
for example, should find a way to purchase more ICT facilities and support teachers training on the
use of ICT. Looking at the challenges faced by the integration of ICT in teaching and learning, they
could be summarised into infrastructure, Technology, human and Financial. In addition to this was
the internet inaccessibility or high cost and poor and unreliable electricity.
A lot has been pointed out by various scholars and researchers as far as ICT in improving
teaching and learning is concerned and the findings attest to this. However, a lot is still to be
disclosed through more research, and among the gaps are students’ roles in ICT implementation in
teaching and learning or in ICT implementation in secondary schools. Most of the studies did not
make important correlation between various variable that influence the adoption of ICT in
secondary schools.
Most of the researchers seemed to focus on a single aspect of the school at a time. In this
study, the school was analysed as one system, giving various point of views from all direct school
community members including the principal, teachers and students at the same time. Such analysis
brought out some similarities, differences and even contradictions among the participants making
the research findings more critical and more valid.
Specific question was set to test the ICT usage at school as well as at home for educational
purposes, widening the space of understanding the ICT skills among the participants that was not
explored in the current literature review. By doing so, the study sought to bring out reliable
strategies for ICT implementation comparing what was known and what was being done. The
understanding of ICT in the studies of the literature review seemed to ignore the current alternative
ICT tools and changes in technology that could address the previous challenges of computers
accessibility and cost, but that was looked at in the current study.
Lastly it was noticed that local literature on the topic could not be found except few
publications that needed update, as in deed ICT is a very fast changing domain and one needs to
46
adapt to the new technological changes. This fast and daily new development and improvement is a
very essential reason for which those who are involved in research should be updating the new
knowledge which comes with the new ICT innovations. This research hence sought to bring out
updated new knowledge to enlighten all the stake holders of MSS in terms of improving the
teaching and learning process through ICT.
47
CHAPTER THREE
RESEARCH DESIGN AND METHODOLOGY
3.1 Introduction
This Chapter provides description of the research design and the methodology used in order
to guide and generate required data for the research. It is arranged in specific themes that consist of
the various subsections of the area of research design and methodology. The sections include; the
design, target population, sample and sampling procedures, data collection instruments, data
collection procedures and data analysis procedures.
3.2 Locale of the Study
This research was conducted in the Democratic Republic of Congo which is situated in the
central part of Africa. The country is a 2 345 095 km square in terms of coverage, with a population
of 86 895 208 (2016) distributed in 25 provinces (PopulationData.net, 2017). Marist secondary
schools are currently established in four provinces including the capital city of Kinshasa, Maniema,
Tshopo and Sud-Kivu. The schools are located in five catholic dioceses. MSS are well spread and
cover a good part of the country since two are located in the Eastern part, two in the Central and
two in Western part of the country. This spread of the schools targeted by this study gives a large
cultural platform covering different people. It balances both social and economic background of the
country as two schools are located in the capital city, three others in two different towns and the
other two in different rural arias.
3.3 Research Design
This study used a mixed-methods research approach, specifically a Convergent Parallel
Mixed Method Design was adopted for the study. A mixed method involves using both qualitative
and quantitative research methods in the same research study. While qualitative data tends to be
open-ended without set responses quantitative data usually includes closed ended answers
(Creswell, 2014). According to Creswell, (2014) a convergent parallel mixed method is a form of
48
mixed methods design in which the researcher mixes or merges both qualitative and quantitative
data in order to generate a comprehensive analysis of the research issues. In this design, the
researcher uses both designs during data collection and analysis almost equally in order to provide a
comprehensive analysis of the research problem. While the quantitative design helped to understand
the characteristics of the phenomena, the qualitative design helped to gain an in-depth
understanding of the same.
In this case a cross-sectional survey research design was used to collect quantitative data
while a phenomenological design was used to collect qualitative data; both concurrently. The two
designs were mixed in the data collection and data analysis process to generate more comprehensive
and generalizable findings in the study.
3.4 Target Population
The study targeted the seven Marist secondary schools situated in the four provinces and
five dioceses in the Democratic Republic of Congo. The participants included the administrative
staff especially the school principals, the teachers, the students; and the Marist schools’
coordinators or BEM representatives.
3.5 Sample and Sampling Procedures
A sample is a smaller group of individuals, events or objects obtained from accessible
population of the study. A sample is used because it may not be easy for a researcher to deal with
the whole accessible population (Kimalu & Marimba, 2014).
Sampling involves selecting a small group from a larger group and studying the small group
(the sample) in order to learn about the larger group (population). This work only if the sample is
representative of the population (Vogt, 2007). The quality any research does not depend only on the
methodology and instruments used but also by a well selected sampling technique (Cohen, Manion
& Morrison, 2007).
49
In this study, both probability and nun-probability sampling techniques were adopted to
select the various participants. All the seven Marist schools were involved in the study. The seven
principals were selected by census as they were few and could be reached. Stratified and random
sampling techniques were used to select the teachers and the students. Purposive sampling was use
to select the chair of the Bureau for the Marist Schools or Bureau des Ecoles Marists (BEM). To
improve the sample in the study, ICT teachers were selected purposively for they had key
information to the study. Also in some cases female teachers were selected purposively for gender
inclusion among the respondents.
Stratified random sampling involves dividing of the population into small groups known as
strata based on common characteristics. After the accessible population is divided into groups,
random samples proportional to the group size to the population are taken (Kimalu & Marimba,
2014). This insures that important sub-groups in the population are considered and taken in the
sample. In simple random sampling, the researcher selects participants (or units, such as schools)
for the sample so that any individual has an equal probability of being selected from the population.
The intent of simple random sampling is to choose individuals to be sampled who will be
representative of the population (Creswell, 2012). Census sampling is a nonrandom sampling
procedure where by the researcher include the entire realistique population in the study without
drawing a sample (Lodico, Spaulding & Voegtle, 2006). Purposive sampling refers to a process
where participants are selected because they meet criteria that have been predetermined by the
researcher as relevant to addressing the research question (e.g., people of a particular age or other
demographic category) for a particular study (Given, 2008).
3.5.1 Selection of the Bureau for Marist School Chairperson
The bureau for Marist schools is important for planning and development, the
chairperson was selected purposively to give the authorisation to the researcher to rich other
participants in the schools. He was purposively selected to participate in the research for he was
50
expected by the researcher to hold very important information on plans and policies about the MSS
in term of MSS development, particularly ICT which was the issue under study.
3.5.2 Selection of Schools
All the seven MSS were mixed day schools. Although one was private and the other six
were subsidised by the government for the payment of the salary for the teachers, they still shared
the same characteristics in terms of ICT implementation and plans. All the seven schools were
involved in the study for the reason that they were not many and were accessible by the researcher
in terms of time limit and budget constraints.
3.5.3 Selection of the Principal
All the principals were involved in the study using census sampling. This automatic
inclusion is based on the reason that principals were few and could be reached. Again they are the
main informants in school as they hold the big responsibility of school administration, management
and development; hence they had important information for the study. Principals are also the direct
initiators and implementers of most of innovative changes in schools.
3.5.4 Selection of Students
To determine the sample size for the students who participated in the study, Yamane
(1967)’s formula was used. The formula was proposed by Ngigi, Wakahiu and Karanja (2016)
stating that, for a sample size to be representative of the target population, the sample size must be
calculated taking into account the population (N), confidence level (usually 95% but the higher the
level the larger the sample size) and the margin of error (5 is a good margin). Yamane’s (1967)
proposed formula is where n=Sample size, N=Population size, e= Sampling
error/precision error (0.05). Hence, estimating the students to 7000 from the seven schools (BEM
report 2017) the students sample size calculated was = 378 students. This sample
51
size was similar slightly higher than the size calculated by the online SurveyMonkey calculator
(2018), which suggested the size of 365 from a population of 7000.
From the 378 students, a proportionate stratified sampling technique was used to allocate the
number of students who participated in the study from each school, considering the school
population. This was calculated using the formula , where:
PSi = the participants from school (i), TSSi = the total number of students in School (i), TPs = total
population of students in all the schools and SN = sample number of the students involved in the
study.
After the allocation of the number of participants from each school, students who
participated in the study were selected from form five and form six only. From the lists which were
provided by the school administration, the researcher picked the class or classes with the number of
students corresponding or was closer to those needed for the sampling. Following the strata
allocated to the school and provided the list were of the same number, one class was picked
randomly. In order to ensure gender balance, classes that had higher gender balance were preferred
and selected by the researcher.
3.5.5 Selection of Teachers
A sample of 50 teachers was selected from the 356 teachers who were in MSS. The sample
constituted a 14% which was representative for the teachers’ population. The choice of this sample
size for teacher followed the suggestion of Kimalu and Marimba (2014) stating that in descriptive
studies, 10 percent of subjects picked from the sample frame (complete list of subjects in the
population) is adequate and even smaller for larger population. To determine the number of teachers
to participate in the study from each school a proportionate stratification sampling technique was
again used. The individual teachers from each school were selected randomly from the list of the
teaching staff, except the ICT teachers who were picked purposively for having more information in
52
the topic under study. ICT teachers were selected purposively for they were more experienced in the
topic under study and could give key information.
The sample and sampling procedure was summarized by the matrix in table 1
Table 1
Sampling matrix
Category Target pop Sampling procedure Actual
Sample
Percentage
(%)
Principal 7 Census 7 100
Teachers 356 Stratified, Random & purposive 50 14
Students
BEM chairperson
7000
1
Stratified, random & purposive
Purposive
378
1
5.4
100
3.6 Description of Research Instruments
To collect the data questionnaires, interview guides, and observation check list were used. In
this study questionnaires in which closed and open-ended questions were structured and used to
collect quantitative data. Observation check list and interview guide complemented the
questionnaires to collect qualitative data. While quantitative data were analysed using descriptive
statistic by generating frequencies, percentages and making some inferences, qualitative data were
analysed by categorisation of themes and narrations.
3.6.1 Questionnaires
Questionnaires have been found to be useful for the collection of data from the population.
Each item in the questionnaire is developed to address a specific objective, research question or
hypothesis of the study (Mugenda & Mugenda, 2003). Quite often, questionnaire is considered as
the heart of a survey operation (Kothari & Garg, 2014). Questions may be unstructured or
structured. Unstructured questions ask respondents to provide a response in their own words, while
53
structured questions ask respondents to select an answer from a given set of choices (Bhattacherjee,
2012).
This research therefore, used three types of questionnaires which were designed according
the three main participant groups mainly the principals, the teachers and the students. Each
questionnaire type therefore was divided into six sections. The first section aimed at gathering the
respondent personal information, the second, third, fourth, fifth and sixth sections focused on the
five research question. Closed ended questions on a Likert scale were used combined with open
ended question to collect data from principals, teachers and students. The researcher administered
the instruments personally during data collection.
3.6.1.1 Questionnaire for the Principals
The questionnaire for the Principals was divided in six sections. The first section collected
personal information about them mainly the gender, age, academic qualification, experience in
educational field. The information was for further analysis on the relationship between these
variables to the other research questions. The other sections collected data from the principals
following the research questions. These included the perception of Principals about ICT in
improving teaching and learning, the ICT skills of principal and how often they were using ICT in
their administrative work, the challenges faced the adoption of ICT in school, and the strategies that
can be implemented to face the highlighted challenges in the process of ICT implementation.
3.6.1.2 Questionnaire for the Teachers
For the teachers, the questionnaire was structured in the similar way as that of the principals
with some slight differences that included their academic arias of specialization. The study was
interested in disclosing some ICT elements that could be linked to teachers’ domain of
specialization and how the participants were distributed on this basis in the study. The questions in
the other sections were based on the research questions and important elements of the theories used
in the study. They depicted important element of the teacher’s role including access to teaching
54
material, scheme of work and lesson plan, teaching in the classroom and communication with the
school and students among others.
3.6.1.3 Questionnaire for the students
For the students, the questionnaire was again similar to the ones used for the principals and
teachers with six sections. However, it had specific elements on ICT related to students. Students
being the main beneficiary of the ICT implementation process, important elements for data
analysis were added in the first section of their questionnaire. They included for example
information about number of years they have spent in Marist school and the course combinations
they were taking. This information was considered as important for ICT planning in school. In the
others sections which followed the research question the statements focused on learning, access to
academic information and communication.
3.6.2 Interview Guide for the Marist School coordinator
The interview method of collection data involves presenting of oral-verbal stimuli and reply
in terms of oral-verbal responses. This method can be used through personal interview and if
possible through telephone interview (Kothari & Garg, 2014). The purpose of interview is to collect
information that cannot be directly observed or are difficult to put down in writing, and capture
meaning beyond words (OSo & Onem, 2009). For this research, an interview guide was designed
and administered to the BEM coordinator. It comprised of six sections. Section one focused on the
personal information including age, gender, education qualification, duration period in education,
and the other sections were based on collecting views on each of the research questions including
the perception of ICT in improving teaching and learning, the state of ICT infrastructure in MSS,
the ICT tools in MSS, the challenges faced by the adoption of ICT in MSS as well as strategies that
can be used to face the challenges. This was to have a clear picture of what the Marist coordination
is planning in terms of ICT for the schools.
55
3.6.3 The Observation Check List
The purpose of the observation is to allow the researcher to see for himself what people
actually do rather than what they say they do. It is to bridge the gap between what people say they
do and what they actually do (OSo & Onem, 2009). A researcher utilises an observation checklist to
record what he or she observes during data collection. (Mugenda & Mugenda, 2003)
For this study, a direct observation was conducted by the researcher using a check list to list
the number of important ICT tools and programmes that are available and used in the school. The
observed items included computer laboratories, Desktops, Laptops, Tablets, IPAD, Smart phones,
Printers, Photocopiers, Projectors, DVD/VCD/CD-players, Softwares, Internet connection facilities,
and sources of energy. This check list also ensured that the items’ availability and usability were
evaluated in highlighting tools which were available and wither they were being used or not
3.7 Validity, Pilot Testing, Reliability and Credibility
In this section, the researcher concentrated on ensuring that the validity, reliability and
credibility of the instruments were observed and applied so that the findings may reflect the reality
of the population and hence can be generalizable. Also a pilot testing of the instrument was done.
3.7.1 Validity
Validity can be viewed as an integrated evaluative judgment of the degree to which
empirical evidence and theoretical rationales support the adequacy and appropriateness of
inferences and actions based on modes of measurement (Messick, 2003). It gives a measure of the
degree to which an instrument measures what it claims to measure (Creswell, 2009). According to
Winter (2000) as quoted by Cohen, Manion and Morrison (2007) quantitative data validity can be
improved through careful sampling, appropriate instrumentation and appropriate statistical
treatment of the data. To establish validity of an instrument, Mugenda and Mugenda (2003)
recommend the use of professional expertise in that field.
In this study, the researcher used professional experts in the subject area of educational
administration and planning together with research experts whereby they were given the
56
instruments to review before they were pilot tested. Consultation amongst the university research
team members and subject area experts was done to check on content, construct and face validity
among others. They helped to examine the items in the questionnaires, interview guides and to
ascertain the adequacy and appropriateness of the items for the study. They also helped to ensure
that the items were meaningful, clear and precise. This validation procedure of the opinion of
experienced research experts helped in getting away with ambiguous items. Their views and
contribution were used to adjust and improve the instruments.
The research also used the peers to validate the instruments including colleague students at
Masters level and those in PhD programme, from the school of postgraduate studies particularly in
the faculty of education who were given the instruments to check on content, construct and face
validity. Their opinions were used to rephrase some items in the questionnaires, making them
clearer. In this process some items were added and others removed to make the instruments more
valid. The researcher also used Triangulation, whereby, different instruments were used to collect
data from different categories of the respondents to determine and ensure consistence of the
findings.
3.7.2 Pilot Testing of Research Instruments
A pilot test has several functions, principally to increase the reliability, validity and
practicality of the questionnaire. The instruments were pilot tested on a small sample of ten
students, 5 teachers and the principal of in Weza secondary school. This is in line with the
recommendations by McMillan and Schumacher (2001) who noted that a small number as ten
participants for pilot testing is adequate. The purpose of pre-testing was to ensure that items in the
questionnaires were clearly stated and held the same meaning to all participants. It also helped to
identify minor problems relative to the Likert scale key and the numbering of the items. This
provided a trial run for the data collection. After the pilot test, the questionnaires were redefined
accordingly by eliminating typographical errors, spelling mistakes, unclear instructions, and clear
language use. For example, some teachers were asking the difference between ICT and computer.
57
Others said they were sure that ICT is only for the computer class teacher and were not to
participate in the study but the researcher explained to them that they were indeed ICT users with
their smart phones and digital TVs at home.
3.7.3 Reliability of Research Instruments
An instrument is considered reliable when it can generate similar result when used at
different moment in the collection of data on similar population (Mcmillan & Schumacher, 2001). It
is the degree to which the measure of a contract is consistent or defendable (Bhattacherjee, 2012). It
is the level to which an instrument consistently yields same results on repeated measurements. To
insure the reliability of the research instruments the researcher used internal consistency measured
by Cronbach’s alpha. This was because this reliability type could be estimated from giving one
form of a test once. By obtaining a Cronbach’s alpha of the specific sections within the
questionnaires, the overall reliability of the instruments was established. According to Hardy and
Bryman (2009), Cronbach alpha assumes equivalence of all items.
The Cronbach’s alpha value was easily obtained from the statistical packages the researchers
used for analysis. As such, the Statistical Package for Social Sciences (SPSS) version 23 was used
to compute the reliability index. To test the reliability of the questionnaires the study adopted a
Cronbach alpha value α = 0.90 for the students and α = 0.89 for the teachers (see Appendix 8). The
values were computed from the data collected from the pilot testing. The acceptance and adoption
of these two values were in line with Tavakol and Dennick (2011) asserting that there are different
reports about the acceptable value of alpha ranging from 0.7 to 0.95.
3.7.4 Credibility of Qualitative Research Instruments
Credibility refers to whether the participants’ perception of the setting or events math up
with the research’s portrayal of them in the research report (Lodico, Spaulding, & Voegtle, 2006).
Credibility ascertains that the study reflects the experiences of those being studied and the results
can be trusted. In order to ensure the credibility of the findings, Creswell (2009) recommends the
use of multiple strategies and these should enhance the researcher’s ability to assess the accuracy of
58
the findings as well as convince readers of that accuracy. Among the proposed strategies are the
members checking, enough time for the research, triangulation, clarification of bias, use of peer
debriefing, external auditors, etc.
Some of the strategies used to ensure the credibility of the qualitative data was the use of
peer and external reader to evaluate the research instruments specially the interview guide to
increase clarity and remove possible biasness in the instruments. The researcher also took enough
time during the interviews to ensure that the participants had enough time to explain and say all that
they wanted to say, in relation to the study. The data collected from the interview guide were read
back to the participant to confirm that what the researcher captured was exactly what he had
actually said. During report writing, the researcher had the possibility to confirm the data recorded
from the interview for correction. The participants were also given the email address of the
researcher for any eventual clarification after data collection. Communication with the MSS
coordinator, and some ICT teachers was done to confirm some of the ICT tools found in specific
schools for more precision on their usage and accessibility by teachers or students, frequency of
usage and on more challenges hindering ICT in the school. This was particularly in the review of
the check list records for mistake verification and corrections.
