Effectiveness of Technology Integration on Students' Academic Performance in Secondary Schools in Turkana County, Kenya
Description
Research Hypothesis The study tested 3 main hypotheses: H1: There is a significant positive relationship between technology integration in teaching and students' academic performance in secondary schools in Turkana County. H2: The level of teacher digital competence moderates the relationship between technology integration and academic performance. H3: Access to ICT infrastructure significantly influences the extent of technology integration in classrooms. In short: More and better technology use by teachers and students leads to better KCSE/Exam scores, but only when teachers are trained and infrastructure is available. What The Data Is & How It Was Gathered Dataset Type: Quantitative, Cross-sectional survey + Secondary school performance data Population: 42 public secondary schools in Turkana County, Kenya Sample: 380 Form 3 & 4 students + 84 teachers + 21 principals Sampling: Stratified random sampling across 6 sub-counties Data Collection Tools: 1. Student Questionnaire: Demographics, frequency of ICT use, access to devices, perceived benefits 2. Teacher Questionnaire: Digital competence, training, frequency of using projectors, tablets, simulations, e-learning platforms 3. Principal Questionnaire: ICT infrastructure, internet, budget, policies 4. Academic Performance Data: Average KCSE/Term exam scores for 2023-2025 obtained from school records Subject Difference: Greatest performance gains were in Math and Science where simulations and videos were used. How To Interpret and Use The Data Interpretation: Technology alone does not improve performance. The data shows that effectiveness depends on 2 things: teacher training + reliable infrastructure. Where both exist, technology integration translates to measurable gains in student scores. In Turkana, the digital divide is still the main constraint. How others can use this data: 1. Policymakers - MoE & County Gov: Use to justify budget for solar-powered ICT labs and teacher CPD in ASAL regions. 2. NGOs: Target schools with low `ICT Infrastructure Index` for device donations + teacher training. 3. Researchers: Use for secondary analysis, meta-analysis on EdTech in Sub-Saharan Africa. Can merge with other county datasets. 4. School Leaders: Benchmark their school’s `Tech Integration Score` against county average to identify gaps. Limitations: Cross-sectional. Cannot prove causality. Self-reported tech use may have bias. Recommended Citation Onditi, Tonny Odhiambo (2026). Effectiveness of Technology Integration on Students' Academic Performance in Secondary Schools in Turkana County, Kenya. Mendeley Data, V2. doi: 10.17632/bwyj9988wf.2
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Institutions
- Presbyterian University of East AfricaKiambu County, Kikuyu
Categories
Funders
- UNESCOÎle-de-France, Paris