THE APPLICATION OF ICTS AND ITS RELATIONSHIP WITH THE

IMPROVEMENT IN TEACHING AND LEARNING: A CASE OF

SELECTED SECONDARY SCHOOLS IN MUMBWA DISTRICT OF
ZAMBIA

By

BVUTE CORNELIUS

A dissertation submitted in partial fulfilment of the requirements for the Masters of

Engineering in Information and Communication Technology, Policy and

Regulation Management

University of Zambia

Lusaka

November, 2017
 DECLARATION

I, Bvute Cornelius, the undersigned hereby declare that this dissertation is my own work and has

not been submitted for any assessment or any other purposes in any other institution. All sources

that I have used or quoted have been acknowledged by complete references.

Author : BVUTE CORNELIUS

Date : ........................................

Signature : …………………………

I, DR D. E BANDA, having being the supervisor hereby declare that supervised this dissertation

is the true work for the undersigned student herein called Bvute Cornelius and has not been

submitted for any assessment or any other purposes in any other institution. All sources that have

used or quoted have been acknowledged by complete references.

SUPERVISOR: DR D. E. BANDA

Date : ........................................

Signature : …………………………….

i
 COPYRIGHT

All rights reserved. No part of this dissertation may be reproduced, stored in any retrieval

system, transmitted in any form or by any means, electronic, recording, mechanical,

photocopying or otherwise without prior permission in writing from the author or the University

of Zambia.

Bvute Cornelius ©

ii
 APPROVAL

This dissertation by Cornelius Bvute is approved as fulfilling the requirements for the award of

the degree of Master of Engineering in Information and Communication Technology, Policy and

Regulation Management of the University of Zambia.

Signed: Signature: Date:

1st Examiner: …………………… …………………. ………………

2nd Examiner: …………………… …………………. ………………

3rd Examiner: …………………… …………………. ………………

iii
 DEDICATIONS

This study is dedicated to my late father, Agrippa Bvute and the Bvute family for the strong

foundation they set for me in life. My dear friend Chila Nampemba for the spiritual and

emotional support, my friends for the support they rendered to me during my school period. Last

but not the least, I thank the Almighty God for giving me life, otherwise I wouldn‘t have been

where I am today.

iv
 ACKNOWLEDGEMENTS

First and foremost, I would love to give thanks to the Almighty God for giving me the strength

and guidance during this period of writing dissertation.

Secondly, I would love to give thanks to my supervisor Dr. D. E. Banda for various discussions

and the exceptional guidance and encouragement on this research report and my course

coordinator/lecturer Dr. S. Tembo and Dr. Besa for the lectures in research without whom the

knowledge of formulating this dissertation could have been practically impossible.

Thirdly, my appreciation goes to the Secondary schools where the research was conducted from

for providing me with primary data. Without them, this dissertation could have been incomplete.

Fourthly, I thank the University of Zambia lecturers in the School of Engineering, Department of

Electrical and Electronics who worked tirelessly by ensuring that we assimilate the knowledge in

information and communication technology, policy and regulation management.

Last but not the least, I thank my course mates for the wonderful time we shared together as a

class and more importantly being more like one family. To the unmentioned, I cherish the

contributions you made in the diverse aspects of my school life.

v
 TABLE OF CONTENTS
DECLARATION............................................................................................................................ I
COPYRIGHT ............................................................................................................................... II
APPROVAL ................................................................................................................................ III
DEDICATIONS .......................................................................................................................... IV
ACKNOWLEDGEMENTS ........................................................................................................ V
LIST OF TABLES ................................................................................................................... VIII
LIST OF FIGURES .................................................................................................................... IX
ABBREVIATIONS ..................................................................................................................... XI
ABSTRACT .............................................................................................................................. XIII

CHAPTER ONE: INTRODUCTION ......................................................................................... 1

1.1 Background to the Study........................................................................................................... 1
1.2 Statement of the Problem ........................................................................................................ 12
1.3 Aim ......................................................................................................................................... 12
1.4 Objectives ............................................................................................................................... 13
1.5. Research Questions ................................................................................................................ 13
1.6. Significance of the Study ....................................................................................................... 13
1.7 Research Outline ..................................................................................................................... 14

CHAPTER TWO: LITERATURE REVIEW .......................................................................... 15

2.1 Global Studies on ICTs in Education...................................................................................... 15
2.2 Literature on ICTs In Africa ................................................................................................... 22
2.3 Literature on ICTs in Zambia ................................................................................................. 28
2.4 Summary ................................................................................................................................. 38

CHAPTER THREE: METHODOLOGY ................................................................................. 40

3.1. Research Design..................................................................................................................... 40
3.2. Universe Population ............................................................................................................... 40
3.3. Sample Size............................................................................................................................ 41
3.4. Sampling Criteria ................................................................................................................... 41

vi
3.4.1. Random Sampling Technique. ............................................................................................ 41
3.4.2. Purposive Sampling Technique. ......................................................................................... 42
3.5. Data Collection Instruments .................................................................................................. 42
3.5.1 Focus Group Discussion ...................................................................................................... 42
3.5.2. Questionnaires..................................................................................................................... 43
3.6. Data Collection Procedures.................................................................................................... 43
3.7. Data Analysis Procedures ...................................................................................................... 44
3.8 Ethical Considerations ............................................................................................................ 44
3.9 Limitations of the Study.......................................................................................................... 44

CHAPTER FOUR: PRESENTATION OF FINDINGS .......................................................... 45

4.1.1 Demographic Characteristics of Respondents ..................................................................... 45
4.1.2 Qualifications of Teachers ................................................................................................... 46
2.2 Types of ICTs used in Schools ............................................................................................... 47
4.3 How the use of ICTs can help Transform the Learning into one that is Learner Cantered .... 49
4.4 Use of ICT and Improvement of the Performance of School Going Children ....................... 51
4.5 Application and use of ICT by Learners after School. ........................................................... 52
CHAPTER FIVE: DISCUSSION OF FINDINGS ................................................................... 55
5.1 Introduction ............................................................................................................................. 55
5.2 The types of ICTs used in Schools ......................................................................................... 56
5.3 How the use of ICT can help Transform the Learning into one that is Learner Centred. ...... 57
5.4 Use of ICTs and improvement of the Performance of School going Children ....................... 58
5.5 Application of ICT among Learners to Prepare them to be Self-Reliant after School ........... 59
5.6 Summary of Chapter Five ....................................................................................................... 60

CHAPTER SIX: CONCLUSION AND RECOMMENDATIONS ........................................ 61

6.1. Conclusion ............................................................................................................................. 61
6.2. Recommmendation ................................................................................................................ 61
References ..................................................................................................................................... 64
Appendices .................................................................................................................................... 69

vii
 LIST OF TABLES

Table 1: Percentage Distribution of Gender of Respondents ……………………………………45

Table 2 Shows the qualification of teachers who participated in the study

………………………46

viii
 LIST OF FIGURES

The figure 1: The absence and presence of ICT equipment in schools………………………. 48

Figure 2: Responses of teachers on whether ICT prepares learners to be self- reliance…..54

ix
 LIST OF APPENDICES

Appendix 1: Questionnaire for

Teachers…………………………………………………………71

Appendix 2: Focus Group Discussion Guide for Teachers………………………………………72

x
 ABBREVIATIONS

BAED: Bachelor of Art with Education

EFA: Education for All

DEBS: District Education Board Secretary

DEE: Department of Electrical and Electronics

GDP: Growth Domestic Product

IICD: International Institute for Communication and Development

ICT: Information and Communication Technologies

MOESVTEE: Ministry of Education Science Vocational Training and Early Education

MEng: Master of Engineering

MOFNP: Ministry of Finance and National Planning

MOST: Ministry of Science and Technology

NGO: Non-Government Organization

ODEL: Open and Distance E-Learning

NICTP: National Information and Communication Technology Policy

xi
SPSS: Statistical Package for Social Sciences

SOE: School of Engineering

TPCK: Technological, Pedagogical Content Knowledge

UNESCO: United Nations Educational Scientific and Cultural Organization

UIS: UNESCO Institute for Statistics

UNDP: United Nations Development Programme

UNZA: University of Zambia

ZRA: Zambia Revenue Authority

NGO: Non-Government Organization

xii
 ABSTRACT

The purpose of the study was to investigate the application of ICTs and its relationship with the

improvement of teaching and learning in selected secondary schools in Mumbwa District. A

sample comprising of 58 participants (12 ICT teachers and 46 non ICT teachers) was drawn from

six secondary schools in Mumbwa District. The study was qualitative and quantitative and used a

case study design. Information was obtained from participants using questionnaires and focus

group discussion guides.

In order to achieve the study objectives, focus group discussions were used to establish the types

of ICTs in schools and also ascertain whether the application of ICTs in schools can help prepare

learners to be self – reliant after school. Focus group discussions were also used to establish

whether the use of ICTs can improve the performance of school going children. Questionnaires

were used to establish the types of ICTs found in the schools and also find out whether the

application of ICTs can prepare learners to be self-reliant after school.

The study revealed that computers, laptops, internet and printers were some of the ICTs used in

schools. The study also revealed that the use of ICTs can help transform the learning into one

that is learner centred. It was also revealed that the Application of ICTs can prepare learners to

be self- reliant after school. The study recommends that schools with the help of the Ministry of

Education should buy many types of ICTs to meet the demands of learners and thus improving

the performance of learners.

xiii
 CHAPTER ONE: INTRODUCTION
1.1 Background

Information and Communication Technologies (ICTs) have had an impact on the Zambian

society and have changed the way people live, learn, work and play. Zambia has initiated the

integration of ICTs in many sectors of national development. For instance, the Zambia Revenue

Authority (ZRA) introduced online tax-payers system which makes it easier to collect tax

revenue. Another example is where most banks in Zambia now have e-banking, mobile banking

and internet banking facilities. Furthermore, Open and Distance Learning (ODL) through e-

learning has relatively grown in many Zambian education institutions. This revolution demands

for basic ICT knowledge for some careers in order for one to be competitively functional in the

Zambian society today. However, this project endeavors to research on the application of ICTs in

relationship with the teaching and learning in selected secondary schools in Mumbwa District.

Hattie (2009) defines ICTs as those technologies that can be used to interlink information

technology devices such as personal computers with communication technologies such as

telephones and their telecommunication networks. The PC and laptop with e-mail and Internet

provides the best example. Michiels and Van Crowder (2001:5) defined ICTs

„„as a range of electronic technologies which when converged in new

configurations are flexible, adaptable, enabling and capable of

transforming organizations and redefining social relations.‟‟

Isaacs (2007) reviewed that the penetration levels of ICTs in Zambia‘s education institutions

remains low, with those schools that are equipped mostly utilizing second-hand and refurbished

computers. The integration of ICTs in teaching and learning practice has been limited, although

1
the introduction of computer studies as a school study subject has begun to change this. The

adoption of a national ICT policy, as well as the development of a draft ICT policy for education

and an associated implementation framework, provides an enabling policy environment to

promote far greater access and use of ICTs across all sectors of Zambia‘s education system.

These include a system for enhancing education management, administration, teaching and

learning. While the goals and targets set in the policy documents seem realistic. Besides,

realizing them within the established time frames remains a challenge (Chibomba, Koopman and

Stanton, 2009).

The future of Zambia will be dependent on the size and quality of its human capital. Therefore, it

is the duty of our education system to equip learners with relevant ICT skills at all levels.

“Gone are the days when Information Communication Technology (ICTs) was a

luxury. The current times have called for an integration of education with ICTs

which are creating new learning and teaching possibilities.” (Sichone, 2011:9).‟‟

MOTC (2006) reviewed that for developing countries like Zambia to make major progress in

social and economic development, there is need to invest significant effort and resources in the

education system. Zambia‘s education system is currently under-resourced; with a substantial

section of the population without access to high school and tertiary level education as well as

professional training. Therefore, a significant percentage of the population is without educational

attainment required for meaningful contribution to national development.

The Ministry of Education in Zambia has developed a Strategic Plan that works towards

achieving the Education for All (EFA) goals, as agreed upon at the World Education Forum in

Dakar in 2000, and the Millennium Development Goals. It aims to achieve universal access to

2
quality primary education and gender equality for both boys and girls. Chibomba et al (2009)

revealed that access to primary schools has improved in Zambia and enrolment has increased to

92%. But growth in access to upper basic (grade 8-9) and secondary school (grade 10-12) has

been limited in the last decade due to rising costs faced by students, deepening poverty, and

limited formal job opportunities for parents to enable them to send their children to secondary

school. Enrolment at secondary school level is only 30%. There are also widespread concerns

about the quality and relevance of core subjects and electives for grades 8-12. Overall pass rates

in Zambia are still too low and have remained at the same level since 1996. Rural schools score

lower than urban schools, and statistically more boys continue their education than girls.