3.8 Data Collection Procedures
The researcher received first and foremost a research authorisation letter from the Education
Faculty, department of Postgraduate studies of the Catholic University of Eastern Africa. The letter
addressed and presented to the chairperson of the Bureau for the Marist Schools (Bureau des Ecoles
Maristes) who is the coordinator of the MSS in DRC, who granted a written permission letter for
data collection to the researcher and this letter was immediately forwarded to all the principals in
MSS. The researchers then collected the data starting with the nearest school East to the West of
DRC, from Weza to St Charles Lwanga, and then to Chololo Pedacom and IT Chololo and lastly to
Bobokoli and Mobateli. The researcher also conducts the interview with the MSS coordinator as
planned in the research. In each school the researcher met personally the principal and planed
59
together about the availability of teachers and students and on the modality to access to them. After
agreement with the principal selected teachers were given the questionnaire during free time or
asked to stay in the school after class to fill the questionnaires and after the exercises the researcher
collected them himself. Teachers who needed more time were given chance to go with them at
home and return them the following day.
Students were given the questionnaire in the classroom to fill them immediately; this indeed
increased the return rate at almost 100%. The researcher was always present in the classroom for
any needed clarification for the students. After filling the questionnaire, the students were asked to
go through them again and see if all have been respondent to. The researcher ensured that no
interference of the teachers affected the students although one teacher was always available to assist
the researcher as the students filled the questionnaires. Students were also told in advance of not
putting any name unless they wanted specific information to be quoted as their own responses.
After this process the questionnaires were collected by the researcher himself.
The questionnaire consisted of various sections addressing the various research questions of
the study. Although the research questions were the same to all the participants, each group
(principals, teachers and students) had its own specific questionnaire which aimed at collecting
specific information needed from it.
3.9 Data Analysis Procedure
After the collection of raw data, quantitative data were coded and organized for analysis
using the SPSS programme version 23. The programme being able to handle massive statistics data
with minimum errors was used to define the different quantitative variables. Each instrument was
placed under its category under which the questionnaire responses for each respective category of
the respondents were treated separately. Data were entered into the programme under specific
category (principals, teachers and students’ data files), from which the analysis were run to obtain
descriptive findings that were presented into various tables with frequencies, percentages and means
scores. These statistics results were used to describe the characteristics of the participants and their
60
views on the different aspects sought in the study. The analysed data were also used to summarise
findings which used to describe the population sample through inferences. Hypotheses were tested
by Pearson correlation coefficient test to determine the relationship between the variables in the
study. According to Burke and Larry (2014) a correlation coefficient is a numerical index that
indicates the strength and direction of the relationship between two variables. They add that it is a
number that can range from -1 to 1, with zero standing for no correlation at all. Correlation can be
positive or negative, strong or weak depending on the value.
Qualitative data from the open-ended items in the questionnaires, interview guides, were
analysed using a content analysis technique. According to Frankel and Wallen (2000), the process
involves reading through the interviews, transcripts and other data, developing codes, coding the
data, and drawing connections between discrete pieces of data. In this study data were first
transcribed and then organized for analysis by grouping them into the different respective categories
after which they were condensed by editing, paraphrasing and summarizing and gave meaningful
information to the research. Using the content analysis technique, data were placed into theme
categories and then tallied in terms of the number of times a theme occurred after which they were
recorded in respective themes and summarized. Descriptive labels were then used to attach meaning
to the different types of data. With the data coded and summarized the researcher examined the
various summaries and synthesized the findings, presented them in narratives and statements forms
3.10 Ethical Considerations
As suggested by Creswell (2009), before writing the proposal it is useful to consider the
ethical issues that can be anticipated and described in the proposal. These issues relate to all phases
of the research process. With consideration for participants, research sites, and potential readers,
studies can be designed that contain ethical practices. D’Cruz and Jones (2014) suggest the ensuring
of anonymity and confidentiality of the participants and the data among others during a research
study. Again it is good to know that a research study is important in improving the condition of a
society, researchers are accepted to ask question but informed consent from all the respondents is
61
ethically important (Kumar, 2014). Writers need to anticipate and address any ethical dilemmas that
may arise in their research. This goes in line with Ogula (2013) who suggest Consent of all
participants, confidentiality, competence of the researcher and reporting without any fabrication or
falsify data among the ethics/guideline for research proposal and report writing.
In this study therefore, important ethical issues were considered and respected. All
information was obtained from different sources specifically principals, teachers, students and the
BEM coordinator who are the direct stake holders in MSS. Then, the researcher ensured that all
sources information used in this research were acknowledged to give credibility to the study. For
the students who are still under 18 years old, and who constituted the majority of respondents,
consent was obtained through the principals and teachers who verified the questions asked to them
and observed the students as they filled the questionnaire. The researcher ensured that nobody was
coerced to fill or to return the questionnaire during data collection rather participants were
encouraged to be as honest as possible to give value to the research.
All the respondents had freedom to stop participating in the study for any reason and at any
time they could fill uncomfortable. This was the case of the few who did not bring back the
questionnaires among teachers. Finally, the research ensured that confidentiality and anonymity
were upheld during the research process by numbering the questionnaires instead of names of the
participants to protect their identities. To insure originality of this research, the text was submitted
to the anti-plagiarism test and the similarity index was 2.3% which was below the 5% accepted by
the University for Academic Work.
62
CHAPTER FOUR
DATA PRESENTATION, ANALYSIS, INTERPRETATION AND DISCUSSION OF
FINDINGS
4.1 Introduction
This focused on the presentation, analysis, interpretation and discussion of findings. Data
are grouped into various categories of participants following the research questions. Frequencies
and graphical representation were used in various tables and figures to summarize the findings for
quantitative data, while qualitative data are reproduced and presented in narrative into various
themes.
4.2 Participation and Questionnaire Return Rate
Student and teacher participation was good as observed by the researcher. Due to the fact
that student questionnaires were administered and collected by the researcher immediately after the
exercise, student participation and return rate were excellent as presented in table 2.
Table 2
Participants and Questionnaire return rate
Target for the
study
Participated Participation
rate
Returned
instruments
Return rate
Schools 7 6 85.7% 6 100%
Principals 7 6 85.7% 6 100%
Teachers 50 49 98% 49 100%
Students 378 356 94.1% 356 100%
63
The response rate was 87.7 % for principals, 98% for teachers and 94.1% for students.
According to Draugalis, Coons and Plaza (2008) and Fowler (2002) there is no standard response
rates acceptable in research, although some researchers have proposed a rate of rate of over
75%. Bailey (1987) also asserted that the minimal acceptable response rate was 75% while Schutt
(1999) indicated that a response rate below 60% was unacceptable which contradicts Babbie (1990)
who argued that that a 50% response rate could still be acceptable.
4.3 Demographic Information of Respondents
The demographic representation of the participants included mainly the gender, age,
academic qualification, experience in education field, areas of specialisation, courses combination,
and length duration in school depending on the participants’ category. This was included in the
study to understand how much possible the various characteristics of the population were included
in the sample. This demographic information was summarised under specific variables.
4.3.1 Gender of Participants
The classification of the respondents by gender was to insure gender balance of the
respondents in the study. This was also important for further analysis on how various variables are
affected by gender in the analysis of data. The categorisation of the participants by gender was
summarised in table 3.
Table 3
Principal, Teachers and students gender
Principal Teachers Students
F % F % F %
Male 6 100 42 85.7 196 55
Female 0 0 7 14.3 160 45
Total 6 100.0 49 100.0 356 100
The findings in Table three revealed that the six principals who participated in the study
were all men constituting 100%. The gender unbalance for the school principals is due to the fact
that all Marist schools are headed by Marist brothers who are men. Among the 49 teachers who
64
participated in the study, 42 (85.7%) were male and only 7 (14.3%) were female. Marist schools are
mostly dominated by male staff. The reason for the gender balance is still to be discovered by
another study. From the findings it was clear that the gender was slightly balanced among the
students, 55% were male while 45 % were female. Marist schools being all mixed day school, both
male and female students participated almost equally, reducing the gender biasness in the study.
4.3.2 Age of Respondents
Principals and teachers ’age was represented in table 4. The age of both principals and teachers was
very important as they are the major guide for the students in the implementation of any
instructional material. The study was interested on how the changing technologies are being
affected by the age of the adopted especially teachers.
Table 4
Age of principal and teachers
Principals Teachers
Frequency Percentage Frequency Percentage
Below 30 years - - 5 10
30-39 Years 1 16.7 27 55
40-49 Years 1 16.7 8 15
50-59 Years 3 50.0 7 14
60-69 Years 1 16.7 3 6
Total 6 100.0 49 100.0
From the findings, half of the principals (50%) are of age between 50-59 years. It shows a
kind of maturity in administration. Two other principals attracted the researcher’s attention: the
young principal who is between 30-39 years old and the one who has the age between 60-69 years
old. The research revealed that 27 of the teachers (55%) who participated in the study were aged
between 30 to 39, followed by eight teachers (15%) aged between 40 to 49 years old. Seven
teachers (14%) were aged between 50 to 59. Two categories of outliers were the five teachers
(10%) aged bellow 30 years and the other three teachers (6%) noticed having the age between 60 to
69 years. The age of the principals and teachers were represented in table 4.
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4.3.2.3 Students Age
The study analysed the age of the students who participated in the study. It was important to
know the age of those who are mostly interested by ICT in their learning process and to draw a plan
to help those who have more challenges in the use of ICT for their learning. The age of the students
who participated in the study is represented in figure 5
Figure 5. Student age
The study revealed that 198 students (55%) were between the age from 15 to 17 years.
These were followed by 138 students (39%) of the age between 18 to 20 years. Two outliers of 14
students (4%) and 6 students (2%) were noticed having the age above 20years and between 12 to 14
years respectively. Generally, students who participated in the study who were aged between 15 to
20, were 336 in number thus making 94% of students.
4.3.3 Academic Qualification,
The principals as well as teachers had varied academic qualifications; these were Masters
degree, Bachelor degree, Diploma and any other in case other qualifications were found. The
academic qualifications as obtained from the principals and teachers and was summarised in table 5.
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Table 5
Principal and Teachers academic qualification in MSS
Principal Teachers
Frequency Percentage Frequency Percentage
Others - - 3 6
Diploma - - 17 35
Bachelor degree 4 66.7 28 57
Masters degree 2 33.3 1 2
Total 6 100 49 100
The study revealed that all Marist schools are headed by qualified personnel with four of the
principal (67%) holding a bachelor degree and two principal (33%) with a masters degree. In terms
of teachers’ qualification, 29 teachers (59%) hold at least bachelor degree, followed by 17 teachers
(35%) who have a diploma. Three (6%) others were found to be holders of a diploma.
The teachers in Marist secondary school are qualified for the secondary education
responsibility. This finding were similar to the study conducted by Balume (2015) on the Influence
of total reward practices on employee retention in education industry: A case of the Marist
secondary institutions in the DRC, that also revealed that majority of the teaching staff (58%) met
the requirements of teaching in secondary institutions.
4.3.4 Experience in Teaching and Learning
The study revealed that the principals had a very long experience in educational field. Four
among the principals had been in the educational field for more than 26 years, making 67%. This is
to say that the principal in Marist schools were well experienced in teaching and learning and hence
could provide reliable information for the study. However, in further analysis the studies revealed
that ICT adoption is negatively correlated with the age in Marist secondary school. This will be
developed later in the analysis on the research question, showing the relationship between age and
the knowledge or skills and the use of ICT in teaching and learning. Principals and teachers’
experiences in the teaching profession were summarized in Table 6.
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Table 6
Principals and teachers experience in teaching profession
Principals Teachers
Frequencies Percentages Frequencies Percentages
1-5 Years 1 16.6 8 16.3
6-10 Years - - 14 28.6
11-15 Years - - 8 16.3
16-20 Years - - 6 12.2
21-25 Years 1 16.6 5 10.2
26 and above 4 66.6 8 16.3
Total 6 100.0 49 100.0
About the teachers, the findings from this research revealed that 39 % of the teachers who
participated in this research had been in the educational field for more than 15 years. Eight of the
teachers (16%) had been teaching for more than 25 years. Five (10%) and Six (12%) teachers had
been in the teaching profession for between 21 to 25 and 16 to 20 years respectively. Also the study
disclosed that 14 teachers (29%) had been in the field for a period between 6 to 10 years. In addition
to the eight teachers (16 %) who had been in educational field for 1 to 5 years, a sum of 45% was
obtained for those who had been working less than 10 years in education hence could be trained to
use ICT in improving teaching in learning
4.3.5 Teachers Areas of Specialization
Teachers had different areas of specialization namely; Science, Languages, Humanities, and
Technical training. These areas of specialization were analysed as well the teachers who had not
specialised in the categories provided by the researcher. The information is presented in figure 6.
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Figure 6. Teachers arias of specialization
Findings disclosed that 17 (35%) of the teachers were specialised in sciences followed by 13
(27%) whore were languages experts. 12 (24%) were specialised in various technical trainings and
only five (10%) were qualified for humanities. Sciences and languages teachers constituted the
majority (62%) of the participants in this category
4. 3.6 Student Courses Combination
The study focused on the normal technical programmes for the full secondary education
system. The study highlighted the students’ subject combination and summarized the findings in
figure 7. This was to differentiate students by subject combination and learn about each groups in
terms of the research questions.
Figure 7. Students courses combination
69
Among the students’ participants, 64 (18%) were combining sciences, 54 (15%) were
majoring in languages studies and 90 (25%) were doing humanities subjects. Almost the majority
148 (42 %) were doing various technical trainings including social sciences, commerce, computer
science and electricity.
It is good to note that technical education given in secondary school in DRC has various
level including full secondary school programmes and other technical skills training programmes
which are offered in vocational skills centres.
4.3.7 Student Study Duration in Marist schools
It was important to look at the time duration of students in Marist secondary schools in order
to evaluate how stable are the students in those institutions. This information not only gave the
current situation of the student duration in MSS but most importantly is to help those who will be
involved in ICT planning to be aware of the approximate stay of the students which is an important
element for strategic planning in education. This information was summarised in figure 8
Figure 8. Students duration period in MSS
Data presented in table 7 disclosed that 100 (28%) of the students had been in Marist
secondary school for six years. 76 others (21%) had spent five years in MSS and 68 (19%) had only
spend two years in those institutions. Those who had been there for four years were 46 (13%), for
70
three years were 36 (10%) and for one year 30 (9%). The study sampled the student in upper
secondary school. The study revealed that Marist students were table in their schools with 176
(49%) students who had been in the same school at least for five good years. Additional of 46
(13%) who had been there for four years made a total of 62% of students who had been in Marist
school for at least four years. It was therefore important to notice that in terms of ICT planning
students were stable in schools allowing planners to develop a four years ICT plan that would affect
62% of the students which was a good result.
4.4 Perception of the Participants on ICT Adoption in Improving Teaching in MSS
One of the objectives of this research was to establish the perception of ICT adoption in
improving teaching and learning in Marist secondary schools. This was to get views of all direct
MSS members including the schools’ coordinator or BEM chairperson, the principals, teachers and
the students. The views from the respondent were first collected by means of a Likert scale
questionnaire with 12 items and the interview guide for the BEM chairperson. Data were
summarised in three sub-sections that is the principal, the teachers and the students as follows:
4.4.1 Perception of Principals on ICT Adoption in Improving Teaching in MSS
The research findings from the quantitative data on the perception on ICT adoption in improving
teaching and learning in Marist school was positive among the principal as summarised in table 7.
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Table 7
Frequency distribution of the perception of principal on ICT adoption in MSS (n=6)
Key: SA (Strongly agree) 5, Agree 4, Neutral 3, Disagree 2, Strongly disagree 1
Perception item SA
F %
Agree
F %
Neutral
F %
Disagree
F %
SD
F %
Mean
ICT has an important part in teaching
and learning
0(0)
3(50)
3(50)
0(0)
0(0) 3.16
ICT use can make school works easier 0(0) 4(66.7) 2(33.3) 0(0) 0(0) 4.50
ICT can improve student
understanding and result
2(33.3)
3(50)
1(16.7)
0(0)
0(0) 4.33
Using ICT can save time and effort in
teaching and learning
3(50)
2(33.3)
1(16.7)
0(0)
0(0) 4.17
ICT can improve teachers and
students research skills
3(50)
3(50)
0(0)
0(0)
0(0) 4.33
I am very interested in learning ICT to
improve my school
4(66.7)
2(33.3)
0(0)
0(0)
0(0) 4.50
The money spent on ICT can be better
used for other needs
1(16.7)
1(16.7)
1(16.7)
2(33.3)
1(16.7) 4.67
Traditional teaching and learning is
better than with ICT
0(0)
0(0)
2(33.3)
2(33.3)
2(33.3) 2.83
Using ICT in school is just wastage of
time
0(0)
0(0)
0(0)
2(33.3)
4(66.7) 2.00
I don't encourage the use of ICT in my
school, it is contrary to our methods
and policies
0(0)
0(0)
0(0)
3(50)
3(50) 1.33
ICT can bring disorder in the
classroom
0(0)
0(0)
1(16.7)
4(66.7)
1(16.7) 1.50
ICT in education is only for computer
class
0(0)
0(0)
1(16.7)
3(50)
2(33.3) 2.00
Principals were in total agreement with various items including: ICT can improve teachers
and students’ research skills (100%), I am very interested in learning ICT to improve my school
(100%), ICT can improve students understanding and results (83%), using ICT can save time and
effort in teaching and learning (83%). Majority of principals agreed on the statement that ICT use
can make school works easier (67%) while (33%) remained neutral on the statement. Half of the
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principals (50%) agreed on the item that ICT plays an important part in teaching and learning (50%)
with another half (50%) which remained undecided.
For other items principals totally disagreed on them including using ICT in school is just a
wastage of time (100%), I don’t encourage the use of ICT in my school, it is contrary to our
methods and policies (100%), Majority disagreed on the statement that: ICT can bring disorder in
the classroom (83%) and ICT in education is only for computer class (80%), traditional teaching
and learning is better than with ICT (67%) alongside 33% of those who remained undecided. Most
of the principals (50%) disagreed on the assertion that the money spent on ICT can be better used
for other needs, while 33% agreed on this statement and 17% of the respondent remained neutral.
Generally, principals in MSS have a positive perception of ICT in improving teaching and
learning. They believe ICT plays an important role in teaching and in learning, makes school work
easier, and improve students’ results and understanding. It also improves students and teachers
research skills and hence, improving the entire school in general. These findings reflect those of
Quest (2014) who finds that principals in the Khomas Education Region have positive attitude
towards ICT irrespective of challengers they face in managing the implementation ICT in school
environment. The study found the principals were either computer illiterate or computer semi-
literate. Similar were the findings of Mingaine (2013) as stated that although principals encountered
numerous challenges during implementing ICT in schools, they appeared to have positive attitudes
towards its implementation. MSS principals had the advantage of being exposed to ICT tools during
their training and were experienced in its use and hence knew its benefits in teaching and learning
although this has not got the foundation for its implementation in their schools.
