Influence of School Administration’s Support on ICT Integration on Learners’ Performance in Kiswahili Literature in Public Secondary Schools in Athi River Sub-County Machakos County, Kenya
Keywords:
School Administration’s Support, ICT integration, Kiswahili Literature, Students’ Academic Performance, Public Secondary SchoolsAbstract
The purpose of this study was to examine the effect of Information Communication Technology (ICT) integration on students’ academic performance in Kiswahili Literature in public secondary schools in Athi River Sub-County, Machakos County, Kenya. Specifically, the study investigated how school administration support for ICT integration influences learners’ performance in Kiswahili Literature. The study was guided by the Diffusion of Innovations Theory and employed a descriptive survey research design. The target population comprised 12 public secondary school principals, 48 Kiswahili teachers, and 840 Form Three students. Stratified sampling was used to categorize schools into Extra-County, County, and Sub-County schools, while purposive sampling selected principals and Kiswahili teachers. Simple random sampling was used to select 240 Form Three students. Data were collected using questionnaires and interview guides and analysed using descriptive and inferential statistics with SPSS Version 28. The findings revealed that ICT integration significantly improved students’ performance in Kiswahili Literature. The mean score increased from 27.65% in the pre-test to 62.63% in the post-test, indicating a mean performance gain of 34.98 percentage points. School administration support positively influenced learners’ performance through the formulation and implementation of ICT policies, principals’ leadership in promoting ICT integration, and encouragement of teachers to incorporate ICT into classroom instruction. These factors showed statistically significant positive relationships with students’ academic performance. However, the study identified challenges, including limited ICT programmes for Kiswahili Literature, inadequate Kiswahili digital learning resources, and restricted student access to ICT facilities at home. The study concluded that effective administrative support is essential for successful ICT integration and recommended strengthening ICT infrastructure, developing more Kiswahili digital resources, enhancing school ICT policies, and providing continuous teacher training to improve learners’ academic achievement.
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