In May 2003, the International Institute for Communication and Development (IICD) held a

Round Table (RT) workshop in Ndola, Zambia to talk about Information and Communication

Technology (ICT) in the Education sector. The main objective of the RT was to bring together a

team of key players from Zambia‘s education sector as well as ICT specialists to discuss

educational challenges and explore possibilities and opportunities for overcoming some of them

with ICT (Chibomba et al, 2009).

A number of challenges were identified and corresponding ideas on how they could be addressed

were also suggested. One of the challenges identified during the RT workshop was ineffective

and inappropriate teaching materials. While some subjects have access to reasonably good

materials, it was pointed out that there was an acute shortage of satisfactory teaching materials

for other subjects that had a national dimension such as Civic Education, Geography, and

national History. In schools where such materials were available, the content and examples used

render them largely incomprehensible in the Zambian context. The main reasons cited for such

3
ranged from a lack of publishing capacity to a failure to involve teachers in producing their own

teaching materials (Chibomba et al, 2009).

A look at the education statistical bulletins for the country after 50 years of independence reveals

that efficiency in our education system was below satisfactory levels. In terms of learners

transitioning to a higher level, it was noted that there were still larger percentages of pupils who

were not able to progress beyond grade seven or grade nine and grade twelve to tertiary

education because of the kind of education style which has not adopted current new styles of the

education system but of that of the old model (MOE, 2015). Therefore, low rates of repetition by

learners and a reduction in drop-out rates were some measures of how efficient an education

system was, being delivered and valued in the country. If most learners were able to progress

through school unhindered by whatever circumstances, then an education system was seen to be

efficient.

Lack of capacity to keep all children in school until grade 12 was a factor which translated into

our education system being inefficient. This inefficiency may also be indicative of the social and

economic hardships of people at household level. The education system should continue to strive

to ensure all children remain in school till grade 12 until they had access to tertiary education.

Nevertheless, education as a sector which functions as a springboard for development of skilled

human resource, education in Zambia has continued to attract a lot of interest from various

sections of society. Since Zambia‘s attainment of political independence more than 50 years ago,

the government, individuals, as well as many local and international organisations have taken

keen interest in policies that have been formulated to ensure that many Zambians access high

levels of education. For more than 50 years now, emphasis has been on increasing access to

4
education, raising the quality of education offered at various school levels, including offering of

education which is not only relevant but also affordable to most people. But due to various

factors, this has not been achieved.

According to MOFNP (2013), the Zambian government expenditure on education over the years

has been increasing and huge capital projects by way of construction of schools, colleges and

universities have continued to be undertaken. Human resource development in the education

sector through teacher education and recruitment has also been receiving attention. Against this

background is the question of how efficient our education system is in terms of teaching and

learning and what new strategies have been put in place that can help in improving the teaching

and learning system in regard to education achievement. What is known as that internal

efficiency in education will indicate to us how well we have been doing as a nation in ensuring

that as many pupils as possible, who get enrolled in school, progress up to as high a level as their

potential can allow them.

Kwando (2007) noted that at the dawn of the 21st century education delivery should not continue

to be as business as usual because the traditional three Rs-literacy (Reading, Writing, and

Arithmetic) is challenged by an unprecedented rapid creation and dissemination of knowledge

and information hence the move from an Industrial Society to a Knowledge Society. The

Knowledge Society is the society that knows how to use information. For the effective use of

information, one needs more than traditional reading, writing, and arithmetic skills.

The new kinds of activities to be learned and new learning activities lead inevitably to a drastic

revision of the idea of literacy, considered for many centuries the main goal of primary

education. The traditional notion of literacy (including so-called numeracy) was based on the

5
Three Rs (Reading, wRiting, and aRithmetic), together with accurate handwriting (preferably

calligraphic), and memorizing certain excerpts from textbooks and classical poetry by heart.

Now, we see an urgent need for a new literacy that is ICT-based and can be presented in three

components corresponding to the traditional Three Rs: [Reading] – finding information by

searching in written sources, observing, collecting, and recording; [Writing] – communicating in

hypermedia involving all types of information and all media; and [Arithmetic] – designing

objects and actions.

Many strategic reports have argued that societies are changing from industrial societies into

‗information societies‘, in which the formation and distribution of knowledge is of paramount

importance (ERT, 1997). They contend that, in order to combat social exclusion and to maintain

competitiveness in a global economy, education must go beyond the framework of initial

schooling in order to prepare and support citizens for lifelong learning (European Commission,

1995; ERT, 1997; PCAST, 1997). Accompanying this argument is the belief that ICT can play

an important role in reshaping education to respond to contemporary information society needs.

Furthermore, it is believed that ICT in education will reduce the gaps that exist between

socioeconomic realities and the outputs of education systems.

Today, from the time we awaken in the morning to the time before we sleep, we are surrounded

by media, such as newspapers, radio, television, and computers. Sometimes we are not even

aware that we are surrounded by these media. All these media come under the overall umbrella

of what are known as today‘s ICTs. Knowing and using ICTs is important in today‘s fast

changing knowledge society, but we very often are confused about what these media are.

6
According to UNESCO (2005) information and communications technology (ICT) is an

umbrella term that includes any communication or application which encompassing radio,

television, cellular phones, satellite systems, computer and network hardware or software and so

on. ICT is the study of technology used to handle information and aid communication (Watson,

2001). Nowadays, ICT is rapidly developing in many of countries which due to the globalization

and technological change. Recently, ICT is widely used in many areas or sectors such as

education, economy, politics and social. Especially for education, many countries now regard

understanding ICT as part of the core of education, alongside writing, reading and literacy.

While definitions of ICTs are varied, it might be useful to accept the definition provided by

United Nations Development Programme (UNDP): which states that ‗ICTs are basically

information-handling tools a varied set of goods, applications and services that are used to

produce, store, process, distribute and exchange information. They include the ‗old‘ ICTs of

radio, television and telephone, and the ‗new‘ ICTs of computers, satellite and wireless

technology and the Internet. These different tools are now able to work together, and combine to

form our ‗networked world‘ – a massive infrastructure of interconnected telephone services,

standardized computing hardware, the internet, radio and television, which reaches into every

corner of the globe‘.

When we talk of ICTs, we refer not only to the latest computer and Internet based technologies,

but also to simple audio visual aids such as the transparency and slides, tape and cassette

recorders and radio; video cassettes and television; and film. These older and more familiar

technologies are referred to under the collective heading of ―analogue media‖ while the newer

computer and Internet based technologies are called the ―digital media.‖

7
ICT is an automatic means of capturing, processing, storing communicating information. The use

of ICT in the classroom teaching-learning is very imperative for it delivers opportunities for

teachers and pupils to maneuver, stock, operate, and retrieve information, encourage independent

and active learning, and self-responsibility for learning such as distance learning, motivate

teachers and pupils to continue using learning outside school hours, plan and prepare lessons and

design materials such as course content delivery and facilitate sharing of resources, expertise and

advice. This multipurpose instrument has the proficiency not only of engaging students in

instructional activities to increase their learning, but of helping them to solve complex problems

to enhance their cognitive skills (Jonassen, and Reeves, 1996).

The introduction of ICTs into schools is a world –wide marvel, not only among the

technologically advanced countries, but also among unindustrialized countries. In the previous

decades, this was an option that technologically advanced countries took, but today it has

become a need for all schools. ICT has emerged as an obligatory tool for teaching and learning

as well as a lever that helps to bring about change in schools (Venezky, 2002). Nations that lag

behind in its adoption and use become marginalized and vulnerable to the negative currents of

globalization. The integration of low income countries, therefore, serves to bring the larger

population into a global family that is at ease with the dynamics of an information-led

knowledge society.

Under the right conditions, it is believed that ICT can have a monumental impact on the

expansion of learning opportunities for greater and more diverse populations, beyond cultural

barriers, and outside the confines of teaching institutions or geographical boundaries (Haddad

and Draxler, 2002). Technologies can improve the teaching/learning process by reforming

8
conventional delivery systems, enhancing the quality of learning achievements, facilitating state

of the art skills formation, sustaining lifelong learning and improving institutional management.

The reality in our societies and more so in Zambia is that through ICT, the natural resource poor

country has everything to gain from educating its citizens in the use of ICT in everyday life. In

particular, the performance of learners in communication skills, foreign languages, mathematics

and science remains lackluster. Through the introduction of ICT in schools, the acquisition of

effective skills in their use, the infusion of new teaching and learning methods using ICT and

community involvement, there is trust that performance in these areas is bound to improve (Tikly

et al (2003), Wagner, Day and Joseph (2004), Isaacs (2002), Gerster and Zimmermann, 2005).

Information and communication technologies must be harnessed to support EFA goals at an

affordable cost. They have great potential for knowledge dissemination, effective learning and

the development of more efficient education services. This potential will not be realized unless

these technologies serve rather than drive the implementation of education strategies. To be

effective, especially in developing countries, ICT should be combined with more traditional

technologies such as books and radios and be more extensively applied to the training of teachers

(Earle, 2002).

Wang and Woo (2007) revealed that integrating ICT into teaching and learning is not a new

concept. It may be as old as other technologies such as radios or televisions. They further

describe integration as having a sense of completeness or wholeness by which all essential

elements of a system are seamlessly combined together to make a whole. Earle (2002) also

supports the position when he claims that integration does not only mean the placement of

9
hardware in classrooms. He further contends that technologies must be pedagogically sound and

go beyond information retrieval to problem solving.

According to Earle (2002), education must reflect the diversity of needs, expectations, interests

and cultural contexts. This poses particular challenges under conditions of globalization given its

strong tendency towards uniformity. The challenge is to define the best use of ICT for improving

the quality of teaching and learning, sharing knowledge and information, introducing a higher

degree of flexibility in response to societal needs, lowering the cost of education and improving

internal and external efficiencies of the education system.

The rapid progress of information and communication technologies is considered as one of the

key factors of change in human society (Albirini, 2006). Today, the rapid progress of

information and communication technologies has been combined with different aspects of life,

including its effect on education, health, research and communications. Progress and

development in information and communication technology are considered as positive elements

of change in higher education and internet and network technology are also used extensively in

educational fields on the Earth (Hawkins, 2005).

Miller et al (2000) recognize that technology-based teaching may not be essential in all classes

but generally it is most facilitative as a result of providing relevant examples and demonstrations;

changing the orientation of the classroom; preparing students for employment; increasing

flexibility of delivery; increasing access; and satisfying public demands for efficiency because

whole purpose of using technology in teaching is to give better value to pupils. This better value

should also impact the learners or pupils‘ performance as it focuses on effective utilizations of

10
new technologies in education. This is done through both ―assimilation‖ and ―accommodation‖

processes between the existing and novice pedagogical culture.

ICT can create new, open learning environments. More than any other previous technology, ICT

are providing learners access to vast stores of knowledge beyond the school, as well as with

multimedia tools to add to this store of knowledge. ICT are largely instrumental in shifting the

emphasis in learning environments from teacher-centered to learner-centered; where teachers

move from being the key source of information and transmitter of knowledge to becoming

guides for student learning; and where the role of students changes from one of passively

receiving information to being actively involved in their own learning (Newpher, 2006).

Even though ICTs play significant roles in representing equalization strategy for developing

countries, the reality of the digital divide the gap between those who have access to, and control

technology and those who do not, make a huge difference in the use of ICTs. This means, that

the introduction and integration of ICTs at different levels and various types of education is the

most challenging undertaking. Failure to meet the challenges would mean a further widening of

the knowledge gap and deepening of existing economic and social inequalities among the

developed and the developing countries.

With the various challenges and shortcomings cited in the usage of ICTs in the education system,

it was the reason that this research paper ventured to assess the application of ICTs and its

relationship with the improvement in teaching and learning by realizing benefits and the impact

of ICT use in education. It further explored the enhancement of student learning and experiences

of some secondary schools in Mumbwa District. In order to encourage policy makers, school

administrators, and teachers pay the required attention to integrate technology in their education

11
systems. In so doing, it highlighted the benefits of ICT in education, existing promises, and the

limitations and challenges of integration to the education systems.

1.2 Statement of the Problem

The educational sector in Zambia is currently faced with series of changes and reforms as well as

challenges in gathering up-to-date information during the teaching and learning process.