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4.4.2 Teachers Perception of ICT in Marist Secondary Schools
Teachers’ views on the perception of ICT in improving teaching and learning in MSS were collected and
summarized in table 8.
Table 8
Frequency and percentage distribution on Teachers' ICT perception in MSS (n=49)
Key: Key: SA (Strongly agree)5, Agree 4, Neutral 3, Disagree 2, Strongly disagree 1
Perception item SA
F %
Agree
F %
Neutral
F %
Disagree
F %
SD
F %
Mean
ICT plays an important part in teaching and
learning
18(36.7)
27(55.1)
1(2)
1(2)
2(4.1) 4.50
ICT use can make work easy in the
classroom
13(26.5)
25(51)
4(8.2)
5(10.2)
2(4.1) 4.33
ICT can improve student understanding and
results
13(26.5)
26(53.1)
7(14.3)
2(4.1)
1(2) 4.17
Using ICT can save time and effort for lesson
preparation
16(38.2)
24(49)
4(8.2)
1(2)
1(2) 4.33
ICT is source for academic documentation 24(49) 19(38.8) 3(6.1) 2(4.1) 1(2) 4.50
I am very interested in learning ICT for my
job
20(40.8)
23(46.90)
1(2)
5(10.2)
0(0) 4.67
I cannot spend my money on ICT training
programme
4(8.2)
3(6.1)
8(16.3)
16(32.7)
18(36.7) 2.83
Traditional teaching and learning is better
than with ICT
2(4.1)
8(16.3)
8(16.3)
18(36.7)
13(26.5) 2.00
Using ICT is just wastage of time in the
classroom
4(8.2)
6(12.2)
6(12.2)
22(44.9)
11(22.4) 1.33
I don't encourage the use of ICT in school it
is contrary to my methodology of teaching
4(8.2)
5(10.2)
6(12.2)
25(51)
9(18.4) 1.50
ICT can bring disorder in the classroom 5(10.2) 4(8.2) 9(18.4) 22(44.9) 9(18.4) 2.00
ICT is only for computer class
3(6.1) 2(4.1) 8(16.3) 25(51) 11(22.4) 1.83
Majority of the teachers agreed on some of the aspect of ICT in improving teaching and
learning including: ICT plays an important role in teaching and learning (92%), ICT is a source of
academic documentation (88%), Using ICT can save time and effort for lesson preparation (87%), I
am very interested in learning ICT for my job (87%), ICT can improve student understanding and
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results (80%) and ICT use can make work easy in the classroom (72%). Again the majority of the
teachers disagreed on the statements including: ICT is only for computer class (73%), I cannot
spend my money on ICT training programme (69%), I don’t encourage the use of ICT in school it is
contrary to my methodology of teaching (69%), using ICT is just a wastage of time in the classroom
(67%), traditional teaching and learning method is better than with ICT (63%) and ICT can bring
disorder in the classroom (63%).
Teachers’ perception toward adopting ICT in improving teaching and learning in MSS was
also positive. They were in agreement with Simin, at, al, (2016) whose findings revealed that 50%
of the teachers have a positive perception of ICT adoption in improving education. Teachers believe
that ICT can help students concentrate in their learning, feel more autonomous, understand more
easily, remember more easily, facilitate collaborative work, between students and improve the class
climate. Similar study by Sultan and Ahmed (2015) revealed that teachers and student perceived
ICT as an important tool in improving performance, collaboration, learning experience, and
learning outcome. Wanjala (2013) has the same findings that teachers perceived using computer
reduces time wastage, enhance their job performance and job satisfaction, improve communication
and quality reports. Similarly, Lau and Sim (2008) have disclosed by the findings that in general
teachers had a positive attitude towards ICT adoption in school, and those who were computers
literate reported more favourable perception towards ICT.
What was specific in Marist school is that majority of teachers have no access to computers
at school and hence have no experience about using them in teaching and learning. Their perception
could be based on what they believe rather than what they have experienced. This could be studied
in other research.
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4.4.3 Perception of Students on ICT in MSS
The views of the students who were majority among the respondents and direct beneficiaries of
education were collected and organised in table 9.
Table 9
Frequency and percentage distribution on students' ICT perception in MSS (n=356)
Key: Strongly agree(SA)5, Agree 4, Neutral 3, Disagree 2, Strongly disagree (SD) 1
Perception item SA
F %
Agree
F %
Neutral
F %
Disagree
F %
SD
F % Mean
ICT plays an important part in
student learning
188(52.8)
140(39.3)
22(6.2)
2(0.6)
4(1.1) 4.42
Using ICT can make studies easier
and successful
123(36.4)
159(44.7)
40(11.2)
20(5.6)
14(3.9) 4.00
ICT can improve my understanding
and results
96(27)
144(40.4)
80(22.5)
22(6.2)
14(3.9) 3.80
Using ICT can save time and effort
for studies
100(28.1)
128(36)
68(19.1)
42(11.8)
18(5.1) 3.70
ICT is a source for documentation
and research
192(53.9)
128(36)
22(6.2)
10(2.8)
4(1.1) 4.39
I am interested in learning ICT for
my studies
170(47.8)
128(36)
40(11.2)
8(2.2)
10(1.8) 4.24
I am interested to learn ICT for
games and fun
72(20.2)
80(22.5)
92(25.8)
56(15.7)
56(15.7) 3.16
What we learn in computer class is
important for my learning process
148(41.6)
138(38.8)
40(11.2)
14(3.9)
16(4.5) 4.09
ICT can help me in improving my
knowledge for difficult units
136(37.1)
136(37.1)
52(14.6)
36(10.1)
4(1.1) 3.99
I don't need ICT, I have my own
means of studding
12(3.4)
44(12.4)
90(25.3)
89(25)
121(34) 2.26
ICT doesn't help me at anything in
my research
16(4.5)
14(3.9)
60(16.9)
88(24.7)
178(50) 1.88
ICT is only for computer class
12(3.4)
20(5.6)
68(19.1)
108(30.3)
148(41.6) 1.99
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The data displayed in Table 9 shows that a majority of the students agreed on most of the
items regarding ICT importance in teaching and learning. These included: ICT plays an important
part in student learning (92%), ICT is source for documentation and research (90%), I am interested
in learning ICT for my studies (84%), using ICT can make studies easier and successful (81%),
what we learn in computer class is important for my learning process (81%), ICT can help me in
improving my knowledge for difficult units (74%), ICT can improve my understanding and results
(67%), Using ICT can save time and effort for studies (64%).
Findings in the same table revealed that the students were divided on the idea of learning
ICT just for games and fun with at least 41% who agreed, 26% who remain undecided and 33%
who disagreed on this statement. This brought some questioning on the previous 84% of agreement
on the interest of learning ICT for studies. However, educators should also consider the fact that
there are a variety of ICT games that are for educational purposes and these should be considered in
initiating students who are interested in gaming to learn though them.
Data in the above table also revealed that majority of the students disagreed on few
statements including: ICT doesn’t help me at anything in my research (75%), ICT is only for
computer class (72%). Most of the respondents in this category also disagreed on the ‘I don’t need
ICT I have my own means of studding’ statement with (59%)
The study revealed that, students had a positive attitude towards adopting ICT in improving
teaching and learning in MSS. The findings were similar to Salako (2016) who confirmed that the
students in the Federal Capital Territory-Abuja had positive perception on computer education. The
positive attitudes of students towards ICT adoption in teaching and learning was supported also by
Buaberg and Yidana (2015) whose findings revealed that in Ghana public schools, students value
the implanting of ICT more positively than in private school students but generally students
‘perceptions of ICT usage were positive. However, the positive attitudes of students towards ICT in
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education in this study rely only on their experience in the use of internet for documentation and
few who are in contact with computers for computer class, not ICT as a pedagogical means.
From the open ended question qualitative findings revealed that all the members of Marist
schools had a positive attitude toward ICT in improving teaching and learning. Indeed, ICT offers
many advantages in improving teaching and learning in secondary school. To adapt to international
standard, Congolese schools had to adopt ICT in teaching and learning and adapt it to its system.
Schools which were still holding on the traditional teaching in a rapid progressive technology were
just giving a kind of placebo education to their students.
Adopting ICT in secondary schools as in education in general gives chance to developing
countries to benefit from developed ones through the sharing of the knowledge. It is cheaper and
faster. The young generation who are the educators of tomorrow have to get from the secondary
education the basis to embrace the global world in which they are and live today. This requires
however good monitoring and selection of what to be implemented in education and how to do so.
As many sectors have adopted and adapted ICT into their businesses, educational expert have that
responsibility of guiding the principals, teachers and students on how to adopt ICT in their daily
activities like in any other sector. They should be able to develop the specific ICT for education and
the implementation should go beyond the normal conditions even to where computers and
electricity are not available by the use of other ICT alternatives tools.
Information and communication technology was perceived by Marist principal, teachers and
students as source of information for both teachers and students. Discovery and easy sharing of
current information and innovations on all subjects in teaching and learning has been made possible
by the use of ICT, specifically the internet. It is an actual library for learners and indeed ICT has
compensated or even replaced the library in terms of teaching resources.
However, ICT in education should be well articulated in teaching and learning in secondary
school. Some Principal, teachers and students have not yet understood its role and hence fears have
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developed on its impact in education. Some teachers in this study believe that ICT use in teaching
and learning can even weakened human memory in the sense that by facilitating most of the work to
be done, the person loose the habit of making extra efforts, for example instead of calculating an
equation using formula, the computer is able to give you the answer in a second. From the interview
conducted into the Marist coordination office, the responded added that:
My opinion is that ICT offers many advantages in improving teaching and
learning in secondary school. To adapt to the international standard, Congolese
schools are doing their best to integrate ICT. Programmes are being elaborated,
teachers are formed and infrastructures are being acquired by institutions. My
perception is that a good effort is being done and with years, things will improve
(Interview contacted on May 25th, 2018).
The MSS coordinator was positive with ICT in improving teaching and learning.
His vision was more global and he believed that ICT could adapt MSS to international
standard in education. This positive perception was yet to be observed in the institution,
4.5. Level of ICT Skills and Knowledge among Principals, Teachers and Students
The second research question analysed the knowledge and skills of the participants. It
focused on identifying all the ICT competencies present in MSS, among the principals, teachers and
students. A variety of item testing ICT skills was designed in a Likert scale model on 12 various
ICT competences that are mostly basic for an educational institution mainly on computer and its
accessories, and other ICT tools. The quantitative data was summarised in various table according
to the category of participants and the findings were grouped in three sub-sections according to the
three categories of respondents, the principals, teachers and students in tables 10, 11 and 12
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4.5.1 Level of ICT Skills among Principals
Principals’ skills and knowledge about ICT in education were collected and summarised
using frequencies and percentages. Principal are the main school planners and innovators. Knowing
their ICT skills was key to this study for the reason that the ICT adoption rely in one way on their
skills. The findings are presented in table 10.
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Table 10
Frequency and percentage distribution on principals’ ICT Knowledge and skills in MSS (n=6)
Key: Advanced (5), Good (4) Moderate (3) Poor (2) No skill (NS) (1)
Skills Items Advanced
F %
Good
F %
Moderate
F %
Poor
F %
NS
F %
Mean
My general knowledge and skills
about computer
0(0)
3(50)
3(50)
0(0)
0(0) 3.50
Knowledge and skills in opening
and closing a computer
2(33.3)
4(66.7)
0(0)
0(0)
0(0) 4.33
My knowledge and skills in any
other ICT devices close to a
computer
0(0)
2(33.3)
4(66.7)
0(0)
0(0) 3.33
My skills in Windows or other
operating system
0(0)
5(83.3)
1(16.7)
0(0)
0(0) 3.83
My skills in Microsoft word
programme
1(16.7)
4(66.7)
1(16.7)
0(0)
0(0) 4.00
My skills in Microsoft excel
programme
0(0)
2(33.3)
1(16.7)
3(50)
0(0) 2.83
My skills in power-point
programme
0(0)
1(16.7)
3(50)
1(16.7)
1(16.7) 2.67
My knowledge and skills in fixing
some computer and other ICT
devices problems
0(0)
2(33.3)
2(33.3)
1(16.7)
1(16.7) 2.83
My knowledge and skills in the use
of ICT in school administration
0(0)
2(33.3)
2(33.3)
1(167)
1(167) 2.83
My skills to show to teachers how
to use ICT in teaching and learning
0(0)
2(33.3)
2(33.3)
1(16.7)
1(16.7) 2.83
My skills to show to students how
to use ICT for learning
0(0)
3(50)
3(50)
0(0)
0(0) 3.50
My skills to communicate with the
staff and students by various ICT
tools
0(0)
2(33.3)
2(33.3)
2(33.3)
0(0) 3.00
The study revealed that all the principals had at least good skills in some ICT domain
including knowledge and skills in opening and closing a computer (100%). Majority had at least
good skills in windows or other operating system (83%), in Microsoft word (83%) and (67%)
81
revealed the data, have moderate skills and knowledge about other ICT devices. Most of the
principals had good general knowledge about the computer (50%), good skills to show to students
how to use ICT for learning (50%) and at least moderate skills in PowerPoint (50%).
Principals’ skills and knowledge remain divided on a 33% for those who had good,
moderate and poor skills in other items including the Knowledge and skill in fixing some computer
problems, in ICT use in school administration and skills to show to teachers how to use ICT in
teaching and learning. However, the data revealed that most of the principal had poor skills in
Microsoft excel (50%) against few (33%) who had good skills and 17% with moderate knowledge
to in Excel, which is a very useful programme in educational administration especially in the
processing of students marks and academic reports. This shows the need for the training of
Principals in ICT.
Contrary to Tami (2013) findings that majority of principal hardly used computer making
them weak examples to the rest of the school community, in MSS all principals had good skills in
the usage of ICT tools specifically the computer. The common administrative software in the
country was Microsoft word and was used by all. Again principals were supported by their
secretariats that were better equipped with important ICT tools like printers, photocopiers and
scanners. Most of the principals lacked skills in Excel and PowerPoint programs which were very
essential for administration and training of teachers. However, Principals’ skills were still to be
extended in the practice of teaching and learning, supervision and in communication with the
teachers and students.
4.5.2 Level of ICT Skills and Knowledge among Teachers
Teachers are the direct adopters and user of most of useful elements that can improve
teaching and learning. Their skills and knowledge in ICT was also analysed to understand their
level in the usage of ICT in teaching and learning. Their views were summarised in table.
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Table 11
Teachers ICT skills in MSS (n=49)
Key: Advanced 5, Good 4 Moderate 3 Poor 2 No skill (NS) 1
Skills Items Advanced
F %
Good
F %
Moderate
F %
Poor
F %
NS
F %
Mean
My general knowledge and skills
about computer
11 (22.4)
(14) 28.6
6(12.2)
12(24.5)
6(12.2) 3.24
Opening and closing the computer 18(36.7) 10(20.4) 7(14.3) 6(12.3) 8(16.3) 3.49
My knowledge and skills in other
devices close to the computer
13(26.5)
9(18.4)
9(18.4)
14(28.6)
4(8.2) 3.27
My knowledge and skills in Microsoft
windows or other operating systems
8(16.3)
15(30.6)
6(12.2)
9(18.4)
11(22.4) 3.00
My skills in Microsoft word
programme
8(16.3)
13(26.5)
9(18.4)
9(18.4)
10(20.4) 3.00
My skills in Microsoft excel 4(8.2) 11(22.4) 6(12.2) 13(26.5) 15(30.6) 2.51
My skills in Microsoft power-point
programme
5(10.2)
7(10.2)
5(14.3)
13(26.5)
19(38.8) 2.31
My skills in fixing some computer
problems and other devices
4(8.2)
7(14.3)
8(16.3)
16(32.7)
14(28.6) 2.41
My skills in ICT use in teaching and
learning
6(12.2)
11(22.4)
4(8.2)
14(28.6)
14(28.6) 2.61
My skills to use computer for my
lesson plan and scheme of work
preparation
8(16.3)
11(22.4)
7(14.3)
8(16.3)
15(30.6) 2.78
My skills to use internet for
documentation for lesson preparation
10(20.4)
11(22.4)
8(16.3)
10(20.4)
10(20.4) 3.02
My skills to share notes, photos,
videos, with my students by email,
whatsup…
9(18.4)
9(18.4)
8(16.3)
9(18.4)
14(28.6)
2.80
The findings table shows that most of the teachers had at least good skills in only two items
including skills to open and close a computer (57%) and the general knowledge and skills about
computer (51%). Teachers remained divided on majority of the items including Skills in Microsoft
windows and other operating systems with 47% 0f those who had at least good skills alongside 40%
of those with very poor skills in computer systems, similar to knowledge and skills in other ICT
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devices close to a computer with 45% of those with at least good skill against 37% with poor skills.
Skills in Microsoft word programme recorded 43% of the teachers having at least good skills
against 39% poorly skilled in such important programme for education. The same came in the
ability to use internet for documentation during lessons preparation with 43% of the respondents
who had at least good skills and 41% teachers who are unable to use properly the internet facility
for educational purposes.
It was noticeable that another 47 % were poorly skilled in sharing notes photos, videos with
students by mail, skype, Facebook and whatsup as well as in the use of computer for lesson plan
and scheme of work preparation alongside 37% and 39% of those with good skills in the two area
respectively. The finding finally disclosed that majority of teachers had poor and even no skill at all
on various ICT arias including Skills in Microsoft PowerPoint (65%), Skills in fixing some
computer problems and other ICT devices (61%), Skills in Microsoft excel (57%), and skill in ICT
use in teaching and learning (57%)
As findings are concerned, teachers in MSS are yet to get skills in ICT to improve teaching
and learning. A part from general knowledge about ICT tools and the ability to open and close the
computer, majority of the teachers have no enough skills to adopt ICT in MSS. Similar findings
were disclosed by Gakenya, Gitanki and Kamau (2015) that 53% of the respondents indicated that
teachers were lacking ICT knowledge and skills. Similar findings are from Natia and Seidu (2015)
who also discovered that despite teachers’ access to ICT tools, such as computers, the ability to use
them to teach was weak because of lack of regular training and poor internet access to research. The
findings opposed Kisirkoi (2015) whose findings disclosed that students and teachers were
computer literate and were able to manage computer applications for teaching and learning. Andoh
(2012) had also noticed in his study that the lack of teachers’ ICT skills was one of the factors
influencing teachers’ adoption and integration of ICT into teaching. In MSS, teachers’ lack of skills
could be cause by various factors including lack of training, lack of computer and internet
connection at school, brief ICT is not provided in schools. Some teachers however have been
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trained in ICT and are skilled to train other teachers but nothing was reported as such. Trained
teachers remain computer unit teachers only and have not been using ICT skills in others units in
the classrooms.
4.5.3 Level of ICT Skills and Knowledge among Students
The findings on the knowledge and skills of students in ICT in MSS were analysed. According to
the results, students were the majority of the respondents with a total number of 356 participants as
presented in table 12.
