EFFECTS OF ICT INTEGRATION ON STUDENT ENGAGEMENT AND LEARNING IN HISTORY AND GOVERNMENT IN SECONDARY SCHOOLS IN AINABKOI SUB-COUNTY, UASIN GISHU COUNTY, KENYA

Abstract

This research sought to investigate integrating information and communication technology (ICT) in history and government instruction in selected secondary schools in Ainabkoi sub-county, Uasin Gishu County, Kenya. The study aimed at assessing the level of adoption of ICT by secondary school teachers, examining factors that hinder effective integration of ICT in instruction, and interrogating strategies used by teachers to improve the usage of ICT in the teaching of history and government. Theoretically, it employed the Technology Acceptance Model (TAM). A mixed- method research approach that aimed at collecting both qualitative and quantitative data in understanding the phenomenon appropriately was used. The study targeted principals, teachers and history and government students in the selected schools. The sample size was 9 principals, 9 teachers and 180 students. The validity of the instruments was ascertained by the research supervisors. The pilot study was undertaken in three schools in Kesses sub county, Uasin Gishu County. By use of A Cronbach’s alpha reliability of 0.7 coefficient was obtained from pilot test, which meant that the questionnaire was acceptable for the study. Stratified random sampling was used to select schools, purposive sampling technique to sample a representative sample of teachers, principals, and simple sampling technique to sample history and government students. This study employed questionnaires and interview as tools for data collection. The pilot test results indicated viable and reliable instruments for the study. Data analysis was done using Statistical Package for the Social Sciences version 29 (SPSS) for quantitative data and thematic analysis for qualitative data. The study revealed that ICT integration in teaching History and Government in public secondary schools in Ainabkoi Sub-County is minimal and irregular. Most teachers occasionally use basic tools like projectors and computers, while more interactive technologies such as tablets and mobile apps are rarely utilized. Key barriers identified include lack of formal training, poor infrastructure, limited technical support and time constraints. Although some teachers made individual efforts such as collaborating with peers and self-learning through online platforms, these efforts were not reinforced by structured institutional support. The study concludes that without targeted professional development and systemic support, ICT integration in learning of History and Government will remain limited. It recommends that the Ministry of Education, together with school administrators and teacher training institutions, invest in continuous, subject-specific ICT integration training programs. These findings are significant for informing educational theory, policy and practice to enhance student engagement and experiences, improve learning outcomes and prepare learners for a technology-driven world.