Therefore, it is imperative to reflect on matters concerned with the improvement in teaching and

learning in schools. According to National ICT Policy (2006), the education sector in Zambia is

faced with a lot of challenges, which includes; lack of adequate infrastructure, dilapidated

infrastructure, inadequate staffing and over enrolment of the pupils which is affecting the overall

performance. To that effect, many learners in secondary schools find it difficult in grasping what

they are taught by their teachers. Mere delivery or echoing of words alone in a learning process

to communicate ideas, skills and attitude to educate learners is almost futile, hence leading to

pupil‘s poor performance.

Even if the Zambian Government through the MOESVTEE in 2013 introduced the use of ICTs

in the school curriculum, many Zambian teachers have been unable to have access to the use of

ICTs in their classrooms. It is unclear to whether the relevance of the application of ICTs and its

relationship with regards to the improvement of teaching and learning is taken care of by the

curriculum designers and implementers. It is therefore, in the above context that, this study

sought to assess the Application of ICTs in Relationship with the Improvement in Teaching and

Learning in selected Secondary Schools in Mumbwa District.

1.3 Aim
The study aimed at assessing the application of ICTs and its relationship with the improvement

in teaching and learning in the secondary schools in Mumbwa District.

12
1.4 Objectives
The study was guided by the following objective, to:

i. find out the types of ICTs used in the secondary schools of Mumbwa District;

ii. determine how the use of ICTs can help transform the learning environment into one

which is learner centered;

iii. establish how the use of ICTs can help improve the academic performance of school

going children; and

iv. ascertain whether the application of ICTs can help prepare learners to be self-reliant.

1.5. Research Questions

The study answered the following research questions.

i. What are the types of ICTs used in the secondary schools of Mumbwa District?

ii. How can the ICTs help transform the learning environment into one which is learner

centred?

iii. How can ICTs help improve the academic performance of school going children?

iv. How can ICT application help prepare learners to be self-reliant?

1.6. Significance of the Study

The study findings may help the stakeholders such as curriculum planners to adopt new

interventions basing on researched findings. It may help the Ministry of Education to realize the

need to produce enough materials that can help transform the learning environment into one that

is learner-centered. The findings would help the Teachers trained in ICTs to adjust their teaching

methods with the aim of improving the teaching and learning process by the use of ICTs. The

13
study may also add value to the existing body of knowledge and raise interest for further studies

in the area.

1.7 Research Outline

Chapter one focused on the background, statement of the problem, Main aim of the study,

objectives, significance of the study and the definitions of terms. Chapter Two contained

Literature Review. In this chapter, relevant literature on the application of ICTs in relationship

with the Improvement in Teaching and Learning was reviewed. Chapter Three looked at the

Methodology which was employed in the study in detail. It began with the description of the

research design that was employed, target population, sample size, sampling procedures and

research instruments. It also described the data collection procedures and how this data was

analyzed in order to answer the research questions. It further describes the ethical considerations

that were made during data collection. Chapter Four Presented the Findings of the study. Chapter

Five discussed the Findings in relation to the literature reviewed. Chapter Six gave

recommendations and suggested areas of further research based on the findings of the study.

Then References, Questionnaires and Appendices were at end of the dissertation.

14
 CHAPTER TWO: LITERATURE REVIEW
2.1 Global Studies on ICTs in Education
There are few studies that have been done on the application of ICTs in relationship with the

teaching and learning specifically in Zambia and non in the secondary schools in Mumbwa

District. However, there are many studies that have been conducted in the area of ICTs and

education in general around the world. The past few decades have shown an increasing

recognition globally of the role of ICTs in development efforts (McNamara & Wallace, 2002).

Some have referred to this trend as the ‗information revolution‘. Others have referred to what is

called a ‗knowledge economy‘, an economy in which knowledge and ideas promptly provided,

lead to development of products, economic growth, and hence progress (Castells, 2001).

In addition, this rapid development of these new technologies coupled with the world-wide

challenge to educate all children has led to a global reform and development of teacher education

(Moon, 2004). The global reform and development of teacher education has motivated

educational institutions to redesign and restructure their teaching methods such as to enable

15
learners equip themselves for the future. This global reforming education is apparent in North

America, South America, Antarctica, Asia, Australia, Europe as well as Africa.

A study conducted by Light (2009) on ―the role of ICT in enhancing education in developing

countries‖ had some findings worthy noting. The study was conducted in three countries namely,

India, Turkey and Chile. The case studies were on the introduction of the Intel® Teach Essentials

Course, a professional development program focused on integrating information and

communication technologies (ICT) into project-based learning in six schools in Chile, India, and

Turkey. The findings of the study indicated that the shift in using ICT and pedagogy must not

involve the teachers only, but must involve the whole education system alongside sustainable

investment in infrastructure, human resource, circular frameworks and assessment. The point of

departure with this study has been the research site. As much as the study by Light (2009) was

carried out in three countries, this study was conducted in Mumbwa district in Zambia.

Another scholar Akbaba-Altun (2006) conducted a study on ―Complexity of integrating

computer technologies into education in Turkey.‖ The study was conducted in the primary

schools of rural Turkey. He used qualitative methods of data collection. His findings were that

ICT was a complex subject because teachers needed to be trained at all levels in the education

system. He also pointed out challenges like lack of reliable power to enable learners be exposed

to the internet throughout the week and term. These finding cannot be generalized to the

Zambian context because the study was conducted on the primary school going children. This

study was conducted in the secondary schools hence the findings might be more reliable than the

findings for Akbaba-Altun.

16
In Chile, Claro, Nussbaum, López and Díaz, (2013) conducted a study dabbed, ―Introducing 1 to

1 in the classroom: A large-scale experience in Chile.‖ The study was meant to understand how

the Mobile Computer Labs were integrated into the 3rd and 4th grade teaching practices. The

study also employed a survey and classroom observations conducted in the two grades, the

findings revealed that the classroom observations did not reveal any innovative teaching

strategies, related to the use of this new technology. The study showed that amongst the main

reasons for this traditional and sporadic use of the MCL are a lack of targeted teacher training

and preparation time, and insufficient technical and pedagogical support during the phases of

implementation and integration to the pedagogical practices. The difference with this study is

that this study employed a case study design and its population were the secondary school

learners in Mumbwa District of central province.

One interesting and not uncommon observation from global studies is that knowledge of ICTs

makes the learners better able to participate with and relate to classmates and society in general,

meaning that they were not being left behind. However, and conversely, the potential for ICTs to

provide access to inappropriate information or images, and contact with undesirable others is a

strong and common negative belief relating to ICTs use. The next generation of students often

referred to as the ‗Net Generation‘, are expecting the integration of Web technologies into their

learning and teaching programmes (Thompson, 2007).

In schools today, learners all over the world are carrying mobile electronic devices and if they do

not have one they want one. They use them to communicate with friends and parents; texting and

online chatting is a way of life for this generation, and through this medium, they are

communicating with purpose like never before. Through the internet and mass media, they are

creating a paradigm shift and a challenge for teachers worldwide. For teachers, the challenge of

17
facing the 21st century learner are not a laughing matter; learners are more disengaged and non-

receptive to the traditional classroom settings; learning is no longer about pen and paper as they

demand to be plugged into ICTs and to work in an engaging, collaborative manner. Learners

want access to information and technology devices such as phones, iPods, notebooks, palmtops,

laptops, and internet.

The United Nations Educational, Scientific and Cultural Organisation (UNESCO) policy on ICT

holds that ICTs can help strengthen democratic and transparent education planning and

management. Communications technology can expand access to learning, improve equality and

ensure inclusion. Where resources are scarce, judicious use of open-source material through

technologies can provide the means to bypass the bottleneck of textbook production, distribution

and updating (UNESCO, 1995).

The global studies on ICTs in education are important to this study in that they describe a similar

trend in teaching and learning patterns that exists in Zambia today; teaching and learning patterns

where ICTs are increasingly the order of the day in the classroom. These global studies on ICTs

in education also offer a platform on which this study will build.

Drent and Meelissen (2008) reviewed that ‗‗we need tools and ever since the dawn of human

history, people have been inventing and using tools – stone axes and hammers, potter‘s wheels

and furnaces, levers, and pulleys – to process food and materials and to harness the energy

needed for their physical survival and well-being. As a wise man noted centuries ago, neither a

bare hand nor an intellect alone can get jobs done‘‘. Similarly, people have used tools for

information processing and communication exchange. The invention of language made our far-

off ancestors capable of processing and controlling their own thoughts, feelings, and behaviour.

18
Words can be considered as the tools of our mental activities, and the first and foremost of the

latter is the activity of learning.

Historically, information processing and communication have been major school activities.

These occurred mainly between the teacher and a pupil with the very modest external support of

pencil, paper, and chalkboard. Now, the extensive use of computers, with versatile sensors,

peripherals and extensions, allow teachers a whole new degree of sophistication and flexibility

(Hattie, 2009).

Hattie (2009) reviews that during the last two decades, the application and implementation of

ICT in education has become an important topic in research on educational reform. Research

findings over the past two decades provide some evidence as to the positive effects of the use of

information and communications technology (ICT) on pupils‘ learning Sanyal (2001) states that

‗‗there are four ways ICT can support basic education: (i) supporting education in schools, (ii)

providing non-formal education for out-of-school children and adults, (iii) supporting pre-service

distance education of teachers and their in-service professional development, and (iv) enhancing

the management of schools‘‘.

Watson (2001) reviewed that modern civilization is characterized by the growing pace of change.

The economy now undergoes a radical transformation (including the structure of the labour

market and requirements for job qualifications) within a single generation. That is because of the

enormous difficulty in understanding, appreciating and even surviving change, we talk about the

impact of these changes as future shock. On the other hand, these fundamental shifts do not

appear suddenly, as bolts from the blue: they are always a part of a longer historical evolution, in

which technological development plays a part. The introduction of ICT resources to schools as

19
according to UNESCO (2005) is one of the most significant developments around the world

during the last 20 or so years; and the expectation that Information and Communication

Technology (ICT) has the most benefits for learners when they are working more autonomously.

Michiels and Van Crowder (2001:p8) points out that the range of technologies is increasing all

the time and ‗there is a convergence between the new technologies and conventional media‘.

This rapid and ongoing convergence means that devices such as digital cameras, digital video

cameras and players, personal digital assistants, slide projectors and mobile telephones are also

compatible with more traditional media such as radio (digital, satellite), television (cable, digital,

satellite) and all these mentioned above are all under the umbrella of ICTs.

UNESCO (2002) recognized ICTs as a major factor in shaping the new global economy and

producing rapid changes in society. It also recognized that ICTs have the potential to transform

the nature of education—where and how learning takes place and the roles of pupils and teachers

in the learning process and furthermore, UNESCO (2005) reviewed that ‗‗Modern society needs

educated citizens who can make decisions and implement them in a rapidly changing world.

Individuals, organizational structures such as corporations and governments, and educational

institutions, should be prepared for life-long learning.

Information processing and communication are becoming major activities in daily life, and

effective citizens and leaders of the 21st century will be required to understand and fluently use

the latest sophisticated tools to manage an enormous amount of data, information, and messages.

Therefore, lifelong learning will be the normal state for a modern individual‘‘ (Chibomba et al,

2009).

20
The growth of information and communication technologies (ICT) has dramatically reshaped

teaching and learning processes in higher education. ICT for education is more critical today

than ever before since its growing power and capabilities are triggering a change in the learning

environments available for education (De Corte et al, 2003). The use of ICT offers powerful

learning environments and can transform the learning and teaching process so that students can

deal with knowledge in an active, self-directed and constructive way.

According to Voogt (2003) ICT is considered as an important means to promote new methods of

instruction (teaching and learning). It should be used to develop students' skills for cooperation,

communication, problem solving and lifelong learning, although computers and technology are

prevalent throughout our society, developing countries are far from reaping their benefits

because of certain barriers.

ICT allows many people to generate and disseminate information, thus playing an active role in

the process of interaction between professionals, learners, policy makers, peers and so forth as

De Corte et al (2003) pointed out that four main elements can be taken into consideration about

ICT in education; ICT as an object that refers to learning about ICT, an assisting tool, a medium

for teaching and learning and finally a tool for organization and management in schools.

Since the introduction of ICT in education in many other developed countries like Zambia as

pointed out by Chibomba et al (2009), one of the most discussed policy questions has been its

impact on educational outcomes. This explains why almost all existing data on ICT use in

education are derived from sample-based international comparative assessments that rely on

students, teachers and schools for descriptions and analysis of educational inputs, processes and

outcomes.