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Table 12
Frequencies and percentage distribution on students' ICT knowledge and skills in MSS (n=356)
Key: Advanced (5), Good (4) Moderate (3) Poor (2) No skill (NS) (1)
Knowledge and skills item Advanced
F %
Good
F %
Moderate
F %
Poor
F %
NS
F % Mean
My general knowledge and skills in
ICT tools
60(16.9)
128(36)
120(33.7)
40(11.2)
8(2.2) 3.50
Knowledge and skills in opening
and closing the computer
187(52.5)
96(27)
37(10.4)
26(7.3)
10(2.8) 3.34
Skills and knowledge in printing,
scanning, photocopying or
projector use
40(11.2)
54(15.2)
84(23.6)
114(32)
64(18) 2.01
Skills and knowledge in Windows
and other computer operating
system
52(14.6)
93(26.1)
82(23.1)
72(20.2)
57(16)
2.57
Skill and knowledge in Microsoft
word programme
66(18.5)
95(26.7)
66(18.5)
83(23.3)
46(12.9) 2.66
Skills and knowledge in using
Microsoft excel program
42(11.8)
62(17.4)
72(20.2)
82(23)
98(27.5) 2.26
Skills and knowledge in
PowerPoint programme
18(5.1)
52(14.6)
36(10.1)
122(34.3)
128(36) 3.63
Skills and knowledge in fixing
some computer problems
66(18.5)
92(25.8)
54(15.2)
80(22.5)
64(18) 2.52
Ability to show how to use ICT to
other students
64(18)
120(33.7)
80(22.5)
60(16.9)
32(9) 2.39
Ability to communicate with the
school by email, whatsapp, skype,
194(54.5)
96(27)
28(7.9)
20(5.6)
18(5.1) 3.03
Ability to use internet to get
information for assignments and
documentations
148(41.6)
122(34.3)
48(13.5)
28(7.8)
10(2.8) 3.42
Skills and knowledge in sharing
notes, photos, video with fellow
students and teachers
138(38.8)
120(33.7)
50(14)
22(6.2)
26(7.3) 3.12
The research findings as presented in table 12 revealed that majority of the respondents in
this category have at least good skills in few items including the ability to communicate with the
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school by email, whatsapp, Skype or Facebook (82%), knowledge and skills in opening and closing
the computer (80%), the ability and skills to use internet to get information for assignment and
documentation (74%), and Skills to share notes, photos and videos to fellow students and teachers
(73%). Most of the students (53%) had good general knowledge and skills in ICT as well as ability
to show to other students how to use ICT tools (51%).
The students were divided almost equally into those who had at least good skills and the
group with poor skills in some items including Skills and knowledge in Microsoft word programme
with 45% of good skill and 36 % for poor skills, skills and knowledge in fixing some computer
problems with 44% of those who had at least good skills and 40% with poor skills, and Skills and
knowledge in Windows and other computer systems, with 42 % of students with good skills
alongside 36% of poorly skills ones.
Majority of the students (70%) were poorly skilled in Microsoft PowerPoint programme
while most of them (51%) were poorly skilled in Microsoft excel and had lacked skills for printing,
scanning, photocopying or use of a projector with 50% of them followed by 24% who had moderate
skills in performing the above activities.
The current study discovered that students looked to be familiar with ICT tools than teachers
in opening and closing computer, using even computers for games and fun, social media and
internet for research among others. They use internet for various needs and social media platforms
for communication. The accessed literature has been silent on students’ ICT skills in relation to
teaching and learning but among the few studies interested in discovering students’ skills is Kisirkoi
(2015) who disclosed that students and teachers were computer literate and were able to manage
computer applications for teaching and learning.
However, the skills to use important programmes necessary for educational purposes are yet
to be developed and provided to students in MSS as well as in all the schools in the country. It was
clear from the findings that students were more exposed to ICT tools than teachers. Students’
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knowledge in ICT looked to be more nun-academic, although some used internet for assignments.
Hence there is a need to orient them and help them. This can only be possible if teachers are trained.
The qualitative data collected through open ended questions revealed that, the principals in
MSS are all able to use a computer and all have a laptop each including those who work for the
Marist schools’ coordination office. The interview from the MSS coordination agent stated the
following:
In my work in educational work my experience about ICT is that without it I
cannot be an excellent teacher or administrator. All my lessons are done through
computer and many information and messages are taken from the internet. On the
side of the students, the homework that I give is to be found in the internet. So it
obliges them to use ICT to get the information (May 25th 2018).
Marist schools coordination is yet to extend this knowledge to teachers and students.
Teachers should be motivated to discover the importance of using ICT in all the steps of
teaching process.
It was also revealed that there are some teachers who have advanced skilled in ICT and can
even develop computer softwares. Computer class is taught in general by qualified ICT teachers.
However, majority of the teachers have poor or no skills in ICT and presented a desire for training.
Students on the other hands are more exposed to ICT specifically for the social media, games and
few among them using some softwares for businesses mainly money transaction using phone lines,
and various supermarket management softwares.
4.6 Use of ICT in Marist Secondary Schools
Alongside the study of the perception, knowledge and skills of principals, teachers and
students as well as the Marist schools’ coordinator bureau, was the need to understand how often
ICT is being used in order to shade light on the process of ICT adoption in teaching and learning in
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these institutions. ICT is normally a practical knowledge, meaning the more you practice it, the
better you learn and integrate it in your profession. Similar to the previous process, the use of ICT
in MSS was analysed in the three sub-sections according to the respondent categories. Twelve items
on ICT use were tested on a Likert scale to evaluate how often they have been used. The responses
from participants (principal, teachers and students) are presented in table 13, 14 and 15
4.6.1 Use of ICT among Principal in Marist Secondary Schools
The analysis of the frequency use of ICT in MSS by the principal was tested by twelve item
that were measured on a Likert scale from very often to never and the summary is in table 13. This
was to bring out the information on how often the principals use ICT in their daily administrative
routine and link it with their skills for a better understanding.
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Table 13
Frequencies and percentage distribution on Principals' ICT use in MSS (n=6)
Key: Very Often (V.O)5, Often 4, Sometimes 3, Rarely 2, Never 1
ICT use item V.O
F %
Often
F %
Sometimes
F %
Rarely
F %
Never
F %
Mean
Use of ICT tools in my job 2(33.3) 0(0) 4(66.7) 0(0) 0(0) 3.67
I use computer to improve my
teachers
2(33.3)
0(0)
2(33.3)
1(16.7)
1(16.7) 3.17
I use ICT tools like printer,
scanner, photocopier, projector in
my job
4(66.7)
1(16.7)
1(16.7)
0(0)
0(0) 4.50
I use Microsoft windows or other
operating system
2(33.3)
2(33.3)
2(33.3)
0(0)
0(0) 4.00
I use Microsoft word in my
school
2(33.3)
2(33.3)
2(33.3)
0(0)
0(0) 4.00
I use Microsoft excel in school 1(16.7) 1(16.7) 3(50) 0(0) 1(16.7) 3.17
I use Microsoft PowerPoint in
school
0(0)
2(33.3)
0(0)
1(16.7)
3(50) 2.17
I do fix some basic computer
problem myself in my office
0(0)
0(0)
2(33.3)
1(16.7)
3(50) 1.83
I show how to use ICT in
teaching and learning to my
teachers and students
0(0)
0(0)
2(33.3)
1(16.7)
3(50) 1.83
I assist teachers in the use of ICT
for teaching
0(0)
0(0)
2(33.3)
0(0)
4(66.7) 1.67
I orient students to use ICT in
learning
0(0)
1(16.7)
1(16.7)
0(0)
4(66.7) 1.83
I use internet for office and to
improve teachers and students
2(33.3)
0(0)
2(33.3)
2(33.3)
0(0) 3.33
The information provided in table 13 revealed that majority of the principals are using at
least often some of the ICT tools, systems and programmes including printer, scanner, photocopier,
and projector (83%), Microsoft windows (67%) and Microsoft word in school (67%). Again
majority (67%) to be using sometimes ICT in their job while 33% responded to be using it very
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often. Another 50% of the principals use Microsoft Excel sometimes. Principal were divided on two
items including the use of ICT to improve teachers and the use of internet for office and
improvement of teachers and students. The responses were that only 33% reported to be doing the
above professional work very often, another 33% sometimes and the last 33% rarely.
It is also observable from the data in the same that majority (67%) of the respondents in this
group have assisted teachers in the use of ICT for teaching nor oriented students on how to use ICT
in learning (67%). Most of the principal (50%) have never used Microsoft PowerPoint, never fixed
any basic ICT problem or show how to use ICT in teaching and learning to the teachers and student.
Generally, ICT among MSS Principals is used mostly for office work only. It has not been
used for teachers of students’ improvement or in the classroom. Principal are doubtful on its impact
on class discipline and climate although they are all positive to integrate it. It was also observed in
most of the school that principal enjoy the skills of the secretaries who do everything for them and
they remain with the signatory role for the documents, except those who are skilled who perform by
themselves some office work. However, introducing ICT in school for teachers and students is still
a big challenge for some of the principals. The mean score of personal use of ICT is high showing
that indeed principal are using ICT in MSS, but very low for the items that have a direct impact on
teachers and students.
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4.6.2 Teachers’ ICT use in teaching and learning
The following were the frequency in which teachers used ICT in MSS for teaching and
learning as presented in table 14. Teachers are the main implementers of any educational instruction
in the classroom. Knowing how often they used ICT in their teaching carrier helped in the
understanding better of the benefit and the challenges related to ICT in teaching and learning
Table 14
Frequencies and percentage distribution on Teachers ICT use in MSS (n=49)
Key: Very Often (V.O)5, Often 4, Sometimes 3, Rarely 2, Never 1
ICT use Items V.O
F %
Often
F %
Sometimes
F %
Rarely
F %
Never
F %
Mean
I use computer and other ICT tools in
my profession
7(14.3)
5(10.2)
8(16.3)
11(22.4)
18(36.7) 2.43
Opening and closing a computer 12(24.5) 4(8.2) 5(10.2) 13(26.5) 15(30.6) 2.69
Use of other devices close to a computer
as smartphone, tablet, IPAD…
5(10.2)
12(24.5)
2(4.1)
13(26.5)
17(34.7) 2.49
Use of Microsoft Windows or other
operating system
6(12.2)
9(18.4)
7(14.3)
6(12.2)
21(42.9) 2.45
Use of Microsoft word to prepare notes
for students
2(4.1)
5(10.2)
10(20.4)
3(6.1)
29(59.2) 1.94
Use of Microsoft excel for student-max
reports
3(6.1)
4(8.2)
0(0)
8(16.3)
34(69.4) 1.65
Use of PowerPoint in classroom for
teaching
0(0)
1(2)
4(8.2)
5(10.2)
36(79.6) 1.33
Use of special software programme for a
specific class unit
3(6.1)
1(2)
3(6.1)
12(24.5)
30(61.2) 1.67
Use of a computer for my lesson plan
and scheme of work preparation
3(6.1)
5(10.2)
4(8.2)
1(2)
36(73.5) 1.73
Teaching my students how to use a
computer for self-study
2(4.1)
4(8.2)
3(6.1)
4(8.2)
36(73.5) 1.61
Use of internet for documentation in
lesson preparation and in teaching
6(12.2)
7(14.3)
11(22.4)
9(18.4)
16(32.7 2.55
Sharing of academic material (notes,
photos, videos) with colleague and
students
1(2)
4(8.2)
10(20.4)
6(12.2)
28(57.1) 1.86
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The data presented in table 14 revealed the situation on the use of ICT in MSS by teachers.
Various aspects were analysed and raised some worries about ICT in MSS. Indeed, the research
find that majority of teachers have never performed some Basic School related ICT activities
including, the use of PowerPoint in classroom for teaching (80%), use of computer for lesson plan
and scheme of work preparation (74%), teaching to students how to use a computer for self-study
(74%), the use of Microsoft Excel to process students’ marks and report (69%) and the use of a
special programme to teach a specific unit related to it (61%). Most of the teachers (59%) have
never used Microsoft word to prepare notes for the students followed by another 57% of those who
have never shared any academic material like notes, photos or video with colleagues and students
using an ICT tool and 43% of teachers who had never used Microsoft Windows or other operating
system.
Other teachers have never or at most rarely used other ICT devices close to a computer like
smartphone, tablets or IPAD (61%), used computer and other ICT tools in teaching profession
(59%), Opened or closed a computer (57%), and use internet for documentation in lesson
preparation and lesson teaching (51%). The finding shows that in general teachers in MSS are yet to
benefit from the advantages of ICT in teaching and learning. The finding in this table relates to
those in table 16 showing that teachers in MSS are poorly skilled in ICT and there is need for their
training as main implementers of change in education.
.
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4.6.3 Students’ ICT Use in learning
The researcher was also interested in understanding how often the students are exposed to
ICT tools and programme both in schools and at home. Twelve well selected items constituted the
questionnaire on which the student responded to on a Likert scale to measure the frequency use of
the stated elements. The summary of the findings in this section were presented in table 15
Table 15
Frequencies and percentage distribution on Students' ICT use in MSS (n=356)
Key: Very Often (V.O)5, Often 4, Sometimes 3, Rarely 2, Never 1
ICT use Items V.O
F %
Often
F %
Sometimes
F %
Rarely
F %
Never
F %
Mean
Use of my knowledge as skills about
ICT tools
78(21.9)
112(31.5)
100(28.1)
42(11.8)
24(6.7) 3.50
Opening and closing a computer 92(25.8) 82(23) 66(18.5) 86(24.2) 30(8.4) 3.34
Use of a printer, scanner, photocopier
and projector
8(2.2)
24(6.7)
74(20.8)
108(30.3)
142(39.9) 2.01
Use of Windows or other operating
system
16(4.5)
81(22.8)
87(24.4)
78(21.9)
94(26.4) 2.57
Use of Microsoft word programme 48(13.5) 58(16.3) 76(21.3) 72(20.2) 102(28.7) 2.66
Use of Microsoft Excel programme 34(9.6) 44(12.4) 54(15.2) 72(20.2) 152(42.7) 2.26
Use of ICT tools for games and fun 114(32) 90(25.3) 78(21.9) 54(15.2) 20(5.6) 3.63
Fixing some computer and ICT tools
problems
40(11.2)
53(14.9)
80(22.5)
63(17.7)
120(33.7) 2.52
Use specific programme for my
preferred class subject
34(9.6)
58(16.3)
64(18)
56(15.7)
144(40.4) 2.39
Communication with the school and
colleague using ICT tools
116(32.6)
40(11.2)
48(13.5)
44(12.4)
108(30.3) 3.03
Use of internet to get information for
my assignment and documentation
68(19.1)
108(30.3)
104(29.2)
56(15.7)
20(5.6) 3.42
Sharing notes, photos, videos with
fellow students for learning purposes
80(22.5)
66(18.5)
90(25.3)
56(15.7)
64(18) 3.12
The use of ICT among the students was not so different from that of the teachers. As
presented in tables 15, the study revealed the most usage of ICT by students was games and fun
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with 57% of the respondents who reported to be doing it at least oftenly. Those who are using the
knowledge and skills they have in ICT were 53% for often use followed by 21% of students who
sometimes use their ICT skills in various activities and tools. Most of the students reported to be at
least oftenly opening and closing the computer with (49%), use of internet to get information for
their assignment and for documentation (49%), communicate with the school and colleagues using
ICT tools (44%) and do share notes, photos, videos with fellow students for learning purposes
(41%). However, the data revealed as well that majority 70% of the student have never or rarely use
a printer, scanner photocopier or projector in their learning process and 63% have never or rarely
use Microsoft excel programme in their studies. While 56% of the respondents never or rarely used
any specific programme for their preferred subjects, 51% of the students never or rarely fix any
basic computer or ICT tool problem, and 48% of them at most rarely use Windows or other
operating system in their learning.
The findings reveal to this study that Marist students have good knowledge and skills about
general ICT tools. They use some of this competences in in their Self-study specially at home
through internet, social media and plays similar to Asfar and Zainuddin (2015) findings revealing
that the use of ICT among students in Malesia was familiar and it had promoted a high level of
readiness in self-directed learning and established students’ interactions with ICT, peers, and
teachers. But, this skills and competences of students in Marist schools are yet to be implemented in
their learning process and be guided by their teachers and school policies in order to improve
reflected their learning and performance. The person who was interviewed from the Marist schools’
coordination bureau attested that:
The use of internet daily in my administrative job, for research in lesson
preparation and even by introducing learners to use internet by giving them
assignments that require internet research has been one of the moment I realise the
importance of technology. I also use some important software including word and
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PowerPoint and other programs (Marist schools’ coordination bureau, 25th August
2018).
The use of internet has been discovered the common and important element of ICT among
all the participants, yet it has not been structured in the schools. It remained a personal
initiative for personal use as well.
Findings in the open ended question revealed that the participants have access to some
computer devices mainly smartphones and tablets. All the principals are familiar with computers
and use laptops in their offices for administration and school management. Schools secretariats are
also equipped with ICT tools like laptops, photocopier and scanners. It was also found that two out
of six principals’ offices are connected to internet. The setting up of computer laboratory in the
school has been a big puzzle to some principals. Some blamed the teachers that they are not
interested to learn, while others fear of security.
Among the teachers, it was found that, in two schools out of the six, teachers have access to
a small teachers’ lab used by those who are interested mainly the computer science teachers. Some
other teachers have personal laptops but they disclosed that they use them mostly out of the school
where there is internet. Again those who tried to prepare their lessons notes and lesson plan with
their laptop but it has not been compulsory for the school and they don’t receive any support from
the schools. Indeed, teachers had no access to ICT tools in general, and this is one of the challenges
in adopting ICT in MSS to improve teaching and learning. A research conducted by Tella, Tella,
Toyobo, Adika and Adeyinka (2007) revealed that teachers generally have access to ICT in their
various school except e-mail and internet because schools are not connected. Teachers in MSS have
no access to ICT tools in general and internet is inexistent in schools. This have affected the use and
the integration of ICT in improving teaching and learning in MSS.
Students also disclosed their passion to ICT devices especially in three areas including
internet for social media, research and documentation and few other who have find ICT to be a
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source of self-employment. Students in MSS are motivated to learn ICT and wish to integrate it in
their learning process. They are familiar with ICT tools and they use them daily especially for social
communication and fun (games). However, they don’t find any support from school as no academic
content is provided in school and ICT devices being prohibited at school. The analyses of the use of
ICT in MSS was also analysed quantitatively to highlight its current situation the improving
teaching and learning.
4.7. ICT infrastructure in Marist Secondary Schools
The researcher used a check list to identify the available and the usability of ICT
infrastructures in Marist schools. It was noticed that all six principal had a laptop and a printer in
their offices and they were used for administration work. One principal out of the six had no
sufficient skills on using the laptop. Others were using them mostly for document processing with
Microsoft Word only. Financial matters were handled by the school bursars using Quicken, a soft-
ware for finances accounting.
It was also find that all the six schools had a secretariat department equipped with laptops, a
printer, a photocopier and scanner. Mostly these tools are exclusively used by the school secretary
to process the printing and photocopying work in the school. The big tasks performed by the
secretaries were the printing and photocopying of all the exams questionnaires and the processing of
students marks. However, it was noticed that students’ historical data records are not yet digitalised
in all the schools.
