Information and communication technology in the competence based learning in lower private secondary schools of Nakasongola district, Uganda
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Date
2023-10
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Kampala International University, College of education, open distance and e-learning.
Abstract
The current study was carried out to assess the use of information and communication technology (ICT) in the competency-based learning in lower private secondary schools of Uganda, taking a case study of Nakasongola district. Specifically, it was hinged on four questions namely:1. To what extent are ICT facilities available in lower private secondary schools, Nakasongola district, Uganda?; 2. To what extent are teachers capable of integrating ICT in the competency-based learning in lower private secondary schools, Nakasongola district, Uganda?; 3. What is the perception of teachers towards using ICT in the implementation of a competency-based learning in lower private secondary schools, Nakasongola district, Uganda?; and What is the students‘ attitude and capacity to use ICT in the competency-based learning in lower private secondary schools, Nakasongola district, Uganda? This study used the cross- sectional survey research design. The population of the study was 122 teachers, 1300 students of S.1-S.3 classes where the competency-based curriculum was as of the year 2023 still operating, and 12 head teachers in the selected 12 schools in Nakasongola district and a sample size was 400 respondents. Out of the 100 teachers who were given questionnaires, 75 returned them. And as for the students, those who participated in the study were 200. The findings were that the ICT facilities‘ availability in lower private secondary schools of Nakasongola district was to a small extent. The majority of private schools in the district are lacking ICT facilities. Secondly, teachers are able to integrate ICT in the competency-based curriculum to a small extent. This means that the majority of teachers in Nakasongola are poor at ICT skills integration in teaching. They said that what they know best is the use of smart phones in searching for the required materials/work but they are limited with money for buying mbs to access the internet. They also said that it is time consuming, so they teach and assign the students to use ICT to do assignments. Thirdly, the majority of teachers have a negative attitude towards ICT integration in the competency-based curriculum. Lastly, to a large extent, students are capable of integrating ICT in the competency based curriculum and they perceive it to be good. In other words, the majority of students have a positive attitude towards ICT. Although the majority of them do not have the capacity to own personal computers and Smartphones, they access these services from friends outside school (as revealed during oral interviews). The study concludes that the competency based curriculum which was rolled out in the secondary schools of Uganda in 2020 has not yet been properly appreciated and understood by some teachers especially those in rural areas like Nakasongola. In this curriculum, students are supposed to be at the centre of learning therefore learning is supposed to be learner-cenred and the teacher‘s role is just to facilitate learning. Because of this, many teachers have perceived it to be the role of students to look for, access and use the ICT equipment to research on what teachers ask them to do. They think the learners can do it all, come and present in class before the teacher, thus thinking that students need the ICT more than the teachers. Because of this, many teachers have relaxed on ICT skills acquisition and integration in teaching. The researcher therefore recommends that just as the government has made efforts to supply ICT equipment in many government aided secondary schools it should as well supply them to private schools since private schools pay taxes to the government and they supplement government efforts in the provision of education to the masses. Secondly, refresher courses are necessary to the teachers regarding how ICT should be integrated in teaching regarding how best teachers and students can do it. These courses should involve both teachers and students since both parties need this knowledge.
Description
A dissertation submitted to the college of education, open distance and e-learning in partial fulfillment of the requirement for the award of a degree of master of education in education administration and management of Kampala International University
Keywords
Information, Communication, Technology, Competence, Based learning, Lower private, Secondary schools, Uganda