21
However, the application of ICTs into education has been assumed as the potential of the new

technological tools to revolutionize an outmoded educational system (Albrini, 2006). In the last

20 years, initiatives, projects and implementations related to use of Information and

Communication Technologies (ICT) into education motivate teachers to gain necessary

knowledge and skills in using ICT in their instruction. Pelgrum (2001:2) noted that ICT is "not

only the backbone of the Information Age, but also an important catalyst and tool for inducing

educational reforms that change our students into productive knowledge workers‖.

Over the past three decades, governments and education systems around the world have regarded

the use of information and communications technologies (ICTs) as an important issue for

improving the effectiveness of teaching and learning (Plump, Anderson, Law, & Qualex, 2009).

As more and more technologies, such as net books, interactive whiteboards, smart phones and

digital video recorders, have become more available and affordable, coupled with the rapid

expansion of computer networking capability in educational system, there have been continued

research efforts in investigating how teachers can use ICT to facilitate student learning (Lebanon,

Robinson, & McDonough, 2009; Newhouse, Trinidad, & Clarkson, 2002).

Many models for measuring ICT integration in teaching and learning have been proposed

through the years. These models can be grouped into the four categories: learning micro models,

ICT-oriented micro models, system models, and population models (Newhouse, Trinidad, &

Clarkson, 2002).

2.2 Literature on ICTs in Africa

With regards to the global trends, African education lags behind in many aspects such as

education delivery, curriculum design, teaching methodologies, teaching and learning tools and

22
resource libraries. ICT penetration in schools in Africa remains extremely limited. Access to

ICTs remains highly uneven within countries and across the African continent an extension of

the developmental disparities that have characterized the region for decades Al-Oteawi, S. M.

(2002). Natural and human-made disasters and conflicts have placed extreme pressure on

African educational systems, many of which are built on weak physical and institutional bases.

In addition, many countries in Africa have been victims of austere structural adjustment

programmes, which, among other consequences, have led to cuts in educational expenditure.

A report from the UNESCO (2014) Institute for Statistics (UIS) dabbled ―Teaching ICT for

Development in Africa,‖ found that, despite the development of Information and

communications technology (ICT) in education policies, the integration of technology in

classrooms across sub-Saharan Africa remains insufficient to meet the needs of the 21st century

labour market. The study was a survey made in different African countries. Further findings

revealed that ICT in education was widely accepted as both enabling learning and preparing

students for employment in a technology-rich workplace. As for the sub-Saharan Africa, barriers

including; a lack of effective policies, basic infrastructure (that is; electricity, Internet, computers

and mobile devices), financing and teacher training. The use of ICT in education is still at an

embryonic stage in most countries. Since the conclusions were made by comparing a number of

African countries, it was significant to establish how the use of ICT can improve the academic

performance of learners in the secondary schools of Mumbwa District.

A similar study which looked at ―The application of Information and Communication

Technologies (ICT) and its Relationship with Improvement in Teaching and Learning‖ was done

by Ahmadi, Keshavarzi and Foroutan. A questionnaire was used to collect data from

respondents. Some of the findings were that the most pervasive barrier in African schools was

23
the lack of electricity, especially in remote, rural areas. Computers are more likely to be found in

urban schools, where access to electricity and the Internet enable computer-assisted instruction

and on-line learning. The study further found that in Guinea and Madagascar more than 500

pupils or more on average share a single computer. In other words, time on task using technology

is negligible for most children. Where the infrastructure exists, secondary schools are more likely

to be equipped than primary schools. This is understandable given that in many countries,

policies to support ICT integration favour investment in higher levels of education. There was

need to determine how the use of ICT can help transform the learning environment into a learner

centred on in the secondary schools of Mumbwa District.

Studies have seen the potential which ICT has in the ensuring that learners use ICT effectively in

their learning environment. A study by Selwyn (2011) Schools and schooling in the digital age: a

critical analysis. The findings indicated that the use of ICT was increasing access and improving

relevance and quality of education in developing countries especially in Africa. ICTs are making

dynamic changes in society especially the influences are felt more and more in the education

system because teachers became instructor while learner learnt on their own. Despite the study

being carried in secondary schools, these schools were not in Zambia hence there was need for

this study to be done.

Some authors maintain that technology has the power to change the ways students learn and

teachers teach. A study conducted by Kozma (1999) in Angola which centred on, ―Designing

and developing effective educational software.‖ The findings suggested that technology can

―revolutionize‖ the learning process. In other words, ICT extend teachers‘ and students‘

capabilities, and their well determined use can transform roles and rules in the classroom. The

study was a quantitative one with a sample of university students and lecturers. Many people

24
recognize ICTs as catalysts for change; change in working conditions, handling and exchanging

information, teaching methods, learning approaches, scientific research, and in accessing

information. Lecturers could use ICT to facilitate learning, critical thinking and peer discussions

thereby making the learners be independent. the reviewed study was done amongst the college

students and lecturers while this study was conducted in the secondary schools of Mumbwa

District. The findings were different looking at the level of ICT application in the preparation of

children for self-reliant.

A study by Wagner (2001) on ―ICT teaching in African schools‖ stated that ICTs are being

considered a major tool for improving accessibility to and efficiency of education in developing

countries. ICTs are also being viewed as a ―flat world‖ enabler by providing access to the latest

educational content developed all over the world. However, despite many promising efforts,

there is still a significant digital divide between educational institutions located in developing

and developed countries. This includes policy and infrastructure gaps, lack of training facilities

and trained maintenance personnel, limited community participation, gender related issues, and

ICT access issues. With such lapses in other countries, it was significant to find out the types of

ICT which were in the secondary schools of Mumbwa District and how they were used to

promote learner centred atmosphere in class.

In a similar study was conducted by Schroll (2007) entitled ―Examining what influences a

teacher‘s choice to adopt technology and constructivist principles in the classroom learning

environment.‖ The study employed a quantitative design and drew conclusion from the data

collected using a questionnaire in primary schools. one recommendation made was that

stakeholders of educational policy in African governments should redesign and reconstruct their

educational systems based on the new educational paradigms so that both teachers and students

25
benefit from the application of ICTs in schools in order to develop the necessary knowledge and

skills sought in this digital age. Hence, most countries in Africa are focusing on approaches to

the application of ICT in relation with the teaching and learning to improve the quality of

education by emphasizing competencies such as critical thinking, decision-making, and handling

of dynamic situations, working as a member of a team and communicating effectively. How the

secondary schools were transforming the learning environment into a learner centred one was

what the study sought to establish in the secondary schools of Mumbwa District.

Reports by UNESCO (2005) regarding ICT teaching in schools stated that the application of

ICTs in teaching and learning in schools make natural tools in education in developing countries

especially in Africa because of the simple and fundamental fact that learning is largely based on

dealing with information which is used in listening, reading, writing, reassuring, talking,

synthesizing, evaluating and analysing, solving mathematical problems, and memorizing verses

and state capitals, are all examples of off-computer information processing. Even more

importantly, ICT can be used for other types of information processing, formerly marginal in the

traditional school, but now becoming more and more essential, like project planning, or the

search for new information outside school textbooks, as well as in the processes of so-called

creative writing (drawing, constructing). Zambia was not among the countries in which the

report was based hence there was need to conduct this study in selected secondary schools of

Mumbwa District.

A report by UNESCO (2005) on ―Education in Africa‖ discussed a number of issues regarding

integrating ICT in the teaching and teacher training. Despite the many challenges faced by

African governments, in many other school activities in Africa (such as sport, for example),

different kinds of interaction between students and teachers can gain from using ICT. The human

26
dimensions of ICTs manifest themselves in providing powerful means to open dialogue, fruitful

interaction, and synergy between a teacher and a student or, rather, between Master and

Apprentice, as well as among apprentices themselves whether in close contact or by long-

distance. The report was not certain regarding the country in which it directed its findings.

Therefore, this study determined how the use of ICTs can help improve the academic

performance of school going children in Mumbwa District of Zambia.

In Uganda, Ali, Haolader and Muhammad (2013) investigated, ―The Role of ICT to Make

Teaching-Learning Effective in Higher Institutions of Learning in Uganda.‖ The study employed

classroom observations, focus group discussions and interviews to teachers and pupils in the

secondary schools. The findings cited innovations that ICT has brought in teaching learning

process to include: E-learning, e-communication, quick access to information, online student

registration, online advertisement, reduced burden of keeping hardcopy, networking with

resourceful persons, etc. However, the presence of all these factors increased the chance of

excellent integration of ICT in teaching-learning process. It was not clear how the application of

ICT in the secondary schools of Mumbwa District improved the academic performance of pupils.

A study conducted by Tearle (2003) looked at, ―ICT Implementation: what makes the

difference.‖ The study used a qualitative approach on college students in the South Africa. The

results suggested five important reasons for teachers to use technology in education: (1)

motivation, (2) distinctive instructional abilities, (3) higher productivity of teachers, (4) essential

skills for the Information Age, and (5) support for new teaching techniques.‘ In order to use

technology in the classroom effectively, teachers‘ attitude toward technology should be positive

and they should be trained in using the modern technologies in the field of education. Whether

27
the application of ICTs can help prepare learners to be self-reliant after school in the Zambian

communities was what the study worked to establish.

Based on the premise of a study conducted by Becker (2001) named, ―The application process

should strengthen learning of students,‖ there is a need to present an integrated point of view in

the application of these processes and to develop some concrete examples for teachers. A mixed

methods approach was used to collect and analyse data from a sample which included college

students and lecturers. The conclusions drawn from the study were that the effective use of ICT

in lessons depends on the awareness of teachers of the potential of ICT in teaching and learning

processes. Further conclusions were that there was need for appropriate selection of materials for

their students, effective contemplation of their lessons and carrying out class management rules

while overcoming the difficulties encountered during lessons in which technology supported

learning environment. These requirements are assessed within the framework of ―5W1H‖

questions and a detailed model is suggested. Instead of conducting a study on college students in

Uganda who were able to purchase a computer, the study dwelled on the secondary school

students in the secondary schools of Mumbwa District in central province.

2.3 Literature in ICTs in Zambia

The history of ICTs in Zambia goes back to 1913 when the first manual phone was installed in

Livingstone the then capital of Northern Rhodesia. Until the country‘s reversion to liberalism in

1991, the provision of ICTs was solely the monopoly of the state. However, since 1991, Zambia,

like other Sub-Saharan African countries, has been integrating ICTs in various sectors of its

economy.

28
Zambia as has put in place an ICT policy (MOTC, 2006) that aims to improve the livelihoods of

Zambians by ensuring the availability of accessible, efficient, reliable and affordable ICT

services in most of the government institutions. The national information and communication

technology policy document addresses several sections, among them includes; Information

technology, Broadcasting, telecommunications and Postal services. However, it is the section on

information technology that sets out the objectives and strategies pertaining to ICT and

education.

The relevant objective in this section according to MoTC (2006) states that government will

encourage: ―…the use of ICT in schools, colleges, universities and other educational institutions

in the country so as to improve the quality of teaching and learning.‖While the Ministry of

Education‘s decision to introduce ICT as a compulsory subject in secondary schools may be a

step in the right direction, its implementation may prove beyond the capabilities of those

involved. This is because many schools including those in urban areas have little or no access to

computers that can form a strong base on which Information and Communication Technology

(ICT) will be taught in a classroom.

According to Williams (2011) constraints such as inadequate technical infrastructure, limited

human skills to use available networks and services, the relatively high cost of communications

equipment, and poor policy and regulatory environments have hampered the development of ICT

in Zambia.

Nevertheless, the newly-introduced ICT subject in Zambian schools provides strong evidence

that policymakers in the country‘s education sector have recognised the importance and value of

technology for learning and teaching in secondary schools.

29
Additionally, it is indisputable that the ICTs are increasingly important in achieving development

goals and promoting citizen participation not only in Zambia but across borders.

Apparently, experts suggest that the advent of the new growth theories means that technology

change has been indigenised and linked up more closely to education, health and other such

inputs that enhance human development. This could have instigated Zambia‘s policymakers to

introduce ICT as a compulsory subject in secondary schools (Williams, 2011).

While ICT continues to advance in western and Asian countries, African countries still

experience a lag in its implementation, and that continues to widen the digital and knowledge

divides. In a recent study by Kiptalam et.al (2010), observed that access to ICT facilities is a

major challenge facing most African countries, with a ratio of one computer to 150 students

against the ratio of 1:15 students in the developed countries.

Whereas results indicate that ICT has penetrated many sectors including banking, transportation,

communications, and medical services, the Zambian educational system seems to lag behind.