Two out of the six schools had established a small computer lab for the teachers but in one
of the two schools, all the machines got damaged by virus from brought through the multiple
external drives that teachers were using in school as well as out of the school; and no mechanism
was put in place to protect the machine of for prior scanning of the devices. In other two schools,
one located in rural area and the other in urban, computer labs for the students were set. The
computer labs were composed of 45 and 43 desktops respectively. The challenges reported by both
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ICT managers were the replacement of damaged spare parts and the changing of totally damaged
computers in some cases. According to the lab technician the budget allocated to the maintenance of
the lab was very insufficient and sometime some spare part replacement like the mother board
required high amount of money that the school financial committee could not accept to release.
In one of the school, it was observed that a tablets project for students that started in 2013
was almost forgotten up to date. Indeed, the school had purchased 55 tablets and a data base server
in the pilot stage of a big project that could turn the entire school to a digital system. The tablets and
the server had never been used for multiple reasons. According to the ICT teacher, the new
appointment of a new principal in the school was the beginning of the failure for the project. Asking
the principal, it was said that the company that provided the tablet ceased to communicate with the
school and nobody in the school knew how to operate the system. The school had spent more than
10,000USd but five years later, the tools were hardly being used.
It was also noticed the availability of two projectors in two different schools, one in rural
and the other in urban location. The projectors were mostly used occasionally for the projection of
educational movies for the students. Some teachers reported to have used them sometimes for their
lesson preparation and as a classroom. In addition to the projectors, other two schools had a DVD
player and TV screen for the teachers in the staffroom. The aim of the tools was ensuring that
teachers were informed every day to respond to students’ daily questions of actuality.
The research discovered that although there was no internet facility in all the schools, one
school in the rural location had got a donation of internet facilities by satellite (VSAT) but these
facilities were no longer working due to the monthly connection bill which was high, compared to
its usage. However, all the principals reported to have internet connection in their offices using
various mobile phone providers. For them it was cheap and well controlled in the school. Some
teachers also said to be connected to internet on their smart phones. It was also observed that two
schools both in urban location have an internal communication system for the administration using
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the walkie-talkie gadgets. These tools allow the administrators to share information among them at
low cost.
The researcher observed that there was no specific software in any school for teaching
specific subject except some teachers who had their own on their laptops as personal initiatives.
Ghaviferkr and Rosdy (2015) indicated in their study that teachers’ well-equipped with ICT tools
and facilities is one of the main factors in success of technology-based teaching and learning. Kere
(2016) in his study about the knowledge and attitude of teachers’ toward the teaching of
Information and communication technology: a case study of Junior High School teachers in
Sagnarigu Ghana got similar findings that training of teachers and provision of ICT facilities have
an impact on the teachers’ knowledge and attitude to teaching of the subjects and hence there is was
a correlation between teachers’ knowledge and attitude of teachers on one hand and access to ICT
facilities on the other. Almost all Marist school teachers are yet to get ICT tools. Their provision
can be possible as majority of them were willing to spend even personal cash to purchase personal
ICT tool specifically laptops.
However, in all the schools, the finances are being huddled by brothers who use financial
software called Quicken. Other initiatives are being developed by ICT teachers for the timetable
software and student max and report processing. It was also observed that all the six schools were
connected to electricity system supplied by the national agency for electricity. Most of the school
were even exempted for electricity bills payment as the schools are subsidised by the government.
However, it was clear that the electricity was not reliable in an educational system. Generally,
electricity constitutes a big challenge for DRC and schools can’t rely on government agency. Hence
most of the schools have developed alternative sources of power mainly the solar system and
generator in some cases. These alternatives are making ICT use easier in MSS even when there is
no the electricity provided by the government agency. It was noticed that apart from big printing
and photocopying work, most of the school secretaries could work using the adopted alternative.
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Also the computer class in the two schools that has set computer laboratories could be organised
using a generator and the fuel consumption was already incorporated in the school fees.
4.8 Challenges Facing the Adoption of ICT in Teaching and Learning in MSS
The research focused on the challenges that hinder the adoption of ICT in MSS and both closed
and open ended questions were used to collect data from the respondents grouped into three
categories including the principals, the teachers and the students. Twelve items for each grouped of
the respondents were tested on a Likert scale from the strongly agreement to the strongly
disagreement and one item remained an open ended question. Data were presented in three sub-
categories in table 16, 17 and 18 for principals, teachers and students respectively.
4.8.1 Views of Principal on Challenges facing ICT in Marist Secondary Schools
The principals gave their views on the challenges affecting the adoption of ICT in MSS. The
items from which they gave their view focused on the general issues about ICT implementation and
some of the challenge raised by scholars in the literature review. Their level of agreement and
disagreement were presented in table 16 as follows:
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Table 16
Frequencies and percentage distribution on ICT adoption challenges for principal in MSS (n=6)
Key: Strongly agree (SA) 5, Agree 4, Neutral 3, Disagree 2, Strongly disagree (SD)1
Challenges Items SA
F %
Agree
F %
Neutral
F %
Disagree
F %
SD
F %
Mean
Lack of financial resources 2(33.3) 3(50) 1(16.7) 0(0) 0(0) 4.17
Lack of time available to use the ICT tools 0(0) 1(16.7) 1(16.7) 3(50) 1(16.7) 2.33
Lack of digital curriculum 2(33.3) 1(16.7) 2(33.3) 1(16.7) 0(0) 3.67
Lack of training programmes opportunities 0(0) 0(0) 0(0) 2(33.3) 4(66.7) 3.33
Teachers and students negative attitude 0(0) 1(16.7) 1(16.7) 4(66.7) 0(0) 2.50
Lack of support from the government 4(66.7) 2(33.3) 0(0) 0(0) 0(0) 4.67
Lack of teachers’ experience and ICT skills 2(33.3) 2(33.3) 0(0) 2(33.3) 0(0) 3.67
Tight scheduling school programme 1(16.7) 3(50) 0(0) 2(33.3) 0(0) 3.50
Teachers resistance to change 1(16.7) 2(33.3) 2(33.3) 0(0) 1(16.7) 3.33
Lack of technical support 2(33.3) 2(33.3) 0(0) 2(33.3) 0(0) 3.67
Lack of source of power (electricity) 4(66.7) 2(33.3) 0(0) 0(0) 0(0) 4.67
Lack of confidence in the ability to use ICT
tools
0(0)
3(50)
0(0)
2(33.3)
1(16.7) 2.83
Findings analysed from the table shows that the lack source of energy and lack of
government support were agreed upon by 100% of the principal at the top of the challenges
impending on the adoption of ICT in MSS, followed by the lack of financial resources agreed upon
by 87% of the principals. Majority of the principal agreed on other various items to be barriers to
ICT adoption in MSS including: the lack of teachers’ experience and ICT skills (67%), tight
schedule programme (67%) and lack of technical support (67%). Half (50%) of the principal agreed
that teachers’ resistance to change, lack of digital curriculum and lack of confidence in the ability to
use ICT tools were among the raisons why MSS schools were still lagging behind in ICT; although
another half of the principal disagreed with the last challenge statement. However, the lack of
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training programme and opportunities was rejected at 100% by the principals as well as the teachers
and students’ negative attitude (67%), and the lack of time available to use the ICT tools (67%).
Various challenges faced by ICT adoption in MSS as presented by principal included the
lack of finances, digital curriculum, support from the government, lack of teachers’ experience in
the use of ICT, and technical support in the school. The school programme also was seen as very
tight to accommodate ICT alongside teachers’ resistance to change and unreliable source of power.
Principal rejected the time to use ICT in the classroom, the lack of training programme and teachers
and students’ negative attitude as elements affecting the ICT implementation. Similar to Karsenti,
Collin and Merret (2012), the challenges faced by ICT in MSS can be classified into four categories
including infrastructure, technology, human and finance. Other challenges hindering the ICT plans
in general as reported by Fall (2007) including political instability, high cost of computers, the poor
electricity network, the lack of expert to train the teachers were not so stressed on in our findings.
Although electricity remains a big challenge to adopt ICT in various sectors in most African
countries, the personalisation of ICT tools from Desktops to tablets and smart phones has given
chance to those willing to implement ICT especially educators to take advantages of various
alternative developed and accompanying it including solar, and wing power sources.
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4.8.2 Teachers Views on Challenges Facing the Adoption ICT in MSS
The research analysed the responses collected from teachers on the various challenges
facing the integration of ICT in a particular way in teaching and learning. Twelve element were
well selected on which teachers presented their views. The data collected were presented in table 17
Table 17
Frequencies and percentage on ICT adoption challenges for teachers in MSS (n=49)
Key: Strongly agree (SA) 5, Agree 4, Neutral 3, Disagree 2, Strongly disagree (SD)1
Challenges Items SA
F %
Agree
F %
Neutral
F %
Disagree
F %
SD
F %
Mean
Lack of financial resources 13(26.5) 26(53.1) 3(6.1) 4(8.2) 3(6.1) 3.86
Lack of time to use ICT tools
in lesson preparation
2(4.1)
7(14.3)
6(12.2)
24(49)
10(20.4) 2.33
Lack of digital curriculum and
content
11(22.4)
18(36.7)
11(22.4)
8(16.3)
1(2) 3.61
Lack of training programmes
and opportunities
19(38.8)
17(34.7)
3(6.1)
8(16.3)
2(4.1) 3.88
The administration and
students negative attitude
towards ICT
4(8.2)
9(18.4)
12(24.5)
13(26.5)
11(22.4) 2.63
Lack of support from the
school
15(30.6)
16(32.7)
5(10.2)
11(22.4)
2(4.1) 3.63
Lack of experience of ICT for
my course
11(22.4)
19(38.8)
4(8.2)
11(22.4)
4(8.2) 3.45
Tight scheduling programme
and curriculum
2(4.1)
12(24.5)
7(14.3)
19(38.8)
9(18.4) 2.57
Not willing to change my way
of teaching
12(24.5)
5(10.2)
4(8.2)
14(28.6)
14(28.6) 2.73
Lack of technical support in
school
20(40.8)
19(38.8)
1(2)
8(16.3)
1(2) 4.00
Lack of sources of power
(electricity)
11(22.4)
18(36.7)
3(6.1)
12(24.5)
5(10.2) 3.37
Teachers not motivated to learn
ICT
8(16.3)
11(22.4)
3(6.1)
15(30.6)
12(24.5) 2.76
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Like the principal in the previous table, the lack of financial resources as well as the lack of
technical support was agreed upon by 80% of the teachers as first barriers to ICT adoption in MSS.
Although the principal rejected the lack of training as one of the challenges for ICT integration in
MSS, majority of teachers agreed at 74% that it was indeed part of the challenges they face in trying
to adopt ICT. Again majority of the teachers agreed on three other challenges including the lack of
support from school (63%), lack of experience of ICT for teachers’ specific teaching course (61%),
Lack of digital curriculum (59%). While all the principal considered lack of power as challenges to
ICT integration in MSS, the percentage was reduced to 59% among the teachers. Again the findings
revealed that teachers disagreed on lack of time to use ICT tools in lesson preparation (69%), no
willingness to change teachers ‘own way of teaching (57%), tight scheduling programme and
curriculum (57%), and teachers not motivated to learn ICT (55%). It was good to notice that
principals and teachers were in contradiction with some of the aspects of this section including
teachers not motivated to learn ICT and lack of training programme and opportunities.
As regard to teachers, they believe that the lack of technical support from the school, and the
lack of training programme alongside the nun provision of a digital curriculum have rendered the
teachers inexperienced on how to adopt and use ICT in teaching in MSS. Many schools especially
in rural areas had not embraced ICT mainly because teachers lacked adequate training, (Wachiuri
2015). Writer (2011) as well mentioned teachers’ lack of competence, among the challenges facing
the integration of ICT in education. Contrary to Lindberg, Olofsson and Fansson (2017), the time
allocated to subjects in the timetable could not be the reason of not adopting ICT. The negative
attitude towards the use of internet in the classroom as disclosed by Ncube and Tshabalala (2014)
was not among the challenges highlighted by teachers in MSS but agree with Muthevula and
Uwizeyimana (2014) that the lack of ICT equipments and/or insufficient use of ICT resources for
schools which have them was among the challenges hindering ICT adoption.
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4.8.3 Views of Students on Challenges Facing Adoption of ICT in MSS
The study also explored the challenges facing the adoption of ICT in MSS among the
students. This was to establish how the students were distributed by age in the study in order make
some inferences based on age for better understanding. The findings were summarised in table 18
Table 18
Frequencies and percentages distribution on ICT adoption challenges for students in MSS (n=356)
Key: Strongly agree (SA) 5, Agree 4, Neutral 3, Disagree 2, Strongly disagree (SD)1
Challenges Items SA
F %
Agree
F %
Neutral
F %
Disagree
F %
SD
F %
Mean
Lack of computer at school and at
home
154(43.3)
88(24.7)
76(21.3)
22(6.2)
16(4.5) 3.96
Lack of ICT tools in general 102(28.7) 78(21.9) 70(19.7) 64(18) 42(11.8) 3.38
No access to academic content 71(19.9) 87(24.4) 86(24.2) 76(21.3) 36(10.1) 3.23
No internet connectivity 60(16.9) 68(19.1) 70(19.7) 77(21.6) 81(22.8) 2.86
The administration and the teachers
are not interested in ICT
128(36)
68(19.1)
56(15.7)
60(16.9)
44(12.4) 3.49
My family can’t afford any ICT tool 72(20.2) 62(17.4) 66(18.5) 64(18.) 92(25.8) 2.88
There is no provision of academic
content
94(26.4)
106(29.8)
74(20.8)
40(11.2)
42(11.8) 3.48
Tight schedule programme and
curriculum
104(29.2)
86(24.2)
68(19.1)
40(11.2)
58(16.3) 3.39
I don’t want to change my way of
studding
36(10.1)
34(9.6)
92(25.8)
98(27.5)
96(27) 2.48
I can still pass without using ICT in
my studies
112(31.5)
102(28.7)
86(24.2)
26(7.3)
30(8.4) 3.67
Lack of sources of power (electricity) 123(34.6) 80(22.5) 65(18.3) 40(11.2) 48(13.5) 3.53
I am sure I can’t combine ICT with
my studies
38(10.7)
46(12.9)
82(23)
82(23)
108(30.3) 2.51
Majority of the students 242 (68%) agreed that the lack of computers at school and at home
was the raison why ICT has not been adopted in MSS, followed by 60% of students who believed
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that they can still pass in their studies without using any ICT tools. Most of the students agreed on
some of the items that highlighted some of the challenges faced by the adoption of ICT in MSS.
These includes: lack of source of power (57%), the nun provision of digitalised curriculum ((56%),
the lack of interest in ICT by the administration and teachers (55%), Tight schedule programme and
curriculum (53%), lack of ICT tools in general (50%) and no access to academic content (44%).
Students disagreed on four items as being part of the challenges affecting the adoption of ICT in
teaching and learning, among them the unwillingness of student to change (55%), student not will
to combine at the same time ICT with their studies (53%), the impossibility of the family to afford
ICT tools for students (44%) and the lack of access to internet connection (44%).
Student in general needs guidelines in the use of ICT tools. They are exposed to various
tools and programmes but most of the programmes are not helping them to benefit academically
from the current booming technology. The main challenge indeed for the students is the lack of
guidance by teachers and school that could help students take advantage of all what is exposed to
them by ICT. Students are also misled by educational policies that prohibit ICT tools mainly
smartphones, tablets and laptops to school yet they are means for learning. According to (Amhag
2014) as quoted by Yahya (2016) It is widely agreed upon that ICT in secondary education settings
is particularly successful when integrated into social media already being used by students. Students
in MSS as well as in many other African countries find their efforts of getting an ICT tool not only
discouraged but also its use restricted or even prohibited in school and most of the learning
environment.
At some extent in this study, students were found to be more skilled to the new technologies
with at least 52.9% of students with good skills in laptops, tablets and smart phones, 81.5% who can
communicate with colleagues, teachers and school using ICT tools, and 72.5% of those with good
skills to share photos, notes and video by means of ICT tools. Most of the students revealed to be
using smart phones and cybercafé to access to internet. Although the ration of smart phone per
student was not the concern for this study, a research conducted in Germany by JIM in 2013
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revealed that of the children age 12-14, 57 % own a smart phone; for those age 15-16, the number
increases to 73 %; 78 % of children age 16-17 and 80 % of the 18-19 year-olds have their own
smartphone Kampschulte & Eilert (2016). Marist educational planners should take advantage of
students’ initiatives and integrate their skills in the learning process.
The qualitative data collected on the challenges faced by the adoption of ICT in MSS was
analysed in from both interview guide and open ended questions. The interviewed MSS coordinator
said that:
The challenges are lack of infrastructures the price is still too high for
computers and internet. Lack of opportunity for formation: teachers are not well
formed practically. Lack of time: people are hungry and their concern is not ICT.
Lack of internet: people are used to old ways of teaching and learning. So ICT is
not yet very interesting for them. Lack of finances: ICT is costly and schools,
teachers and students find it difficult to acquire it. (25th May 20118)
The MSS coordinator mentioned the high cost of computers as one of the
challenges facing ICT implementation while a good number of teachers on the contrary
disclosed that the price was not a problem for them to acquire personal laptops and were
ready to deep in their pockets to get personal ICT tools. Other the challenges exposed by
principals, teachers and students through the open ended question were:
i. Rapid Changes of ICT
ICT is changing faster with many things at the same time. Educationists have not been able to
select what should be given or exposed to students in secondary education a part from the computer
class. Tools as well as ICT programme for learning are yet to be clarified by education planners and
implementers.
.
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ii. Poor Government Support of ICT
The government is not supportive in the adopting of ICT in teaching and learning. Although it
has developed the curriculum for computer science for secondary school, the use of ICT as a
pedagogical and administrative tool has not been adopted by the entire educational system in DRC.
In fact, through this study it was noticed that in one way the government through the educational
inspection has been discouraging ICT use specifically in secondary schools by denying schools to
use digital processed student max reports. Printed report forms are sold by the government officer
(Inspection) making it difficult for the printing of the digital ones that are rapidly and accurately
processed in schools using mainly Microsoft excel.
Hence, schools are obliged to fill the forms manually by the pen and find it costly to print the
digitalised reports and again buy and fill manually the ones the inspection imposing all the school to
buy and use. This has been discouraging for schools which had already initiated the processing of
students max using ICT tools and softwares. Other fact from the study were that most of the
inspectors are not ICT literate, hence when they come to schools for inspection they are not happy
with digitalised information, e.g the financial reports for those using accounting softwares. It
becomes a challenge to principals who are seen as not following the right process in school finance
management.
iii. Negative Attitudes among Educators and Policy Makers towards ICT
The understanding of ICT tools by educators and policy makers in education is somehow
negative specifically for tablets and smart phones. The argument is that students are prevented to
have mobile phones or smart phones at school yet the school can’t provide them with ICT tools.
Some participant believed that the school policy on the procession of an ICT tool at school has been
one of the barriers to open discussion on current information between teachers and learners.
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iv. Lack of Access to Relevant Educational Software
Teachers raised the issue of ignoring how they can use ICT in the classroom. Some few teachers
disclosed to have never seen or assisted at any lesson where ICT was used as pedagogical mean out
of computer class, in a secondary school setup. Other teachers were too pessimistic about
themselves that it is too late for them to change, hence justifying their negative attitudes toward ICT
as no longer necessary for them. Those who looked very dynamic and positive pointed out the lack
of ICT software, like physician who heighted the unavailability of some simulation software in
physics adapted to secondary school education.
4.8 Strategies for Implementing ICT to Improve Teaching and Learning
Various scholars have proposed some of the strategies for ICT implementation in Education.
But the fact is that each country, educational sector, organisation or school has its own reality.
Discovering the strategies that can be implemented for ICT adoption in teaching and learning in
Marist secondary schools was one of the objectives of this study. The approach was that ICT
implementation process in teaching and learning should involve the direct stakeholders mainly the
Principals, teachers and students. Indeed, failure to incorporate the principals, teachers and students
in the ICT implementation will make the process fail because of lack of interest in a plan that is not
their own. Strategies collected from the Marist schools’ coordination bureau, from principals,
teachers and students were grouped into two categories including the ICT tools, ICT support.
i. ICT tools infrastructure
The implementation of ICT to improve teaching and learning in any learning institution
requires ICT infrastructures and tools. In other words, ICT adoption in any institution relies first
and foremost on the availability and accessibility of ICT devices. Hence, schools should set
strategies to procure them to both teachers and students. About how to get the tools, the students
like the teachers were all aware that nothing will fall from heaven or from the government. Parents
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and teachers themselves have to provide them. Meaning the schools should negotiate with parents
in adding a certain amount of money to the school fees for computers mainly for the students. One
of the schools visited has been doing it for the practice of computer class and it has been successful.
A computer lab may not be complete in one year but let the students contribute as from form one to
form three and then start practicing computer in form four. On the side of the teachers, it was clear
that majority of the teacher could afford to buy personal laptop if helped by the school in paying
them in instalment within one year.
On the electricity challenge that was mentioned by principals, teachers and students, some
teachers suggested that schools should invest into good solar systems. Solar system should be well
planned and well maintained if they are to be used for computer lab. Experiences in solar have not
been successful in many schools due to the bad planning in term of quality and maintenance. If it is
to be adopted as source of energy, schools should be ready to spend on good quality solar system
and respect the usage requirement and the maintenance cycle.
Other strategy coming from the respondents was to write proposals to donors who can help
with computers for educational purposes. Two schools have already benefited from donors in
equipping them with computer labs. So others schools should follow the same process of writing
project proposals to educational donors and agencies interested in ICT.
Providing the academic softwares was also mentioned by some teachers. According to their
responses they argued that sometime the willingness of using the computer for teaching is there but
the content has not been developed for most of units apart from using internet to get information.
Sciences or languages class softwares should be provided by the school as the government cannot.
Marist schools should build their own initiative and hence attract government support by their
initiatives. It was noticed that some teachers have done computer sciences and they were able to
produce some software programme like school timetable software and school report process
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programmes. This revealed to this research that teachers and students are able to adopt and adapt
ICT to the learning environment if supported by the school stakeholders.
ii. ICT support in Marist Secondary Schools
The second common strategy suggested by the respondents in the adoption of ICT to
improve teaching and learning in MSS was the support from parents, school principals, donors and
government. Principals looked very confident about their skills in ICT, this confidence is based on
the fact that they have been exposed to many ICT training opportunities as brothers during their
academic training and in various responsibilities held as educators. Again for the principals, most of
the works that need ICT skills were done by their secretaries who are well trained in ICT for
secretariat work. However, they indicated the fact that they need government support in terms
reduction or exemption of tax payment when purchasing the computers for both teachers and
school. They also indicated the need of parents and donors support to raise funds for ICT tools in
the schools.
Teachers need support in terms of coordination in the procurement of ICT devices, support
in ITC training opportunity and support when developing their own various initiatives. In terms of
coordination in ICT devices procurement, they mentioned the role that the school’s principals or
BEM coordinator can play for them. It was clear to them that each teacher has the responsibility of
making effort to develop his/her skills in ICT including the purchasing of his/her personal ICT tool.
However, the school principal or BEM coordinator should set a structure of purchasing the devices
by instalment process. Either the school buys the tools for the teachers and progressively withhold
the money from their salaries or initiate a saving plan for the teachers to get the tools at the end of
the year. Teachers in deed showed their readiness to purchase personal computer through their own
saving, under school support. To be more useful to them, they insisted on the provision of internet
in school by the school administration.
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Teachers also complained of lack of training programme. It was clear that 73.5 % of the
teachers’ respondents agreed that lack of the training opportunity was one of the challenges facing
the adoption of ICT to improve teaching and learning in Marist schools. This was also suggested by
the coordination bureau and was suggested as a priority to train teachers in ICT. Their suggestions
were that the school administration should organise training programme for them in ICT, as most of
the schools had teachers who were qualified in ICT in education as they majored in computer
sciences for education in colleges. Teachers argued that, organising for them a training session in
ICT by their colleagues could be easy, hence, schools should not be afraid of special programme but
as a peer training among teachers’ colleagues. Teachers in fact noticed that students were more
competent in ICT than them, which constituted a challenge to them as their students were
sometimes more informed than the teachers.
In terms of support in their initiatives, some teachers mentioned the reality that the
government is not helping or supporting them to learn or to apply their initiatives. Government
should give teachers chance to be creative and motivate those who can bring some innovations in
teaching, using ICT. This has been mentioned that even those who start some initiatives are
discouraged. Two of the schools for example who started the digitalisation of students max reports
were discouraged by government inspectors who come to sale reports forms to the schools to be
filled manually. The government should update their officers so that they can motivate teachers in
school and not the opposite.
On the side of students, the support they need was in terms of guidance in selection of
academic content and motivation by both the teachers and the school administration. Students are
more open to chance and they are the most excited for the new technology in their education. from
the observation check list the research findings showed that only two schools out six had a
computer lab for the students yet all f them have a computer class unit which is taught theoretically.
A good number of the students’ respondents suggested that ICT tools could be purchased by the
school with parents’ contributions as some nun Marist schools were doing. Although most of the
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students in rural schools insisted on donors to help the school, those in urban location were
confident that parents can buy to them computers or have a family laptop that can be used by the
family members. Some students suggested to be allowed to bring family laptops at school if the
school can’t provide them with a computer lab for their learning. Strategies suggested by the
interviewed Marist school coordinator suggested:
The training of more teachers, to oblige teachers to have all their teaching material
computerized, to acquire infrastructure, to provide internet to everybody so that
they may integrate ICT into their daily lives as a way to enter into globalisation, to
encourage practice more than theory in the teaching of students, to improve the
curriculum and to work in network of schools (MMI coordinator, May 25th 2018).
All in all, is about good collaboration, planning and dialogue between the stakeholders
directly in the school and influence those who are indirectly related to the school.
4.9 Testing of Hypotheses
The study had three (3) hypotheses which were tested using Pearson correlation at 95% confidence level.
The first hypothesis looked at the relationship between ICT perception and ICT skills.
: There is no significant relationship between ICT perception and ICT Skills in Marist
Secondary schools.
: There is a significance relationship between ICT perception and ICT skills in Marist
secondary schools
To test the null hypothesis, the Pearson correlation was computed. The inferential findings
on the relationship between ICT perception and ICT skills were drown from the data in the three
categories of the respondents and summarised in tables 19, 20, and 21 for principal, teachers and
students respectively.
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Among the principals the Pearson correlation coefficient was computed and was -0.343 as
read in Table 19
Table 19
Pearson correlation between Principals' ICT perception and skills
Skills
Perception
Pearson Correlation -.343
Sig. (2-tailed) .506
N 6
Table 19 showed that the PCV (r= -0.34, N=6, p> 0.05). A negative correlation of -0.343
suggested that there was a negative relationship between ICT perception and skill among the
principals in MSS meaning the increase in skills in ICT could lead to negative perception of ICT
among the principals or in others perspectives, principal who had higher skills in ICT had negative
perception of ICT in improving teaching and learning. However, considering the p>0.05, the
perceived relationship was not statistically significant, leading to a conclusion that in reality there is
no significant relationship between the two variable. The study failed to reject the null hypothesis
that there is no significant relationship between ICT perception and skills among principal in MSS.
Among the teachers, the Pearson correlation coefficient between their perception and their
skills was represented in table 20
Table 20
Pearson correlation between teachers' ICT perception and skills
ICT perception ICT skills
ICT Perception Pearson Correlation 1 -.286*
Sig. (2-tailed) .046
N 49 49
*. Correlation is significant at the 0.05 level (2-tailed).
The computed Pearson correlation PCV (r=-0.28, N=49, p>0.05) revealed that there was a
weak negative correlation between the skills and perception of ICT by teachers in MSS. This
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suggested the teachers who were more skilled had lower or negative perception of ICT in improving
teaching and learning. Hence the research at 0.05 level of significance, rejected the null hypothesis
by concluded that there is a significant relationship between ICT perception and skills in MSS. In
common sense teachers who are skilled should be more positive about ICT in improving teaching
and learning but the analysis showed the opposite. This influenced the research to do more analysis
of the data looking for any variable which could be influencing the relationship between ICT skills
and ICT perception among teachers by computing a partial correlation. The findings revealed that
teachers’ age and years of experience were among the variable that were influencing the previous
result and when hold constant, the findings changed to what is presented in table 21
Table 21
Pearson partial correlation between teacher’s skills and perception
Control Variables ICT Skills
ICT
perception
Teacher age & Teaching
experience
MIC
skill
Correlation 1.000 -.244
Significance (2-tailed) . .098
Df 0 45
When teachers’ age and teachers’ experiences in teaching and learning are hold constants,
the Pearson correlation computed came to PVC (r = -0.24, N=45, p> 0.05). The negative Pearson
correlation of -0.24 suggest that there is a low and negative correlation between the ICT skills and
ICT perception among the teachers. With a p>0.05, the relative relationship is not significant.
Meaning the skills of teachers in ICT could not predict their perception of ICT in teaching and
learning, and vice versa. The study rejected the null hypothesis and took the alternative that there is
no statistical significance between teacher ICT skills and ICT perception in teaching and learning.
This is to say that in MSS, teachers who are ICT skilled or poorly skilled are not necessarily
positive or negative with ICT in improving teaching and learning. All of them need training to
understand the importance of ICT in teaching and learning.
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The study analysed how ICT perception could influence ICT skills among the students. This
analysis was done by computing a Pearson correlation is presented in table 22.
Table 22
Pearson correlation between students' ICT perception and skills
ICT Perception
ICT Skills Pearson Correlation .189**
Sig. (2-tailed) .000
N 356
Among the students the hypothesis test through Person correlation PCV (r=0.19, N=356,
p<0.01), indicated that there was a very weak positive correlation between students’ skills and their
perception of ICT for their learning in MSS. This relationship was statistically significant at 0.01
level of significance, meaning that students who perceive ICT as important for their academic
performance strive to learn more and gain skills in ICT, and develop a positive perception of ICT to
improve their learning. The study hence rejected the null hypothesis by concluding that there was a
significant statistical relationship between students’ ICT skills and perception in MSS. Contrary to
the findings among the principals and teachers, the finding indicated that improvement in skills
could affect positively the perception students have towards ICT and vice-versa.
The second hypothesis tested by the study looked at relationship between ICT perception
and the challenges faced by its implementation in MSS. It was to find out if the challenges where a
standalone realities or could have been emerging from the other variables in the study.
: There is no significant relationship between ICT Perception and ICT challenges in
Marist Secondary Schools.
: The is a significant relationship between ICT perception and challenges in Marist
secondary school
The second hypothesis that was to be tested in this study was to analyse the relationship
between ICT perception and its challenges in MSS. Challenges can arise from the perception we
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have of something. For example, unwillingness to learn ICT by teacher of lack of support by the
administration can be caused by the negative attitude the principal or the teachers has towards ICT.
Among the principal the Pearson correlation was analyse and shown in table 23.
Table 23
Pearson correlation between principals' ICT perception and ICT challenges in MSS
Challenges
Perception Pearson Correlation -.428
Sig. (2-tailed) .398
N 6
The computed correlation, PCV (r =-0.43, N= 6, p>0.01), in table 22 seem to suggest with
r=-0.43 that there is a negative correlation between principal perception of ICT and its challenges in
MSS. That mean the higher the principal perceive ICT as important to improve teaching and
learning, the less they perceive as challenges those presented in the study. This relationship has
logical sense as the higher we value something, the higher we try to minimize the challenges related
to it. Principal who value ICT for example will always strive to save some cash in the school to
purchase some ICT tools or try to learn about ICT. However, the level of significance which is
p>0.05, suggest that the apparent negative correlation coefficient of -0.43 is not statistically
significant to support the argument. Hence, the study failed to reject the null hypothesis and
concluded that there is no significant statistical relationship between principals’ perception of ICT
and the ICT challenges in MSS. Principals’ positive or negative perception of ICT does not
necessarily affect the agreement or disagreement on the ICT challenges in MSS. For the teachers
the value of the correlation was of -0.183 as indicated in table 24
Table 24
Pearson correlation between ICT perception and ICT challenges for Teachers
ICT challenges
ICT perception Pearson Correlation -.183
Sig. (2-tailed) .208
N 49
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Findings in table 24, with PCV (r=-0.18, N=49, p>0.01) confirm that there is no significance
relationship between ICT perception and challenges among teachers in MSS although r = -0.18
suggesting a negative correlation. The significance p> 0.5, shows that there is no statistical
significance relationship between the two variables of the hypothesis. Based on this result, the study
failed to reject the null hypothesis and concluded that there is no significance relationship between
ICT perception and ICT challenges among teachers in MSS.
Among the students, the correlation was computed and the result presented in table 25
Table 25
Pearson correlation between students' ICT perception and ICT adoption
ICT challenges
ICT Perception Pearson Correlation .088
Sig. (2-tailed) .098
N 356
The calculated PVC (r=0.08, N=356, p>0.01) revealed to the study that there was no
relationship between students’ perception and the challenges presented in the study due to r=0.088
close to zero and p>0.01. It also means that there were statistical bases showing the relationship
between student ICT perception and adoption challenges in MSS. The study hence failed to reject
the null hypothesis and confirm that there is no significance statistical relationship between
students’ perception in ICT and Challenges in ICT adoption in MSS.
The third hypothesis focused on the relationship between ICT skills and challenges. This
was to find out if the perceived challenges could have a relationship with the skills of the
participants in the study.
: There is no significant relationship between ICT Skills and ICT challenges in Marist
secondary schools.
: There is a statistical significance relationship between ICT skills and ICT challenges in
MSS.
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The research analysed the relationship between ICT skills and challenges find in MSS.
Findings were verified for the three categories of the respondents using Pearson correlation.
For the Principals, the Pearson correlation coefficient was negative 0.166 as presented in table 26
Table 26
Pearson correlation between ICT skills and challenges among principals
ICT Challenges
ICT Skills Pearson Correlation -.166
Sig. (2-tailed) .754
N 6
The Pearson moment of correlation value PCV (r = -0.17, N = 6, p>0.05) meaning there is a
very weak negative relationship between skills and challenges in term of ICT for the principal. The
result suggested that principal who are skilled disagreed most with the challenges presented in the
study hence proposing that principals who are skilled in ICT could probably have less challenges in
adopting ICT in schools. However, the significance value of 0.75>0.05 as presented by the data in
table 26 states the apparent relationship with the two variables is not statistically significant to reject
the null hypothesis. Hence the study concluded by confirming the null hypothesis that there is no
statistical significance between principals’ skills and ICT challenges in MSS.
Among the teachers, the hypothesis analysing the relationship between ICT skills and ICT
challenges was tested and the Pearson correlation as presented in table 27
Table 27
Pearson correlation between ICT skills and challenges among teachers
Challenges
Skill Pearson Correlation .121
Sig. (2-tailed) .408
N 49
A Pearson correlation PCV (r = 0.12, N= 49, p>0.05) suggest with r =0.12 a positive
correlation between Skills and challenges among the teachers. However, with a degree of
significant of p=0.408>0.01, signified to the study that there is no statistical significance between
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the two factors. That mean the apparent correlation r = 0.12, which is positive, does not confirm to
the study that the increase in teachers’ skills in ICT could increase their level of agreement with the
challenges in this study. Hence the study failed to reject the null hypothesis and hence concluded
that there is no significance relationship between Teachers’ ICT skills and the ICT challenges in the
study. Testing the third hypothesis for the students, the Pearson correlation coefficient was negative
0.17 as presented in table 28.
Table 28
Pearson correlation between ICT skills and challenges among students
ICT challenges
ICT skills Pearson Correlation -.171**
Sig. (2-tailed) .001
N 356
**. Correlation is significant at the 0.01 level (2-tailed).
The computed Pearson correlation PCV (r = - 0.17, N=356, p<0.01) reveals that there was a
negative relationship between students’ ICT skills and the challenges presented in the study. Skilled
students slightly disagreed with the challenges presented in the study, meaning they did not take
them as real challenges in adopting ICT in their school. In other word, the increase of students’
skills in ICT could to some extend reduce the challenges they have in ICT. With this analysis, the
study rejected the hypothesis that there is no significance relationship between student skills and
ICT challenges as presented in the study and took the alternation that there was a significance
relationship between the two variables. This could also mean that students ICT challenges are based
on poor skills. Hence, by improving students’ skills, schools could reduce the perceived ICT
challenges among students.
A part from the stated hypothesis, the research was interested in finding out other factors
that could have been affecting the perception, skill in terms of ICT among the participants
especially teachers and students. Factors like gender, age and academic qualification and year of
experience in the teaching profession etc. were analysed in tables 29 and 30. In trying to find out the
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relationship between students’ age and gender with other variables of the research questions, special
attention was drawn on the relationships presented in table 29.
Table 29
Pearson correlation between various variables among students
Student
Gender ICT skills ICT perception Age
Gender Pearson Correlation 1 -.219** -.092 -.074
Sig. (2-tailed) .000 .084 .161
N 356 356 356 356
ICT skills Pearson Correlation -.219** 1 .189** -.152**
Sig. (2-tailed) .000 .000 .004
N 356 356 356 356
ICT perception Pearson Correlation -.092 .189** 1 .130*
Sig. (2-tailed) .084 .000 .014
N 356 356 356 356
Student Age Pearson Correlation -.074 -.152** .130* 1
Sig. (2-tailed) .161 .004 .014
N 356 356 356 356
**. Correlation is significant at the 0.01 level (2-tailed).
*. Correlation is significant at the 0.05 level (2-tailed).
The findings in table 29 revealed that there was a statistical significant between student
gender and ICT skills. With PCV (r = -0.22, N=356, p<0.01), the values showed that there a
statistical significance between gender and ICT skills. The correlation value being negative, with
the gender coding that identified male students as one and female as two, suggested that male
students had better skills in ICT than female in MSS. The findings were similar to Buabeng and
Yidana (2015) who’s study revealed that male students value implementing ICT in learning more
positively than female students.