Further, recent report by the National Council for Science and Technology (2010) indicated that

computer use in Zambian classrooms is still in its early phases, and concluded that the

perceptions and experiences of teachers and administrators do play an important role in the use

of computers in Zambian schools.

Specifically governments especially in developing countries have tried to improve their national

programs to integrate ICT into education. According to Benzie (1995), national programs have

not been so successful to implement ICT into educational systems because they were formulated

in non-educational realms and they were not supported with educational research.

30
According to Williams (2011) effective and successful application of ICTs in schools there is

need to first of all consider Teacher Training and Professional Development. It is a well-known

fact that professional teacher development is a key to successful application and the integration

of ICT in teaching and learning process. Teachers remain the gatekeepers for pupils‘ access to

educational opportunities afforded by technology: They cannot and should not be ignored.

Moreover, providing technical skills training to teachers in the use of technology is not enough.

Teachers also need professional development in the pedagogical application of those skills to

improve teaching and learning process.

Watson and Watson (2011) pointed out that the starting point of a digital classroom is a teacher.

Teachers must be trained to effectively use the technology for planning student instruction. The

role of the teacher has subtly shifted from being the sole 'provider' of knowledge to being a

facilitator as the student explores for himself, the expansive world of knowledge. From being a

'sage on the stage', to being a 'guide by the side'. In today's world, lifelong learning has become a

critical determinant of success. Hence, more than mastering various competencies, the key skill

required is learning how to learn. The Learning Management System (LMS) harnesses the

potential of technology to improve learning outcomes and to prepare students for the accelerated

changes in the world in which they live.

According to UNESCO (2002) Teacher education institutions may either assume a leadership

role in the transformation of education or be left behind in the swirl of rapid technological

change. For education to reap the full benefits of ICTs in learning, it is essential that pre-service

and in-service teachers have basic ICT skills and competencies. Teacher education institutions

and programmes must provide the leadership for pre-service and in-service teachers and model

the new pedagogies and tools for learning. They must also provide leadership in determining

31
how the new technologies can best be used in the context of the culture, needs, and economic

conditions within their country. To accomplish these goals Williams (2011) reviewed that

teacher education institutions must work closely and effectively with teachers and administrators,

national or state educational agencies, teacher unions, business and community organizations,

politicians and other important stakeholders in the educational system. Teacher education

institutions also need to develop strategies and plans to enhance the teaching-learning process

within teacher education programmes and to assure that all future teachers are well prepared to

use the new tools for learning.

To prepare successful students for the 21st century, there is a general consensus among

researchers that the learning standard should shift from teacher-centered instructive approach to

pupil-centered learning approach where learning is possible anytime, anywhere, anyway and

anyhow as earlier alluded. The vision of learning that will prepare students to face the challenges

of the 21st century will be one that is active, participatory, deep, and personalized. Teachers will

be facilitators, motivators, and analysts of learning who have the knowledge and skills to design

the necessary conditions in the learning environment to bring about the desired learning for our

students.

One of the major changes in education can be described as a general shift from teaching to

learning. This does not mean that the teacher is becoming any less important. Rather, the

teacher‘s role is increasingly to assist students to become good learners. At the same time,

teachers must help create stronger relationships between the subjects of study and concrete

reality, putting them in a more relevant context for students. In many cases, this implies an

integration of disciplines and cooperation among teachers of different subject areas.

32
As is the case for other sectors of the wider economy and society, education will need to come to

terms with the new technologies. This could require substantial public and private sector

investments in software research and development, purchase of hardware, and refurbishment of

schools. It will be difficult for national policy-makers to resist finding the necessary resources,

whatever their sensibilities for expenditure on education, although without international co-

operation and assistance the poorest countries could fall still further behind. Parents and the

public at large, in the industrial countries at least, are unlikely to accept for too long the notion

that education should be less well equipped with the new technologies than other areas of social

and economic activity (UNESCO, 1998, pp. 19-20).

The dilemma which arises in providing educational technology stems from a lack of financial

resources and a limited distributive capacity. In addition, many African countries have not been

able to employ teachers, and provide resources to keep up with this demand. This brings about

compromised quality of education. Further, many African governments face the predicament of

educational expansion that corresponds with economic development. Despite the setbacks,

access to education is a strong focus of most governments (Tearle, 2003).

According to Pelgrum (2001) ICT can play a significant role in equalizing opportunities for

marginalized groups and communities. But the paradox is that for those groups that are unable to

cross the technology divide, ICT is yet another means to further marginalize them. Education has

a major role to play in resolving this problem. Thus, unless ICT becomes part of both the

delivery and content of education, the disadvantage will deepen and development will suffer.

But the failure to use ICT is itself a result of the digital and knowledge divides that exist, and

their causes are deeply embedded in the complex historical and socio-cultural context of the

33
country. Fortunately, with the Vision 2030 goals, the Zambian government has begun to

implement strategies that will address these paradoxes.

By adopting ICT, we can offer high quality education. Ehrmann (1994) identified four distinct

faces of quality education, which can be supported by ICT: learning by doing, real time

conversation, delayed time conversation and directed instruction, thereby taking this into

consideration the use of ICT could improve performance, teaching, and administration, have a

positive impact on education as a whole, and develop relevant skills in the disadvantaged

communities - helping in liberation and transformation. The Dakar Framework for Action

(World Education Forum, Dakar, Senegal, 2000) also stressed the use of ICT for achieving

‗Education For All‘ (EFA) goals and recommended, ―ICT must be harnessed to support EFA

goals at an affordable cost as earlier alluded. These technologies have great potential for

knowledge dissemination, effective learning and the development of more efficient education

services.‖

A Unified Model of Application and Integration of ICT into Teaching and Learning

Process

This model is not a linear model, but a cyclical model. That is to say, whereas questions on

―who‖, ―why‖ and ―how‖ are the primary questions to be answered in the integration process,

―how‖ questions should be answered within the context of ―what‖, ―where‖ and ―when‖. All the

structures formed under the guidance of the questions in the model are taken into account, both

individually and as a whole.

1. Why should ICT resources and applications be used? The answer to this question should

focus on the learning of students in terms of pedagogy, technology, and contents‘

34
 coherence. Therefore, Technological, Pedagogical Content Knowledge (TPCK)

framework is defined as: “TPCK is the basis of good teaching with technology and

requires an understanding of the representation of concepts using technologies;

pedagogical techniques that utilize technologies in constructive ways to teach content.

On this basis, the answer given to the question ―What is the purpose of the integration process?‖

becomes important. Teachers should be trying to strengthen students‘ learning by combining

appropriate pedagogical approaches and ICT applications and resources in direction of

acquisitions of topic.

The answers to ―why‖ question should be looked for within the framework of ICT resources and

applications: Strengthening the learning process of students; Carrying out acquisitions of field of

subject matter; Developing high level learning skills and supporting individual differences of

students.

2. For whom shall ICT resources and applications be used? The subject of the integration of ICT

into teaching and learning process is students or, in other words, they are the learners who are

subjected to the integration. For this reason, it is important to determine the characteristics of

learners who are the target group of the integration process. Therefore, it is necessary to

designate for whom ICT resources and applications shall be used and to identify the

characteristics of these users. In addition to cognitive, affective, social, and physiological

characteristics of learners, ICT literacy should be taken into consideration. The answers given to

―who‖ questions should be looked for in: ICT literacy of learners; Interests and necessities of

learners; Individual differences of learners; Individual characteristics of learners; Learning

strategies of learners

35
3. How will ICT resources and applications be used? In order to prepare and carry out learning

environment which is appropriate to the purpose and the characteristics of the target group, the

question ―How shall ICT resources and applications be used with appropriate teaching methods

and learning strategies?‖ becomes important.

It is also necessary to determine via ―how‖ questions where and when to use the ICT resources

and applications in accordance with the teaching methods and learning strategies selected as

being appropriate to the content. That is why ―how‖ questions should be taken into account with

―what‖, ―when‖ and ―where‖ questions and their answers: Which ICT resources and applications

shall be used? Where will selected ICT resources and applications be used? When shall selected

ICT resources and applications be used?

a. Which ICT resources and applications should be used? Answering the question ―Which ICT

resources and applications would pupils and teachers benefit from?‖ is important and for the

selection of ICT resources and applications necessary and appropriate for use by teachers in this

process. The answer to “what” or “which” questions should be carefully looked for in selecting

ICT resources which are appropriate to: Learning strategies; Teaching methods; Evaluation

processes and the individual characteristics of students.

b. Where will ICT resources and applications be used? The place where ICT resources and

applications are used in the teaching and learning process may be the classroom or laboratory as

well as any place out of school such as home, library, scientific centres, museums or on-line

environments. It is more important to prepare the appropriate environment for the integration of

ICT into teaching and learning process. Therefore, it is important to find an answer to the

36
question ―Where shall ICT resources and application be supplied from and where shall they be

used?‖

It is important to provide guidance services and support as part of ICT resources and

applications. The physical conditions of the environment is crucial, in addition to its user-

friendliness and the availability of technical support. The environment where ICT is used should

be (a) pedagogically, (b) technically, (c) physically and (d) managerially appropriate.

The answers to ―where‖ questions should be looked for in: Where to supply ICT resources and

applications from; Where to use supplied ICT resources and applications; Where to provide

support for the use of ICT resources and applications; Where students can access ICT resources

and applications as well as the necessary support

c. When should ICT resources and applications be used? The answer of the question ―When ICT

resources and applications should be used?‖ It is critical for effective lesson-planning and so the

applicability of the plan during the integration process of ICT into teaching and learning process.

The answers to ―when‖ question should be looked for in: Time and duration of use of ICT

resources and applications; Which ICT resources and application to use and when to use them in

accordance with the characteristics of learners and Time of the use of ICT resources and

applications in the evaluation process.

Technology should be used as a tool to support educational objectives such as skills for

searching and assessing information, cooperation, communication and problem solving - which

are important for the preparation of children for the knowledge society (Drent and Meelissen,

2008) carried out a study examining the factors relating to the uptake of ICT in teaching. The

results showed that the teachers who are already regular users of ICT have confidence in using

37
ICT, perceive it to be useful for their personal work and for their teaching and plan to extend

their use further in the future.

The factors that have been found to be the most important to teachers in their teaching through

the application of ICTs in the teaching and learning process is: making the lessons more

interesting, easier, more fun for them and their pupils, more diverse, more motivating for the

pupils and more enjoyable. Additional, more personal, factors such as: improving presentation of

materials, allowing greater access to computers for personal use, giving more power to the

teacher in the school, giving the teacher more prestige, making the teachers‘ administration more

efficient and providing professional support through the Internet.

ICT enhancements improve education standards in a number of ways some among the following:

It enables the effective storing/sorting of information, and can offer new fast ways of

communication; It enables the reduction of information quantity towards a higher quality and

better structure; It can be integrated into teaching and learning strategies – and used to support

relative learning theories; and ICT (computers, Inter and Intranet) can be used to create new

types of interactive learning media for improved quality, equity, and access in higher education

(Rosswall, 1999).

2.4 Summary
Extensive literature related to the factors affecting the application of ICTs in relation with

teaching and learning in secondary schools in Mumbwa district has been reviewed. However,

there is still knowledge gap on the factors affecting application of ICTs in relation with teaching

and learning in secondary schools in Mumbwa district. In addition literature does not show the

38
extent to which the application of ICTs in relation with teaching and learning in secondary

schools in Mumbwa district and the beneficiaries of these services.

39
 CHAPTER THREE: METHODOLOGY

3.1. Research Design

Research design is defined as a plan used to study a problem or questions. In the same line,

Orodho (2003) defines a research design as the scheme, outline or plan that is used to generate

answers to research problems. Meanwhile, Msabila and Nalaila (2013:27) points out that, ―…a

research design is a plan on how a study will be conducted or a detailed outline on how an

investigation will take place.‖ The study adopted a case study research design and employed

mixed methods in data collection. Kombo and Tromp (2014: 72) write that, ―…a case study

seeks to describe a unit in detail, in context and holistically. It is a way of organizing educational

data and looking at the objects to be studied as a whole.‖ A case study design was chosen for this

study because it enabled the researcher to interact with the respondents in their natural

environment so as to understand the problem in totality.

Mugenda (1999) explain that a mixed method combines both qualitative and quantitative

methods of data collection and merge them at some point. Creswell (2003) adds that mixed

method studies need to have both qualitative and quantitative research questions and instruments

of data collection. The qualitative part allowed the researcher to carry out an in depth

investigation using focus group discussions so as to understand the whole phenomenon as it

existed in the schools. The quantitative method was used and administered a questionnaire to

teachers of ICT in the secondary schools of Mumbwa District.