From the same table the study revealed that there was a low correlation between the age and
ICT skills among the students in MSS. With PCV (r=-0.15, N=356, p<0.05) proposing that younger
students in MSS had more ICT skills than their elders. However, the perception of students about
ICT was positively correlated with the age PCV (r= 0.13, N=356, p<0.05), suggestion that elder
students had more positive perception of ICT in teaching and learning than younger learners.
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About the teachers, the analysis about the relationship between different variables was also
considered and the summary was presented in table 30 including age, gender, academic
qualification, teaching experience, and ICT perception and skills among teachers in MSS
Table 30
Pearson correlation between teachers age, teaching experience, academic qualification and ICT
skills.
Teacher age
Teaching
experience
Teachers
academic
qualification ICT skills
Teacher age Pearson
Correlation 1 .819** -.387** -.378**
Sig. (2-tailed) .000 .006 .007
N 49 49 49 49
Teaching experience Pearson
Correlation .819** 1 -.253 -.326*
Sig. (2-tailed) .000 .080 .022
N 49 49 49 49
Teachers academic
qualification
Pearson
Correlation -.387** -.253 1 .317*
Sig. (2-tailed) .006 .080 .027
N 49 49 49 49
ICT skills Pearson
Correlation -.378** -.326* .317* 1
Sig. (2-tailed) .007 .022 .027
N 49 49 49 49
**. Correlation is significant at the 0.01 level (2-tailed).
*. Correlation is significant at the 0.05 level (2-tailed).
As shown in table 30, the Pearson correlation computed revealed that there is a statistical
significant between teachers age and their ICT skills in MSS. PCV (r = -0.38, N=49, p<0.01) This
relation between the two variables is negatively correlated, meaning that older teachers in MSS are
poorly skilled in term of ICT. This negative correlation is also confirmed by the relationship
between the years of experience and the skills which is also negative. With PCV (r=-0.37, N=49,
p<0.05). It is an indication that elder teacher who are more experienced in school have poor skills in
ICT in MSS. This is an indication that a school which has many senior teachers is likely to face a
lot of resistance in the process of ICT adoption. This finding was in contradiction with Lau and Sim
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(2008) whose findings indicated that elderly teachers were eager to adopt ICT in school. The reason
for poor skills among the senior teachers could be that technology was not yet developed as they
were in universities and no in-service training has been organised for them to gain or improve ICT
skills in MSS. Other reasons could be that they are not interested in learning ICT or not ready for
change. But this should be confirmed by a new study.
Another interesting finding was that there was a positive correlation between skills and
teachers’ academic qualification with PCV (r=0.32, N=49, p<0.01), indicating that the higher the
teacher was qualified in MSS, the better skills he/she had in ICT or the higher academic
qualification could predict high ICT skills. Indirectly the study suggested that younger teachers
were academically highly qualified than elderly teachers in MSS. This finding is suggesting that
schools which intent to implement ICT in teaching and learning should count more on young
generation of teachers.
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CHAPTER FIVE
SUMMARY OF FINDINGS, CONCLUSION AND RECOMANDATIONS
5.1 Introduction
This chapter presents the summary of findings of the study, conclusions as well as the
recommendations are made arising from these findings. Besides, areas of further study are
identified.
5.2 Summary of Findings
The main objective of the study was to investigate the adoption of ICT in improving
teaching and learning in Marist secondary schools in Congo. The study used a descriptive survey
research design, and was based on the current changes in all sectors brought by emerging
technologies. The study explored the perception and skills of principals, teachers and students in
MSS in the process of adopting ICT to improve teaching and learning and challenges faced in this
process as well as practical strategies that can help to overcome the challenges.
In the first chapter of this study, after an overall review of ICT and education, six research
questions were elaborated to guide the research including (1) the perception of principal, teachers
and students toward ICT in MSS (2) the knowledge and skills of principals, teachers and students
about ICT, (3) the adequacy of ICT infrastructures in MSS; (4) challenges faced by ICT adoption in
MSS and (5) strategies that can be implemented in ICT adoption process in MSS; for the
improvement of teaching and learning and (6) ICT adoption and improving teaching and learning in
MSS.
The review of related literature presented in the second semester highlighted various
findings of ICT in secondary school, showing the successes, challenges and failures that have been
experienced in various schools. Common findings showed that ICT integration and implementation
in teaching and learning depended on several factors including the policies, the attitudes of all stake
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holders in education, the skills, the availability and adequacy of ICT tools, the geographical
location, the technological experience of the implementers, the accessibility of ICT tools and
services among others. The review of literature disclosed that the success or failure of any ICT
implementation process depended on specific factors proper to each case studied giving this study
the value of its uniqueness.
In this survey on the ICT adoption in improving teaching and learning in MSS, a mixed
research method approach was used. The study used probability and non-probability sampling
techniques to select one Marist school coordinator, six secondary school principals, 49 teachers and
356 students from seven Marist secondary schools located in four provinces of the DRC. Data was
collected using interview guide, check list and questionnaires, and analysed using SPSS version 23
software. The findings were presented according to the research questions.
The findings of the study indicate that that MSS are all headed by male principals but this is
expected by they are all Marist Brothers, members of a male catholic religious congregation. The
respondents in the teachers’ category included 86% males and 14% females. Among the students
category there was a balance between the gender (55% were males and 45% females). In the
principal’s category, (50%) aged between 50-59 years, 55% of the teachers were in their thirties and
56% of students were between 15-17 years old. In terms of academic qualification 67% of the
principals and 57% of the teachers hold a bachelor degree in education.
The study established that the principals have a good experience in education with 67% of
them having been in the education field for more than 26 years while 43% of teachers had less than
ten years of teaching experience. In the teachers’ category, 35% of them are specialised in sciences.
On the side of students, it was revealed that most of the students (62%) have been in MSS for at
least four years which is a sign of low dropout, and 42% of the participants among the students
were taking technical education as courses combination
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The first objective of this study was to investigate the perceptions among principals,
teachers and students towards the adoption of ICT in improving teaching and learning in Marist
Secondary Schools. Data collected and analyzed indicates that principals, teachers and students had
a positive perception of ICT in improving teaching and learning. While all principals (100%)
encouraged the use of ICT in school and believed that it improves teachers and student research
skills, 83% of them were sure that ICT can also improve students’ academic achievement. Teachers
and students were also positive with ICT as 92% respectively agreed that ICT plays an important
role in teaching and learning. Also 88% of the teachers and 90% of the students supported ICT to
be a source academic documentation. All these finding were backed-up by the Marist school
coordinator who argued that ICT offers many advantages in improving teaching and learning in
secondary school.
The second research objective was assess the level of ICT skills among principals, teachers and
students in Marist Secondary Schools. The study established that principals had good ICT skills,
while teachers and students were poorly skilled in ICT and needed training. For example 83% of the
principals were able to use windows and other operating systems, 83% were well skilled in
Microsoft, 67% had general knowledge about ICT devices and finally 50% could effectively use
Power Point and train students how to use ICT for learning purposes.
From the study, teachers manifested poor skills in ICT with 66% of respondents reporting to
be poorly skilled in Power Point, 57% of them reporting poor skills in the use of excel software
package and 57% reporting to have no skills in the use of ICT in teaching and learning. It is to be
noted that less than 50 % of respondents in the teachers’ category could use Microsoft word (43%)
and only (45%) had good knowledge in ICT devices while only 43% could properly use internet.
This shows that there need for more effort in improving the ICT skills of among teachers in MSS.
According to the study, students are slightly familiar with ICT devises and programmes, but
74% of them reported to have poor skills and knowledge in printing, photocopying, scanning or
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using a projector. At the same 70% were poorly skilled in the use Microsoft PowerPoint and 51%
poor in excel programme. Less than half (45%) were reported to have at least good skills in
Microsoft word and only 44% could fix basic computer problems. In deed students have good
general knowledge in ICT devices and programme and they are familiar to them than teachers.
However, the students lacked ICT skills for educational purposes. They needed orientation and
guidance to articulate well what they know and how to benefit academically from the ICT elements
they are exposed to in their daily life.
The third research objective was to investigate the adequacy of ICT infrastructures in Marist
Secondary Schools. The study established that ICT Infrastructure in MSS remained generally
poorly and utilised. Although all the six principals (100%) had laptops and /or desktop in their
offices and the secretariats were equipped with computers, photocopiers and printers, all these tools
had remained for administrative purposes only. Only two schools (33%) had set a computer lab for
students but reserved for the computer class unit only. No other activity was organised in the
laboratories as they were not connected to internet and no training programme was planned in these
schools. Other four schools (67%) had not set even student computer lab, yet computer course was
compulsory from the general curriculum, making the teacher teach this unit theoretically only.
Other tools present in some of the schools had not been used for a long period time. They included a
VSAT internet facility which has been abandoned due to the monthly bill that was high. There were
tablets with a server that lay idle because there the school lacked expertise for the implementation
of the project they were purchased for. According to the study, electricity remain a problematic
issue in all MSS although two schools (33%) had taken solar as alternative, other have generators
that are put on when electricity is needed for office work. Teachers and students had no ICT tools
for teaching and learning in general. However, teachers showed a strong willingness to buy them by
their own means in collaboration with the school and a good number of students could get from
their family a laptop or tablet to use in school if it is coordinated by the parents and the school.
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The third objective of the study was to investigate the challenges facing the integration of
Information and Communication Technology in teaching and learning in Marist Secondary Schools.
This study revealed that the electricity network remains one of the major challenges faced by ICT
adoption in MSS though a lot of effort has been done to create alternatives including solar and
generators. Both principals and teachers pointed out the lack of reliable energy source as barrier to
ICT activities in school. However, they were positive to use the available alternative. This was
followed by the lack of government interest and support of ICT in secondary schools in the country
were the curriculum for computer class is provided without ICT tools given to schools. MSS have
qualified ICT teachers but they lack adequate ICT hardware and software to fully implement ICT in
the classroom. Although principals and teachers contradicted themselves on training opportunity,
teachers in MSS need training starting with the basic ICT knowledge for those who have never
touched a computer. For students, the lack of computers at school and at home remains the main
challenge to integrate ICT in their learning process alongside with the poor provision of digital
curriculum and academic content. Students lacked guidance on how they can benefit from all types
of ICT tools exposed to them and make them part of their learning process in and out of the
classroom.
The final objective of the study was to analyze the strategies that can be used in
implementing Information and Communication Technology to improving teaching and learning in
Marist Secondary Schools. Some of the strategies for ICT adoption in improving teaching and
learning in MSS included provision of ICT infrastructures in both tools and academic software. To
get these ICT tools the matter should be discussed by all stake holders in each school or it should be
planned and implemented by the BEM for all MSS.
The provision of support was another strategy suggested by the respondents towards better
adoption of ICT. Support from the government to the schools in terms of provision of ICT tools and
training of teachers and encouragement in teachers’ initiatives. The government should at least
encourage ICT initiatives by teachers instead of discouraging those who try to introduce some new
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technologies in teaching and learning. Similarly, the school should consider the responsibility to
support the teachers to acquire ICT tolls and get training even by their fellow teachers who are
skilled. There is need for a structure to guide the students on ICT, starting with tools that could help
in building a progressive ICT culture in MSS. Let teachers start sharing notes, academic photos and
videos with students and build progressively digital content adapted to the curriculum.
5.3. Conclusions
The main objective of this study was to explore ICT adoption in improving teaching in
learning in MSS in DRC. With six research objectives which explored the perception, skills, ICT
infrastructures, challenges and strategies in the adoption of ICT in improving teaching and learning
in MSS. Based on the research findings, the study concluded that although all the participants had a
positive perception towards ICT in improving teaching and learning, and significant efforts were
made in terms of ICT adoption by principals who are already using ICT tools for school
administration and moderately equipped secretariats; ICT policy and strategic plan are yet to be
developed in these institutions. Based on the findings, the study also concluded that the acquisition
of reliable ICT infrastructures for teachers and students are to be planned for in collaboration with
the teachers, parents, donors as well as national and international agents that are interested in
education. Furthermore, the study also concluded that teachers and students are yet to adopt ICT in
the process of teaching and learning, both in and out of the classroom. In addition to that the study
concluded that training for the teachers on the use of ICT in teaching is yet to be planned and
implemented in MSS. Finally, the study concluded that guidance of the students who seem to be
familiar with ICT tools and programmes in order to fully benefit from the new technologies
exposed to them for educational use should be one of the priorities of educationists in MSS and in
DRC in general.
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5.4 Recommendations
The recommendations from this study focus on ICT planning for policy making, ICT
infrastructures and tools, and those involved in the implementation. All the stakeholders are
recommended to play specific part in the process of ICT adoption not only in Marist secondary
schools but in all the secondary school in general. This could only be possible if there is
collaboration among the state-holders including the ministry of education, the Marist school
coordination or Bureau for Marist School (BEM), principals, teachers, students, parents and ICT
agents and developers.
5.4.1 Ministry of Education
The government in DRC through the ministry of education should appreciate the initiatives
of teachers and build from these initiatives a national ICT plan for secondary schools drown from
the general ICT plan of the country. The curriculum is provided but the plan to acquire ICT tools
remains inexistent or something reserved for few schools. A clear and realistic ICT plan for
secondary school should be developed and made available in schools to guide the principals in the
process.
5.4.2 Bureau for Marist Schools (BEM)
The Bureau for Marist School (BEM) is recommended to collaborate with the government
in DRC in developing an ICT plan for secondary schools’ education beyond the computer course
programme, or initiate its own internal ICT plan with school principals and skilled teachers selected
from the various MSS. Let the MSS have a common ICT plan and share their successes with others.
If possible develop an internal local area network (LAN) or platform where Marist students,
teachers and principals can share their educational experiences and content. This will help all
schools to have a reliable and continuous ICT implementation process, regardless of the changes of
school principals and staff that have in one way affected the process. Let the BEM be aware of the
qualified ICT teachers it has and coordinate and support them in their initiatives by providing them
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with important ICT tools and equipments in collaboration with the school principal government and
parent.
5.4.3 Principals
School principals should be innovative and supportive to students and teachers. They should
be ready to embrace ICT. This could start for example by including ICT skills and knowledge as
condition for any new recruitment of teachers. Organise in-service training for the teachers in ICT
during the long holidays for example. As internet has been seen as one of the factors that affect the
adoption of ICT by provision of documentation for teachers and students, principals should always
try with simple and less costly internet provision in school, at the cost of consumers. Some teachers
spend money for internet out of school while is possible to provide internet connection to them in
school and charge each one according to the usage but a low price. An adoption of a local server
system with academic contents could also be helpful as a lot of free licenced educational material is
available on the net. Another system which has been developed by World possible organisation and
used in many countries around the world is the Remote Area Community Hotspot for Education and
Learning (RACHEL). It is a system that has been helping many schools especially where internet is
not accessible or reliable. The developers have loaded important content on flash disks, and Wi-Fi
servers that can distribute the signal and content to more than 50 users at once in the same location
without need of internet connection. RACHEL is also adjustable and adaptable to any school. It
gives the possibility of adding preferred content on the loaded on which include the entire
Wikipedia, books, video, and other open free documents. This could boost the MSS, in starting the
integration of ICT in secondary school.
5.4.4 Teachers
Teachers as well should ready to learn and adopt ICT. They have to cooperate and
collaborate with the school principals by availing themselves for the training when such is
organised. As most schools have shown finance as one of the problem, it is therefore logical that
teachers should be ready to contribute to their own formation process. For those who are skilled, let
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them offer services to their colleagues. For those who are poorly skilled should be humble enough
to learn, otherwise they will make their students poorer skilled than them or get in conflict with
skilled students in the process of teaching and learning.
5.4.5 Students
Students should be selecting ICT tools and what their use. It was noticed that students are
more competent in knowledge that is not helping them academically. Students should create some
sort of academic dialogue and communication alongside the social communication that is taking
their time. They need to incorporate academic content in their use of social media so that the ICT
tools they are familiar with become learning tools. In this sense they will profit enough from the
tools and ICT programmes which are exposed to them.
5.4.6 Parents
Parents, donors and educational collaborators, should be more open to ICT and as much as
possible assist students and schools to get appropriate tools and programmes for learning. Parents
should learn to purchase educational tools for their children because as the world advances in
technology, there is no way to suppress it, especially among young people who are in fact the large
target for technology consumption. Parents, donors and educational collaborators should rather
evaluate the new technologies offered on the daily market and select the ones which can help the
students to study including ICT tools, programmes, films, movies, games etc.
5.4.7 Players in the Information and Communication Technology Sector
Researchers and educational ICT developers should be engaged for more studies on ICT
adapted to education like what is done in other sectors. The technology developers should
collaborate with instructional developers and educational policy makers in bringing educational
technology into teaching and learning where technology, pedagogy and content make the new way
of learning in and out of the classroom.
132
5.5 Suggestion for further Studies
The study suggested for further investigation trends of ICT in education in DRC in general
and in MSS in particular the following topics:
i. The influence of ICT tools on students’ performance in Marist secondary schools.
ii. Mentoring of students and teachers in the area of ICT
iii. Challenges facing parents and Marist educators in the area of ICT today.
iv. The effectiveness of ICT trained teachers and ICT implementation in secondary schools in
DRC.
iv. The effectiveness of principals’ turnover and school projects implementation in selected
Catholic sponsored schools in DRC.
133
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139
APPENDIX 1: Principals questionnaire
Dear Sir/Madam,
I am a post graduate student at the Catholic University of Eastern Africa (CUEA), pursuing
a Masters degree in Educational Administration and Planning. I am carrying out a study on the
Information and Communication Technology in Improving Teaching and Learning in Marist
Secondary Schools in DRC. I will be grateful with your assistance by filling out this questionnaire
as a Principal of the school.
The information you give will be highly appreciated and I promise that it will be treated in
high confidentiality, and will be used for academic research only. Please do not write your name
anywhere as you respond. I also inform you that your participation in this study is freely and
voluntarily.
Thank you in advance for your cooperation
Yours Sincerely
SAFARI KABWIKA Richard
Tell: +243 859619676, +254 786294406
Email: [email protected]
140
Section A: Personal Information
1. Gender: Indicate with a ( ) you gender in the space bellow
2. Age: Indicate with a ( ) in the box bellow the interval of age in which you belong:
Bellow 30 30-39 40-49 50-59 60-69 70 and above
3. Indicate with a ( ) the number of years of your experience in educational field:
1-5 6-10 11-15 16-20 21-25 26 and
above
4. Indicate with a ( ) your academic qualification
Other Diploma Bachelor degree Master degree PhD degree
5. Indicate with a ( ) the geographical location of your school:
Section B: Principal’s Perception towards ICT in education
6. Views about the adoption and implementation of ICT in teaching and learning. Please
indicate the degree of agreement by marking with a ( ) on the most applicable to you
Key: 5= Strongly Agree (SA), 4= Agree, 3= Neutral, 2= Disagree, 1= Strongly disagree (SD)
Your views about ICT adoption in improving
teaching and learning
SA Agree Neutral Disagree SD
i ICT has an important part in teaching and
learning
ii ICT use can make work easy in school
iii ICT can improve student understanding and
results
iv Using ICT can save time and effort in teaching
and learning
v ICT improves Teachers & students research
skills
vi I am very interested in learning ICT to improve
my school
vii The money spent on ICT can better used for
other needs
viii Traditional teaching & learning is better than
with ICT
141
ix Using ICT in school is just wastage of time
x I don’t encourage the use of ICT in my school, it
contrary to our methods and policies
xi ICT can bring disorder in the classroom
xii ICT in education is only for computer class
xiii Write any other personal View ………………………………………………………………
………………………………………………………………………………………………..