3.2. Universe Population

Universe population refers to the total number of the items or units in any field of inquiry or the

total number of items about which information is desired (Kothari, 2004). Target population is

also defined as the population from whom the findings will be realized (Msabila and Nalaila,

40
2013). Universe population is the entire mass of objects set for observation in a given study. The

sample observations provide only an estimate of the population characteristics (Singh, 2006).

With regards to this study, the universe population was all teachers in the selected secondary

schools of Mumbwa District.

3.3. Sample Size

Sidhu (2014) defines sample as a small proportion of the population selected for observation and

analysis. Sample size is defined as the number of participants selected from the universe,

(Kasonde-Ng‘andu, 2014). The sample for the study comprised a total of six (6) secondary

schools, 14 ICT teachers and other 46 teachers in the selected schools. The total sample was 60

respondents.

3.4. Sampling Criteria

With regards to Ng‘andu (2014), sampling technique is that part of the research plan that

indicates how objects are to be selected for the study. Sampling technique or procedure is the

process of selecting units from the universe population of the researcher‘s interest (White, 2003).

Two sampling techniques were used in order to come up with the sample for the study. The study

employed random (other teachers) sampling and purposive (specifically for ICT teachers)

sampling techniques.

3.4.1. Random Sampling Technique.

A definition by White (2003) says that simple random sampling technique is a selection

technique that provides each population or element with an equal chance of being included in the

sample. Leary (2004) note that it is argued that sampling is a process by which the researcher

selects a group of individuals for the study from the population of interest. DeVos (2000) adds

that in random sampling, each individual case has an equal chance to be selected for the sample.

41
In relation to this study, random sampling was used to select the respondents (teachers) from the

6 secondary schools from Mumbwa District and to come up with number of teachers for a focus

group discussion.

3.4.2. Purposive Sampling Technique.

Scholars like Singleton et al (1988) note that purposive sampling is a type of sampling which is

based entirely on the judgment of the researcher. In this technique, a sample is composed of

elements which contain the most characteristic, representative of typical attributes of the

population. White (2003) observes that purposive sampling is based on the researchers‘

knowledge of the population and a judgment is made about which subjects should be selected to

provide the best information to address the purpose of the research. Msabila and Nalaila (2013)

add that purposive sampling involves nothing but purposely handpicking individuals from the

population based on the authority or the researcher‘s knowledge and judgment. With regards to

the study, purposive sampling was used to come with teachers of ICT in the selected secondary

schools of Mumbwa District. These were purposively sampled because they were the ones who

taught ICT in the selected secondary schools.

3.5. Data Collection Instruments

Research instruments according to Ng‘andu (2014) are the tools that the researcher uses in

collecting the necessary data. This study used two research instruments to fulfil the stated

objectives namely; a focus group discussion guide and a questionnaire.

3.5.1 Focus Group Discussion

Focus group discussion is ―…a way of collecting qualitative data, which essentially involves

engaging a small number of people in an informal group discussion (or discussions), ‗focused‘

around a particular topic or set of issues‖ (Wilkinson 2004: 177). The researcher used focus

42
group discussions to collect qualitative data from teachers in the secondary schools who were not

teaching ICT. Subjective responses in the focus group provided more information through

certain gestures and expressions regarding the teaching of ICT in the secondary schools of

Mumbwa District.

3.5.2. Questionnaires
A questionnaire is a research instrument type which has a listed number of printed questions

used for data collection (Ghosh, 2013). In the view of Brown (2001:6), questionnaires are "any

written instruments that present respondents with a series of questions or statements to which

they are to react to either by writing out their answers or selecting them among existing

answers." This research used an open ended questionnaire in the collection of data. Gass and

Mackey (2005) say that open-ended questionnaire items, on the other hand, allow respondents to

express their own thoughts and ideas in their own manner, and thus may result in more

unexpected and insightful data. An open ended questionnaire was used in this study used to

collect data from the teachers of ICT in the secondary schools of Mumbwa District.

3.6. Data Collection Procedures

Before commencing the research, the researcher sought permission from the offices of the

District Education Board Secretary (DEBS) for Mumbwa District. The list of schools and

distances from the BEBS‘ office was also collected. A ruffle draw was conducted to pick the 6

secondary schools. This was followed by appointments with sampled secondary schools in

Mumbwa District by presenting the letter of permission. Another ruffle draw was conducted in

every secondary school to pick the teachers to take part in the focus group discussion.

43
3.7. Data Analysis Procedures

Data analysis refers to the practical application of formal mathematical procedures to the

analysis of social science data. It is concerned with sensitizing social researchers to the use,

interpretation and evaluation of relevant data (Rose and Sullivan, 1993). The data collected in

this research was analyzed using Microsoft Excel 2007 to generate charts. Analysis involves

categorizing, ordering, manipulating and summarizing them before describing data using

meaningful terms. Qualitative data was analyzed using thematic analysis. Common themes were

categorized and put together under each research question.

3.8 Ethical Considerations

A study of this nature requires that the safety, rights, needs, values and interests of participants

are protected and respected. There are various factors to be considered by the researcher. Some

of which are informed consent, confidentiality and protection of individuals and sites where this

research was conducted from any form of intimidation. In all, ethical issues are looked at as a

matter of sensitivity to the rights of others and respect for human rights (Catell, 1966).

In carrying out this research, therefore, the researcher sought permission from all stake holders.

These included; introductory letter from the University of Zambia and District Education Board

Secretary (DEBS) for Mumbwa District. Participants were also informed that they had the right

to withdraw from participation if they so wished. Persuasion and cohesion of any form was

avoided. Participants, therefore, took part on their own free acceptance and willingness.

3.9 Limitations of the Study

The study was limited to the secondary schools of Mumbwa District of central province in

Zambia. This meant that the findings cannot be generalized to the whole district, province and

44
country as a whole. The sample was also not sufficient enough to enable the study findings be

generalized to other parts of the country.

CHAPTER FOUR: PRESENTATION OF FINDINGS

4.0. Introduction
The methodology which was adopted in this study was discussed in the previous chapter. The

findings of the study are presented in this chapter. The chapter will first present the demographic

characteristics of the respondents and their qualifications. Thereafter, the findings of the study

are presented in accordance with the research objectives. These were to:-

i. Find out the types of ICTs used in schools.

ii. To determine how the application of ICTs can help transform the learning

environment into one that is learner-centered.

iii. To establish whether the application of ICTs can help in improving the

performance of school going children.

iv. To determine whether the application and use of ICTs can help prepare learners to
be self-reliant after school

4.1.1 Demographic Characteristics of Respondents

The table below shows the demographic characteristics of respondents.

Table 1: Percentage Distribution of Gender of Respondents

Frequency Per cent Valid Per cent Cumulative Per

cent

Male 41 70.7 70.7 70.7

45
 Female 17 29.3 29.3 29.3

Total 58 100.0 100.0 100.0

Table 1 above shows that this study had a total number of 58 respondents. In terms of gender,

70.7% of the respondents were male while the remaining 29.3% were female. More male

teachers participated in the study than female teachers.

4.1.2 Qualifications of Teachers

Frequency Percent Valid Percent Cumulative

Percent

Graduate in B.Ed. 10 17.2 17.2 17.2

14 24.1 24.1 24.1

Graduate in B.A.Scs.

34 58.6 58.6 58.6

Diploma in Education

Total 58 100.0 100.0 100.0

Table 2 below shows the qualification of teachers who participated in the study.

As shown in Table 2 above, eleven respondents (10) respondents representing 17.2% had

bachelor‘s degrees in education, fourteen (14) respondents representing 24.1% had Bachelor of

Science degrees and thirty five (34) respondents representing 58.6% had diplomas in education.

46
2.2 Types of ICTs used in schools
The first research question sought to find out the types of ICTs used in schools. To answer this

question, focus group discussions were conducted with teachers. The focus group discussions

were recorded and transcribed. Questionnaires were also used to get answers from teachers on

the types of ICTs used in schools. Questionnaires were used for purposes of triangulating the

information given by teachers during interviews.

(a) Findings from Focus Group Discussions with Teachers on Types of ICTs in Schools

Many respondents in the focus group discussions said that the schools they were teaching from

had some ICT equipment while a few indicated that they did not have ICT equipment. One of the

respondents among those that agreed said, ―Our school has a few ICT equipment. We have two

desktops, a laptop, a printer and a land phone but this equipment is in the heads office.‘‘ Another

respondent interviewed from another school said:

‗‟This school has some ICT equipment such as desk tops, fax machine, printers, T.V,

mobile phones and laptop. However, this ICT equipment is not enough to meet the

number of pupils in school. For example, we have 150 pupils in Grade 9 against 12 desk

tops in our computer lab. This has made it very difficult to teach pupils in ICT because it

is now a compulsory subject at junior level.‟‟

Another respondent from another focus group discussion mentioned that the school she was

teaching from had ICT equipment such as a television set, a printer, a satellite dish and 3 desk

tops. She mentioned however, that the ICT equipment was mostly used by the head teacher and

deputy head teacher. She further mentioned that the ICT equipment was only shown to pupils

during demonstrations a situation she called a bad.

47
As mentioned earlier, there were a few respondents from focus group discussions that mentioned

that they were not using any ICT equipment in their schools. One of the respondents in one focus

group discussion said,‘‘ We do not have ICT equipment in school and this is making teaching

difficult. Our school was just upgraded to a secondary school and the school has not yet

purchased the ICT equipment.‘‘ Another teacher who participated in a focus group discussion

conducted at another secondary school mentioned that the school had no equipment for ICT. He

mentioned that the few Grade 8 and 9 pupils at the school were few and paid very little money

making it difficult to buy ICT equipment that could be used for learning purposes. He further

mentioned that it was even going to be difficult to conduct exams in ICT because the school

lacked equipment.

(b). Findings from Questionnaires

The figure 1 below shows the absence and presence of ICT equipment in schools.

Presence or Absence of ICT Equipment in Schools

80 67
60
Per cent 40
33
20
0
ICT Equipment in Sch No ICT Equipment in Sch
Equipment in Schools

Eight out of twelve respondents (67%) who answered questionnaires mentioned that their

schools had ICT equipment while four respondents (33%) said that they did not have ICT

equipment in their schools. Many of the respondents, who agreed, wrote that the schools they

were teaching from had ICT equipment such as desktops, laptops, printers, mobile phones,

48
television sets and satellite dish. However, many respondents indicated that the ICT equipment

which was in these schools was not enough to meet the population of the pupils in school. Many

of the respondents mentioned that the schools they were teaching from did not have money to

buy ICT equipment at once.

33% of the respondents who answered questionnaires mentioned that they did not have ICT

equipment in schools. Some of the teachers mentioned that it was now when the schools they

were teaching from had started planning to buy the equipment especially that ICT was a

compulsory subject.

4.3 How the use of ICTs can help transform the learning into one that is learner cantered
The second question sought to determine how the use of ICTs can help transform the learning

into one that is learner centred. In order to get this information, focus group discussions were

conducted with teachers at each school.

All respondents in focus group discussions mentioned that the use of ICTs help transform the

learning into one that is learner centred. One of the participants in the focus group discussion

mentioned that the use of ICTs in schools expands access to education thus enabling learners to

have access to materials 24 hours per day. He further mentioned that as learners use the internet

through phones and laptops, they are able to research and get information on their own thus

making their learning learner centred. Another teacher commenting on the same said:

„‟Because of ICT, my teaching task is very easy because it is not me who does most of the

work but I ask learners to research as well. Normally, I ask them to use the internet and

look for information on the topic in history which I want to teach. While, our school does

not have a lot of computers, almost all the pupils in the class I teach have phones which

49
 connect to the internet. Once, learners have gathered the information, I ask them to

present the tasks assigned to them in groups and this makes them be actively involved in

the learning process.‘‘

The other aspect which was mentioned in another focus group discussion on how the use of ICTs

can help transform learning into one that is learner centred is that ICT raises education quality

and connects learning to real life situations. One of the participants in the focus group

discussions, a teacher for geography mentioned that the use of internet made it easy for him to

teach about certain animals and places which are distant through the use of pictures. He said:

‟‟ I was teaching leaners on the fishing industry in Zambia and did not have teaching

aids to use. I wanted the learners to connect this learning to a real life situation and

therefore, connected to the internet and downloaded a lot of pictures on the fishing

industry. I further gave learners an exercise on the effects of using bad fishing methods.

The leaners used the internet and came back with good answers. To me, the use of ICTs

such as phones and laptops enables learners to actively participate in learning through

research.‟‟

One of the participants in the study also mentioned that the use of ICTs can help transform

learning into that which is learner centred through the use of computers. One of the participants

in a focus group discussion mentioned that as learners work with computers, they begin to

construct or build new knowledge through accessing, selecting, organising and interpreting

information and data. She mentioned that as learners work with ICTs such as phones and

computers, they begin to learn how to access the information they need as well as select and

50
organise information. As they continue using the laptop or phone in getting the information, they

learn and develop the skills on their own without anyone teaching them.

Another participant in one of the focus group discussions said that involving learners in ICT

classrooms helps them to make decisions and plan thus making them independent learners. He

said that the use of ICTs makes learners independent as they are exposed to a variety of

information which they can use during the learning process.

4.4 Use of ICT and improvement of the performance of school going children
The third question sought to establish whether the use of ICTs can help improve the performance

of school going children. In order to answer this question, focus group discussions were

conducted with teachers in the six schools. The focus group discussions were recorded and

transcribed and the findings are presented below.

Most of the participants in the focus group discussions agreed that the use of ICTs can help

improve the performance of school going children. One of the respondents in the focus group

discussion said that the use of ICT by learners enabled them to store a lot of information on

computers easily. He further said that this information can easily be retrieved and used for

studying purposes thus leading to the improvement in the performance of learners. Another

participant in the focus group discussion said, „My performance at college improved because I

stored a lot of information on my laptop. This made it easy to access my notes and read through.

This helped me to get good results.‟

Another theme which came out from the study was that leaners who use ICT can easily find

relevant information related to the subject they are learning thus improve their performance. One

participant in the focus group discussion mentioned that learners who use ICTs such as laptops

51
and internet can easily access relevant information which even teachers might not have. This

access to information makes such learners to be ahead of their friends because of not only relying

on the information given by the teachers. He stated that this improved the performance of such

learners because they had access to a lot of information. Another respondent said:

If our learners can use ICTs such as phones to access notes on the internet, it can lead to

the improvement in their performance. There are good notes on the internet in all the

subjects. Procedures of certain experiments are also shown on you tube and pupils can

learn on their own even if the teacher has not taught. Access to electronic notes through

the use of ICTs can definitely improve the performance of the learners‟

Another participant in one of the focus group discussion also mentioned that the use of ICTs by

learners leads to the growth in their knowledge. He mentioned that as learners used ICTs, their

knowledge improved and grew because of the exposure to multiple sources of information. This

he said leads directly to the improvement in their performance.

4.5 Application and use of ICT by learners after school.

The fourth question was aimed at ascertaining whether the application of ICT can help prepare

learners to be self- reliant after school. In order to get this information, focus group discussions

were conducted with teachers in all the six schools. The focus group discussion were recorded

and transcribed. Further, teachers of ICT were given questionnaires to answer the question too.

The twelve did not participate in focus group discussions. The findings presented below are from

focus group discussions and questionnaires.

(a). Findings from Focus Group Discussions

52
Most of the people who participated in the focus group discussions said that application of ICTs

can help prepare learners to be self-reliant after school. One of the teachers who participated in a

focus group discussion mentioned that ICT as a subject can equip learners in schools with skills

which can help them survive after they leave school. He mentioned that through the use and

application of ICTs, learners can learn how to install software programmes and also hard ware

repair. These skills can be utilised after leaving school when they repair and install programmes

for a fee. One of the participants in the focus group discussion said:

„‟I know one pupil who love working with computers. He acquired skills in repairing

computers and installing programmes through interacting with people who owned the

computers. I was surprised to learn that he earns a living through installing programmes

on computers.‟‟

Another important aspect that was mentioned in the focus group discussion was that the

application and use of ICTs can help learners get employed. One participant mentioned that

through the application of ICTs, learners were acquiring a lot of skills such as typing, graphic

designing, programme installation and many more. When they complete school, learners can use

the same skills to acquire employment as graphic designers in these internet cafes. Another

participant in the focus group discussion said that ICT had created a lot of employment in

Zambia and the world in general and many leaners who acquire ICT skills have a lot of

employment opportunities waiting for them. One respondent in one of the focus group

discussions said:

„‟One of my pupils has been employed in Solwezi by Kansanshi Mine in the security

department because of knowing how to use a computer. Kansanshi Mining PLC wanted

school leavers to work in the security office by monitoring all mine activities on CCTV

53
 cameras. My pupil had some knowledge in using a computer even before ICT was made a

subject in school and when he was tested during interviews, he did extremely well and is

currently working for Kansanshi Mine‟‟.

Another important aspect that was brought out in the focus group discussion was that the

application of ICT can help learners create employment after they leave school. One participant

in the focus group discussions said that the application and use of ICTs can help learners set up

businesses such as internet and printing services in the areas they live. He said that as long as

school leavers had acquired the necessary skills.

(b). Findings from Questionnaires

The figure below presents findings from teachers of ICT on whether the application and use of

ICT can help prepare learners to be self –reliant after school.

The figure 2 below shows the Response of teachers on whether ICT helps learners to be

self-reliant after School

Response of teachers on whether ICT helps learners to be self-reliant

after Sch

25% ICT helps learners be self-

reliant
75% I do not know

Figure 2: Responses of teachers on whether ICT prepares learners to be self- reliant after

school

54
As shown in figure 1 above, nine out of 12 respondents (75%) who were given questionnaires

mentioned that the application and use of ICT could help prepare learners to be self-reliant after

school. They mentioned that the skills which are acquired in in ICT can make them be employed

as well as employ themselves by providing services such as typing to the community. Three (3)

respondents (25%) however, stated that they did now know if the use of ICT would help prepare

learners to be self-reliant after school.

CHAPTER FIVE: DISCUSSION OF FINDINGS

5.1 Introduction
The purpose of the study was to establish the application of ICTs and its relationship with the

improvement of teaching and learning. The previous chapter presented findings of the study.

This chapter discusses the findings of the study. The discussion was guided by the research

objectives which were:

i. To find out the types of ICTs used in schools.

ii. To determine how the use of ICTs can help to transform the learning environment

into one which is learner centred.

iii. Establish whether the use of ICTs can help improve the performance of school going

children.

iv. To ascertain whether the application of ICTs can help prepare learners to be self-

reliant after school.

55
5.2 The types of ICTs used in schools
The study revealed that computers, mobile phones, printers, television sets and desktops were

some of the types of ICTs used in schools. It was also revealed in the study that not all schools

had ICT equipment. Some participants in the focus group discussion and four teachers of ICT

mentioned that the schools they were teaching from had no ICT equipment. The majority of the

respondents who mentioned the types of ICTs found in the schools they were teaching from also

said that the few ICTs they had were in the offices of administrators and not labs were most of

the pupils can access them. Further, out of the six schools which were sampled for the study,

only one was connected to the internet. Computer and internet skills are very important tools for

getting information and are necessary in schools.

A number of lessons can be drawn from these findings. The first one being that the types of ICTs

used in the six schools were not adequate to meet the demands of the learners. The population of

learners in the schools by far outnumbered the available types of ICTs used in these schools. The

implication of the findings is that learners are not exposed to a variety of ICTs thus not fully

benefiting from them. This finding is not in line with what Wagner (2001) states that ICTs are a

major tool for improving accessibility to and efficiency of education in developing countries.

Secondly, the types of ICTs found in the schools were too basic for learners to realise their full

potential in terms of learning. Desk tops and phones were the commonest types of ICTs and the

desk tops were found in schools which had no internet connectivity. This meant that the few

learners who accessed them only managed to learn basic skills such as typing and saving files.

These ICTs found in these schools were not adequate and are not in line with Michiels and Van

Crowder (2001) who states that devices such as digital cameras, digital video cameras and

56
players, slide projectors ,mobile phones and traditional media such as radio(digital,satelite) and

television all fall under the umbrella of ICTs.

It was also revealed in the study that some schools did not have ICTs. This means that leaners

were not learning ICT despite the government of the Republic of Zambia introducing the subject

in schools. UNESCO (2005) states that the introduction of ICT resources in schools is one of the

most significant developments around the world during the last 20 or so years because it has the

most benefits for learners and it helps them work independently. It can be deduced from the

assertion made by UNESCO that because of the lack of ICTs in schools, learners were not

benefiting from the vast knowledge which could be derived from ICTs.

5.3 How the use of ICT can help transform the learning into one that is learner centred.
The results of this investigation showed that the use of ICTs such as internet expanded access to

education thus enabling learners to have access to learning materials 24 hours a day. Most of the

respondents mentioned as learners interacted with various types of ICTs such as phones and

computers, they can access any information they need without the active participation of the

teacher. The acknowledgement of teachers that the use of ICTs expands access to education thus

enabling learners have access to learning materials has some implications. Firstly, many teachers

were going to have a positive attitude towards the use of ICTs since they know that their

teaching was made easier. Secondly, the teachers were going to advocate for the improvement

and purchase of ICTs in the schools they teach since they wanted their learners to access learning

resources on their own.

It was also revealed in the study that the use of ICTs can raise education quality and connect

learning to real life situations. It was revealed in the study that the use of ICTs made it easy for

57
teachers to teach since ICTs such as projectors and television make it easy to present both visual

and audio aids thus connect learning to real life situations. This means that the use of ICTs can

help leaners cement their understanding of the concepts since they are tied to real life

experiences. Since ICT is considered as an aid to learning, it is in line with De Corte et al (2003)

who stated that ICT is an assisting tool, a medium for teaching and learning and finally, a tool for

organizing and management in schools.

The study also found that as learners work with computers, they build new knowledge through

accessing, selecting, organising and interpreting information and data. The skills of organising

and interpreting can only be developed if learners actively participate in the learning process. As

learners are involved in ICT classrooms, they also learn to make decisions and plan.

5.4 Use of ICTs and improvement of the performance of school going children
It was revealed in the studies that that the use of ICTs can help improve the performance of

school going children. Many participants in the focus group discussions mentioned that ICTs

such as lap tops and desktops enable learners to store a lot of information for the purposes of

studying. It was further revealed that ICTs such as computers and the internet made it possible

for learners to access information which may be left out by teachers but relevant to the subject.

Educational materials that could not be made available by schools and teachers could be made

available through the use of ICTs and as Wagner (2001) stated that ICTs are being considered a

major tool for improving accessibility to and efficiency of education in developing countries.

Further, he mentioned that ICTs are also being viewed as a ―flat world‖ enabler by providing

access to the latest educational content developed all over the world.

58
Since the findings of the study showed that there were some schools that did not have ICTs, it

means that the performance of learners in these was going to be affected. .

5.5 Application of ICT among learners to prepare them to be self-reliant after school
Nine out of the twelve respondents (75%) who answered the questionnaire revealed that the

application and use of ICT prepared learners to be self-reliant after school. The respondents also

explained how the application of ICT can make one self –reliant. A number of conclusions can

be drawn from the finding. Firstly, the mere knowing of teachers that the application of ICT can

prepare learners to be self-reliant after school is a motivation factor to use a variety of ICTs in

the teaching process. Secondly, the views of teachers which reflects their perceptions can make

them encourage the learners to actively use and apply ICTs as they learn. Most of the teachers

mentioned that the use and application of ICTs can result in learners getting employed after they

leave school. This is also in line with Wagner (2001) who mentions that in Africa, IT skills were

essential for young people to access paid jobs.

While it has been agreed that the application and use of ICT can create employment, the

National Council for Science and Technology (2010) reports that even though ICT has

penetrated many sectors such as banking, transportation, communication and medical services,

the Zambian education system lags behind because its use in Zambian classrooms is still in its

early phase. This state of affairs raises worry because even though teachers view the application

and use of ICT as something that can create employment after school, this cannot happen if

learners are not using ICTs.

There were also 3 teachers (25%) who answered questionnaires and mentioned that they did not

know if the application of ICT can help learners to be self-reliant after school. It was also noted

59
that all these teachers were coming from schools that did not have ICTs. Further, most of these

schools were not electrified. By not being sure, there is a possibility that these teachers were not

going to encourage their learners to use and apply ICTs since they did not see any benefits. Such

teachers need to be sensitised and trained so that they encourage their learners and this is in line

with Williams (2011) who states that for effective and successful application of ICTs to take

place in schools, there is need to first consider teacher training and professional development.

Watson and Watson (2011) also mention that teachers must be trained to effectively use the

technology for planning student instruction.