………………………………………………………………………………………………..
……………………………………………………………………………………………….
Section C: Principal’s Skills and Knowledge in ICT
7. Please indicate with a ( ) your level you are sure correspond to your skills and usage of ICT
in your work
Key: 5=Advanced, 4= Good, 3= Moderate skills, 2= Poor skills, 1= No skills
Level of ICT Skills and Knowledge Advanced Good moderate Poor No
skills
i My general knowledge and skills about
Computer
ii Knowledge and skills in opening and
closing the computer
iii Knowledge and skills in any other
device close to a computer
iv My skills in Windows or other
operating system
v My skills in Microsoft word programme
vi My skills in of Microsoft excel
programme
vii My knowledge in of Power-point
programme
viii My knowledge and skills in fixing some
computer problems and other ICT
devices
ix My knowledge and skills in the use of
ICT in school administration
x My skills to show to teachers how to
use ICT in teaching and learning
xi My skills to show how Students can use
ICT in learning
xii My skills to communicate with the staff
&student by ICT
xiii Other to say…………………………………………………………………………………..
………………………………………………………………………………………………..
………………………………………………………………………………………………..
……………………………………………………………………………………………….
142
Section D: ICT Adoption and used by Principals in school
8. Kindly indicate with a ( ) how often you use the ICT programmes and tools to improve
teaching and learning in the school.
Key: 5= Very often 4= Often 3= Sometime 2= Rarely 1= Very rarely
ICT use by Principals Very
often
Often Sometimes Rarely Very
rarely
i Use of ICT tools in your job
ii I use computer to improve my teachers
iii I use tools like printer, scanner,
photocopier, projector in my job
iv I use Microsoft Windows or other
operating system
v I use Microsoft word in the school
vi I use Microsoft excel in the school
vii I use Power-points in school
viii I do fixe some basic computer
problem myself in my office
ix I show how to use ICT in teaching and
learning to my teachers and students
x I assist teacher in the use of ICT for
teaching
xi I assist students to use ICT in learning
xii I use internet to improve teachers and
students
xiii Any other use of ICT in
school………………………………………………………………..
………………………………………………………………………………………………..
………………………………………………………………………………………………..
……………………………………………………………………………………………….
Section E: Challenges faced by principal to adopt ICT in the School
9. The following are some of the challenges that can affect ICT adoption and implementation in
teaching and learning. Indicate the degree to which you agree or disagree on any of these that
it relates to the actual situation in your school.
Key: 5= Strongly Agree (SA), 4= Agree, 3= Neutral, 2=Disagree, 1= Strongly disagree (SD)
Challenges in ICT Adoption SA Agree Neutral Disagree SD
i Lack of Financial resources
ii Lack of time available to use the ICT
tools
iii Lack of digital Curriculum
iv Lack of training programmes and
143
opportunities
v Teachers & students negative attitude
vi Lack of support from the government
vii Lack of teachers ‘experience and ICT
skills
viii Tight Scheduling school programme
ix Teachers’ resistance to change
x Lack of Technical support
xi Lack of sources of power (electricity)
xii Lack of confidence in the ability to use
ICT
xiii List others not mentioned in the above
list……………………………………………………
………………………………………………………………………………………………..
………………………………………………………………………………………………..
……………………………………………………………………………………………….
Section F: Strategies that can be adopted to overcome the Challenges faced by ICT adoption
in the school
10. Being interested in adopting ICT in your school, what can you suggest as strategies and
specific actions to be carried out to implement ICT in teaching and learning of your school
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
Thank you for your time and help
144
APPENDIX 2: Teachers questionnaire
Dear Sir/Madam,
I am a post graduate student at the Catholic University of Eastern Africa (CUEA), pursuing
a Masters degree in Educational Administration and Planning. I am carrying out a study on the
Information and Communication Technology in Improving Teaching and Learning in Marist
Secondary Schools in DRC. I will be grateful with your assistance by filling out this questionnaire
as a Principal of the school.
The information you give will be highly appreciated and I promise that it will be treated in
high confidentiality, and will be used for academic research only. Your freedom to consent to and
participate in this study is highly appreciated. Please do not write your name anywhere as you
respond. I also inform you that your participation in this study is freely and voluntarily.
Thank you in advance for your cooperation
Yours Sincerely
SAFARI KABWIKA Richard
Tell: +243 859619676, +254 786294406
Email: [email protected]
145
Section A: Personal Information
1. Gender: Indicate with a your gender in the box bellow
2. Age: Indicate with a in the box bellow the interval of age in which you belong:
Bellow 30 30-39 40-49 50-59 60-69 70 and above
3. Indicate with a ( ) the number of years of your experience in educational field:
1-5 6-10 11-15 16-20 21-25 26 and
above
4. Indicate with a ( ) your academic qualification
Other Diploma Bachelor degree Master degree PhD degree
5. Indicate with a ( ) the aria of specialization
others Sciences Languages Humanities Technical
Training
6. Indicate with a ( ) the geographical location of your school:
Section B: Teachers’ Perception towards ICT in education
7. Views about the adoption and implementation of ICT in teaching and learning. Please
indicate the degree of agreement by marking with a ( ) on the most applicable to you
Key: 5= Strongly Agree (SA), 4= Agree, 3= Neutral, 2= Disagree, 1= Strongly Disagree (SD)
Your views about ICT adoption in
improving teaching and learning
SA Agree Neutral Disagree SD
i ICT plays an important part in teaching and
learning
ii ICT use can makes work easy in the
classroom
iii ICT can improve student understanding and
results
iv Using ICT can save time & effort for lesson
preparation
146
v ICT is source for academic documentation
vi I am very interested in learning ICT for my
job
vii I cannot spend my money of ICT programme
training
viii Traditional teaching & learning is better than
with ICT
ix Using ICT is just wastage of Time in the
classroom
x I don’t encourage the use of ICT in school it
contrary to my methodology of teaching
xi ICT can bring disorder in the classroom
xii ICT is only for computer class
xiii Write any other personal View………………………………………………………………
………………………………………………………………………………………………..
………………………………………………………………………………………………..
……………………………………………………………………………………………….
Section C: Teachers’ Skills and Knowledge in ICT
8. Please indicate with a ( ) the level you are sure corresponds to your skills and usage of ICT
in your work as a teacher.
Key: 5=Advanced, 4= Good, 3= Moderate skills, 2= Poor skills, 1= No skills
Level of ICT Skills and Knowledge Advanced Good moderate Poor No
skills
i My general knowledge and skills about
Computer
ii My knowledge about opening and
closing the computer
iii My knowledge in other devices close to
computer (smartphone, tablets, IPAD,
projector…)
iv My knowledge and skills of Microsoft
Windows or other operating system
v My skills in Microsoft word programme
vi My knowledge of Microsoft excel
programme
vii My knowledge of Microsoft
PowerPoints
viii My skills in fixing some computer
problems and other ICT devices
ix My skills in ICT use in teaching &
learning
x My skills to use a computer for my
lesson plan and scheme of work
xi My skills to use internet for
documentation and lesson preparation
xii My skills to share notes, photos, videos
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with my student by email, Facebook,
WhatsApp, skype…
xiii Other use of ICT in my teaching include….............................................................................
………………………………………………………………………………………………..
………………………………………………………………………………………………..
……………………………………………………………………………………………….
Section D: ICT Adoption and used by teachers in teaching
9. Kindly indicate with a ( ) how often you use ICT in your profession as a teacher.
Key: 5= very often 4= often 3= Sometimes 2= Rarely 1= very rarely
Level of ICT Skills and Knowledge Very
often
Often sometimes Rarely Very
rarely
i I use computer and other computer
tools in my profession
ii Opening and closing the computer
iii Use of other devices close to computer
like smartphones, Tablets, IPAD,…
iv Use of Windows or other operating
system
v Use of Microsoft word to prepare
notes for students
vi Use of Excel to process students max
and reports
vii Use of Power point for my class for
teaching
viii Use of a specific program me for a
specific class unit
ix Use of computer for my lesson plan
and scheme of work preparation
x Teaching my students how to use
computer for self-study
xi Use of internet for documentation in
lesson preparation and teaching
xii Sharing of academic materials (notes,
photos, videos) with my student by
means of ICT
xiii Other use of ICT in my teaching include…..............................................................................
………………………………………………………………………………………………..
………………………………………………………………………………………………..
……………………………………………………………………………………………….
148
Section E: Challenges faced by teachers to adopt ICT in teaching and learning process
10. The following are some of the challenges that can affect ICT adoption and implementation
in teaching and learning. Indicate the degree to which you agree or disagree on any of these
that it relates to the actual situation in your school.
Key: 5= Strongly Agree (SA), 4= Agree, 3= Neutral, 2=Disagree, 1= Strongly disagree (SD)
Challenges in ICT Adoption SA Agree Neutral Disagree SD
i Lack of Financial resources
ii Lack of time available to use the ICT
tool in lesson preparation
iii Lack of digital Curriculum and content
iv Lack of training programmes and
opportunities
v The administration & students negative
attitude toward ICT
vi Lack of support from the school
vii Lack experience of ICT for my course
viii Tight Scheduling programme and
curriculum
ix Teachers not willing to change their
way of teaching
x Lack of technical support in school
xi Lack of sources of power (electricity)
xii Teachers are not motivated to learn
ICT
xiii List others not mentioned in the above list………………………………………………....
………………………………………………………………………………………………..
………………………………………………………………………………………………..
……………………………………………………………………………………………….
Section F: Strategies that can be adopted to overcome the Challenges faced by ICT adoption
in the school
11. Being interested in adopting ICT in your school, what can you suggest as strategies and
specific actions to be carried out to implement ICT in teaching and learning of your school
…………………………………………………………………………………………………………
……………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
…………………………………………………………………………………………………………
……………………………………………………………………………………………………
149
APPENDIX 3: Students Questionnaires
Dear Sir/Madam,
I am a post graduate student at the Catholic University of Eastern Africa (CUEA), pursuing
a Masters degree in Educational Administration and Planning. I am carrying out a study on the
Information and Communication Technology in Improving Teaching and Learning in Marist
Secondary Schools in DRC. I will be grateful with your assistance by filling out this questionnaire
as a student of the school.
The information you give will be highly appreciated and I promise that it will be treated in
high confidentiality, and will be used for academic research only. Your freedom to consent to and
participate in this study is highly appreciated. Please do not write your name anywhere as you
respond. I also inform you that your participation in this study is freely and voluntarily.
Thank you in advance for your cooperation
Yours Sincerely
SAFARI KABWIKA Richard
Tell: +243 859619676, +254 786294406
Email: [email protected]
150
Section A: Personal Information
1. Gender: Indicate with a your gender in the box bellow
2. Age: Indicate the interval of age in which you belong:
Bellow 12 12-14 15-17 18-20 Above 20
3. Indicate with a ( ) the geographical location of your school:
4. Indicate with a ( ) your year of study in this school
1 2 3 4 5 6
5. Indicate with a ( ) your academic level and course combination (section) you are taking
Lower
secondary
Sciences Languages Humanities Technical
Training
Section B: Students Perception towards ICT in Education
6. Views about the adoption and implementation of ICT in academic progress as a student.
Please indicate the degree of agreement by marking with a ( ) on the most applicable to you
Key: 5= Strongly Agree (SA), 4= Agree, 3= Neutral, 2= Disagree, 1= Strongly disagree (SD)
Your views about ICT adoption in improving
teaching and learning
SA Agree Neutral Disagree SD
i ICT plays an important part in student learning
ii Using ICT can make studies easier and
successful
iii ICT can improve my understanding and results
iv Using ICT can save time & effort for studies
v ICT is a source for documentation and
research
vi I am very interested in learning ICT for my
studies
vii I am interested to learn ICT for games and fun
viii What we learn in computer class is important
for my learning process
ix ICT can help me in improving my knowledge
for difficult units
x I don’t need ICT, I have my own means of
studying
151
xi ICT doesn’t help me at anything in my research
xii ICT is only for computer class
xiii Write any other personal View………………………………………………………………
………………………………………………………………………………………………..
………………………………………………………………………………………………..
……………………………………………………………………………………………….
Section C: Students skills and Knowledge in ICT
7. Please indicate with a ( ) the level you are sure corresponds to your skills and usage of ICT in
your studies
Key: 5=Advanced, 4= Good, 3= Moderate skills, 2= Poor skills, 1= No skills
Level of ICT Skills and Knowledge Advanced Good moderate Poor No
skills
i My general knowledge about ICT tools
ii Skills and knowledge in opening and
closing the computer
iii Skills and knowledge to print, scan,
photocopy, use of a projector
iv Skills and knowledge to use of
Windows or other operating system
v Skills and knowledge in using
Microsoft word programme
vi Skills and knowledge in using
Microsoft excel programme
vii Skills and knowledge in using Power
point
viii Skills and knowledge to fixing some
computer problems
ix My ability to show how to use ICT to
my fellow students
x Ability to communicate with the school
by e-mail, Skype, imo, Facebook,
Whatapp,…
xi My ability to use internet to get
information for my assignments and
documentations
xii Skills and knowledge in sharing notes,
photos, videos with my fellow student
and with my teacher
xiii Other Skill of ICT in my teaching
include….............................................................................
………………………………………………………………………………………………..
………………………………………………………………………………………………..
……………………………………………………………………………………………….
152
Section D: ICT Adoption among students for learning purposes
8. Kindly indicate with a ( ) how often you use the following ICT tools and programmes
Key: 5= very often 4= Often 3= sometimes 2= Rarely 1= Very rarely
Level of ICT Skills and Knowledge Very
often
Often sometimes Rarely Very
rarely
i Use of my knowledge about ICT tools
ii Opening and closing the computer
iii Use of printer, scanner, photocopier,
use of a projector
iv Use of Windows or other operating
system
v Use Microsoft word programme
vi Use Microsoft excel programme
vii Use of ICT tools for games and fun
viii Fixing some computer and ICT tools
problems
ix I use a specific programme for my
preferred subject
x Communication with the school and
colleagues using ICT tools
xi Use of Internet to get information for
my assignments and documentations
xii Sharing notes, photos, videos with my
fellow student for learning purposes
xiii Other use of ICT in my teaching
include…...............................................................................
………………………………………………………………………………………………..
………………………………………………………………………………………………..
……………………………………………………………………………………………….
Section E: Challenges faced by principal to adopt ICT in the School
9. The following are some of the challenges that can affect ICT adoption and implementation in
your studies. Indicate the degree to which you agree or disagree on any of these that it relates
to the actual situation in your school.
Key: 5= Strongly Agree (SA), 4= Agree, 3= Neutral, 2=Disagree, 1= Strongly disagree (SD)
Challenges in ICT Adoption SA Agree Neutral Disagree SD
i Lack of computer at school and at
home
ii Lack of ICT tools in general
iii No access to academic content
iv No internet connectivity
v The administration and teachers are not
interested in ICT
153
vi My family can’t afford any ICT tool
vii There is no provision of academic
content
viii Tight Scheduling programme and
curriculum
ix I don’t want to change my way of
studying
x I can still pass without using ICT in my
studies
xi Lack of sources of power (electricity)
xii I am sure I can’t combine ICT with my
studies
xiii List others not mentioned in the above
list……………………………………………………
………………………………………………………………………………………………..
………………………………………………………………………………………………..
……………………………………………………………………………………………….
Section F: Strategies that can be adopted to overcome the Challenges faced by ICT adoption
in the school
10. Being interested in adopting ICT to improve your studies, what do you think should be done
to address the problems,
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
…………………………………………………………………………………………………………
……………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
Thank you for your time and help
154
APPENDIX 4: Interview guide for the chairperson of BEM
Section A: Personal Information
1. Gender:
2. Age: to which age interval do you belong among the following?
Bellow 30 30-39 40-49 50-59 60-69 70 and above
3. Work experience: for how long have you been working in Marist schools
1-5 6-10 11-15 16-20 21-25 26 and
above
4. Academic Qualification: What is your academic qualification
Other Diploma Bachelor degree Master degree PhD degree
Section B: ICT perception in improving teaching and learning
5. What is your opinion on adopting Information and Communication Technology in
improving teaching and learning in Marist secondary schools?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
6. ICT knowledge and Skills
What are your experiences about Information and Communication technology in relation to
your educational work?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
155
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Challenges of ICT Adaption in Marist Schools
What are the challenges faced by the adoption of Information and Communication
Technology in teaching and learning in Marist secondary schools in DRC?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
7. ICT Adoption Strategies
According to your opinion, what could be the strategies to adopt in facing the challenges
you mentioned above?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
156
APPENDIX 5: Observation check list
School location: Rural ………Urban…….
The following observation check list will be used to identify the available ICT tools and resources
in schools and help to evaluate how usable they are for the school.
Items Available
and used
by
principal
Available
and used
by teachers
Available
and used
by students
Available
but not
used
Computer Lab
Desk top
Laptop
Tablet
IPAD or Smart Phone
Printer
Photocopier
Projector
DVD/VCD/CD- player
Internet facility
Administrative software
Pedagogical Softwares
Other Items
Electricity/other source of energy
157
APPENDIX 6: Map of DRC/provinces and MSS locations
Source: Adapted from the map retrieved from www.congo-autrement.com/page/les-26-provinces-
de-la-rdc, on 20/3/2018
158
APPENDIX 7: Data collection authorization from CUEA, faculty of education
159
APPENDIX 8: Data collection authorization from the BEM coordinator
160
APPENDIX 9: Cronbach’s Alpha for pilot testing
1. Students questionnaire
Case Processing Summary
N %
Cases Valid 10 100.0
Excludeda 0 .0
Total 10 100.0
a. Listwise deletion based on all variables in the
procedure.
Reliability Statistics
Cronbach's
Alpha N of Items
.905 54
2. Teachers questionnaire
Case Processing Summary
N %
Cases Valid 5 100.0
Excludeda 0 .0
Total 5 100.0
a. Listwise deletion based on all variables in
the procedure.
Reliability Statistics
Cronbach's
Alpha N of Items
.894 59
161
APPENDIX 10: Photos gallery during data collection
162
163
164
![ORCID: 0000-0002-1535-6208 arXiv:2111.01170v1 [hep-ph] 1](https://img.pdfslide.net/doc/110x75/625f7983cc56b670400ce17e/orcid-0000-0002-1535-6208-arxiv211101170v1-hep-ph-1-.jpg)
![Dnevni avaz [broj 6208, 2.12.2012]](https://img.pdfslide.net/doc/110x75/54507a3bb1af9fdb7b8b4d04/dnevni-avaz-broj-6208-2122012.jpg)