It was also revealed in focus group discussions that the use and application of ICT can help

prepare learners to be self-reliant after school through the creation of self-employment. Many

respondents said that the skills acquired by learners whilst in schools can help them survive after

they leave school. They can provide a service to the community in exchange for money.

5.6 Summary of Chapter Five

In this chapter, the findings regarding the application of ICTs and its relationship with the

improvement of teaching and learning in selected secondary schools in Mumbwa district of

Zambia was discussed. To recap the salient points thus far:

Some secondary schools were using ICTs such as desktops, internet, printers and phones while

other secondary schools did not have implying that learners in these schools were not fully

benefiting from the rich education resources from ICTs. Since ICTs transforms learning into one

that is learner centred, the few ICTs in the schools is a hindrance to learner centred learning.

60
The application of ICTs among learners prepared them to be self – reliant after school in that

with the skills acquired by learners, they were able to look for employment as well as be self-

employed.

CHAPTER SIX: CONCLUSION AND RECOMMENDATIONS

6.0. Introduction

The previous chapter discussed the findings of the study. This particular chapter presents the

conclusions drawn from the research. It further makes recommendations and proposes areas for

further study based on the findings of the study.

6.1. Conclusion
A number of conclusions can be drawn from the discussion of the findings with regard to the

application of ICTs and its relationship with the improvement in teaching and learning. Using the

research objectives and questions, the following are the conclusions of the study.

6.1.1 The types of ICTs used in schools included desk tops, printers, internet, laptops and

mobile phones. Even though the schools had ICTs, they were inadequate to meet the

requirements of the learners and most of these ICTs were only used by the school

authorities for administration purposes only. Some of the schools did not have any ICTs

61
 because of having challenges of electricity as one of the schools was not electrified

despite the making of ICT compulsory at junior secondary by the Ministry of General

Education. Further, the types of ICTs found in school were basic.

6.1.2 The use of ICTs can help transform the learning into one that is learner centered because

as learners work with computers for example, they build new knowledge through

accessing, selecting, organization and interpreting information. Secondly, the use of ICTs

expands access to education thus enabling learners to access learning materials all the

time thus enabling learners to interact with these materials all the time. Further, ICT

lessons demand practice and therefore, learners are actively involved in the learning

process as the make decisions and plan throughout the learning process.

6.1.3 The use of ICTs can improve the performance of school going children as learners can

use ICTs such as a computer and internet to access leaning materials which some teachers

may not present to learners. Access to these learning materials by learners can improve

the performance of learners. Further, the use of ICTs enables learners to store and search

for information which can be used for learning purposes.

6.1.4 The application of ICTs can prepare learners to be self- reliant after school because the

skills acquired in ICT can make learners get employed as IT specialists. Further, learners

who are skilled in ICT can be self-employed in the communities they live.

6.2.0 Recommendations

The recommendations arising from this study are based on the conclusions discussed above and

are as follows:-

62
6.2.1 Although many schools had ICTs such as computers, mobile phones satellite dishes, the

study concluded that the type of ICTs were basic and not enough to meet the number of

children. Following this finding, it is recommended that schools should buy many types

of ICTs so that learners can a have a variety at their disposal for purposes of learning.

Further, it is recommended that the Ministry of General Education should buy some ICTs

and donate to schools that do not have any.

6.2.2 It was revealed in the study that the use of ICTs can help transform the learning

environment into one which is learner centered. It is recommended that Continuous

Professional development Meetings in schools should encourage the use of ICTs during

lessons.

6.2.3 The study revealed that the application of ICTs can help prepare learners to be self-

reliant after school. It is therefore, recommended that the Ministry of General Education

and the school administrations should promote the teaching of ICT in schools.

63
 REFERENCES

Ahmadi,S, Keshavarzi, A. and Foroutan, M. (2011). ―The Application of Information and

Communication Technologies (ICT) and its Relationship with Improvement in

Teaching and Learning.‖ Procedia - Social and Behavioral Sciences 28 475 – 480.

Ali, G., Haolader, F., A. and Muhammad, K. (2013). ―The Role of ICT to Make Teaching-

Learning Effective in Higher Institutions of Learning in Uganda. International Journal

of Innovative Research in Science, Engineering and Technology. 2 (8). 1-13.

Akbaba-Altun, S. (2006). Complexity of integrating computer technologies into education in

Turkey. Journal of Educational Technology and Society, 9(1): 176–187.

Albirini, A. (2006). Teachers’ attitudes toward information and communication technologies:

the case of Syrian EFL teachers. Computers and Education, 47(4), 373–398

Anderson, J. and Weert, V, T. (2002). Information and Communication Technology in

Education. A Curriculum for schools and Program of Teacher Development. Paris:

UNESCO.

64
Benzie, D. (1995). IFIP Working Group 3.5: Using Computers to Support Young Learners.

London: Chapman & Hall.

Bhattacherjee, A. (2012). Social Science Research: Principles, Methods, and Practices, 2nd

Ed. Florida: University of South Florida.

Catell, R.B. (1966). The screen test for the number of factors. Multivariate behavioral

research, 1, 245-276.

Christensen, R. (2002). Effect of Technology Integration Education on the Attitudes of

Teachers and their Students. Journal of Research on Technology in Education, 34 (4).

Chibomba, K., Koopman, M. and Stanton, T. (2009). ICT in the Zambian Classroom: Lessons

learned from the Education Support Network Project (ESNet). Lusaka: One World

Africa.

Claro, M., Nussbaum, M., López, X., and Díaz, A. (2013). Introducing 1 to 1 in the classroom:

A large-scale experience in Chile. Educational Technology & Society, 16 (3), 315–328.

Creswell, J. W. (2012), Research design: Qualitative, Quantitative and Mixed Approaches,

Thousand Oaks. London: Sage Publications

Cuban, L. (2001). Oversold and underused: computers in the classroom. Cambridge, MA:

Harvard University Press.

De Corte, E., Verschaffel, L., Entwistle, N., & van Merrienboer, J. (Eds.). (2003). Powerful

learning environments: unravelling basic components and dimensions of ICTs.

Oxford: Pergamon/Elsevier.

65
Drent, M. and M. Meelissen (2008).Which factors obstruct or stimulate teacher educators to

use ICT innovatively?" Computers & Education 51(1), 187-199.

European Commission (1995).Teaching and Learning: Towards the Learning Society.

Brussels: EU.

ERT (European Round Table of Industrialists) (1997). Investing in Knowledge: The

Integration of Technology in European Education. Brussels: ERT.

Haddad, W.D. and A. Draxler (eds.) (2002). Technologies for Education: Potentials,

Parameters and Prospects. Paris: UNESCO and the Academy for Educational

Development (AED).

Hawkins, R. (2005) Ten Lessons for ICT and Education in the Developing World. World

Links for Development Program. The World Bank Institute. 38-43.

Isaacs, S. (2007) ICT in Education in Zambia. Survey of ICT and Education in Africa:

Zambia Country Report. Lusaka: InfoDev.

Jonassen, D.H., & Reeves, T.C. (1996) ―Learning with Technology: Using Computers as

Cognitive Tools”. New York: Simon and Schuster,

Kozma, R. B. (1991) ―Designing and developing effective educational software”: Lessons from

the EDUCOM Award Winners. San Diego: EDUCOM Annual Conference.

Kombo, D.K. and Tromp, D.L.A. (2006).Proposal and Thesis Writing: An Introduction.

Nairobi: Pauline Publishers.

66
Gambaro, M. K. (2007). E-learning technologies and its application in higher education.

(Unpublished doctoral dissertation). Munchen: Maximillian Universität.

Michiels, S.I. and Van Crowder, L. (2001) ‗Discovering the 'Magic Box': Local Appropriation

of Information and Communication Technologies (ICTs).‘SDRE, Rome: FAO.

Miller, J., W., Martineau, L. P., & Clark, R., C. (2000). Technology infusion and higher

education: Changing teaching and learning. Innovative Higher Education, 24(3).

MoTC (2006). National Information and Communication Technology Policy. Lusaka: NICTP.

Newpher (2006) Teacher adoption of technology: A perceptual-control-theory perspective.

Technology and Teacher Education 9(1), 5–30.

Oshodi (1999) A study of attitudes toward computers: Anxiety, confidence, liking and

perception of usefulness. Journal of Research on Computing in Education 22(2), 137-50.

Pulkkinen, J. (2007). Cultural globalization and integration of ICT in education. In K.

Kumpulainen (Ed.), Educational technology: Opportunities and challenges. Oulu:

University of Oulu.

Pelgrum, W. J. (2001). Obstacles to the Integration of ICT in Education: Results from a

Worldwide Educational Assessment. Computers & Education 37, 163- 178.

Rosswall, T. (1999). The role of ICT in higher education at the beginning of this new

millennium. Swedish University Press.

67
Schroll, D. (2007). Examining what influences a teacher’s choice to adopt technology and

constructivist principles in the classroom learning environment. Retrieved June 11,

2016, from ProQuest Digital Dissertations database. (AAT 3275973).

Snelson, P. D. (1974) Educational Development in Northern Rhodesia 1883-1945 Lusaka:

National Education Company.

Selwyn, N. (2011). Schools and schooling in the digital age: a critical analysis. Abingdon:

Routledge.

Tearle, P. (2003). ICT Implementation: What Makes the Difference? British Journal of

Educational Technology, 34 (5), 403-417.

Tinio, V. L. (2002). ICT in Education, Washington DC: UN Development Programme.

Trucano, M. (2005).Knowledge maps: ICT in education. Washington, DC: infoDev World

Bank.

UNESCO (2005) Information and Communication Technologies in Schools: A Handbook for

Teachers. Paris: ED/HED/TED/2.

Venezky, R. L. (2002). The transformation of schooling in a networked world. Nashville: TN,

OECD/CERI: 54.

Volman, M., & Van Eck, E. (2001). Gender Equity and Information Technology in Education:

2nd Decade. Review of Educational Research, 71(4), 613–634.

Voogt, J. (2003). Consequences of ICT for Aims, Contents, Processes and Environments of

Learning. (Eds.), Dordrecht: Kluwer.

68
Watson D. (2001) Pedagogy before technology: re-thinking the relationship between ICT and

teaching. London: Falmer.

Watson, S. L. and W. R. Watson (2011). The Role of Technology and Computer-Based

Instruction in a Disadvantaged Alternative School's Culture of Learning, Computers in

the Schools 28(1): 39-55.

Wang, Q. Y., & Woo, H. L (2007). Systematic planning for ICT integration in topic learning.
Educational Technology and Society, 10(1), 148-156.

Williams, B. (2011). Factors contributing to successful implementation of computer

technology in schools. Dissertation Abstracts International, 56(08), 3092.

Wood, D. (1995). Theory, training, and technology: Part I. Education and Training, 37(1), 12–
16. Zafarullah.

APPENDIX: 1
SCHOOL OF ENGINEERING

DERPARTMENT OF ELECTRICAL AND ELECTRONICS

TEACHERS QUESTIONNAIRE

The questionnaire aims at getting your opinion pertaining to the application of information and

communication technologies and its relationship with the improvement in teaching and

learning in selected schools in Mumbwa district.

The information you give is for research purpose only. You may not write your name

otherwise your identity will remain confidential. Feel free to give opinions in your responses.

69
Please complete the following questionnaire by answering the questions and placing a tick (√)

in the appropriate block (only one block). Be honest as much as possible.

===============================================================

PART 1 BACKGROUND INFORMATION

General information

1. Teachers characteristics.

a) Gender: Male [ ] Female [ ]

b) Teachers‟ professional qualification. Qualification Tick (√)

1. Graduate in B.Ed.

2. Graduate in B.A.Scs.

3. Diploma in Education

4. Certificate

2. How long have you been teaching in your current school? Tick (√). Where applicable:

Between 1-3 years [ ]

Between 4-5 years [ ]

70
 Between 6-9 years [ ]

10 and above years [ ]

3. Which grades do you teach? Tick (√)

1 Grade 12

2 Grade 11

3 Grade 10

4 Grade 9

5 Grade 8

4. Name of your school. Tick (√)

1. Kalilwe Secondary school [ ]

2. Sanje Secondary school [ ]

3. Mumbwa Secondary school [ ]

4. Nambala Secondary school [ ]

5. Nalusanga Secondary school [ ]

6. Bulungu Secondary school [ ]

71
PART II INFORMATION ABOUT THE SCHOOL

5. Does your School have any of the following ICT equipment?

1. Mobile Phone

2. Landline Phone

3. Laptop

4. Desktop Computers

6. Scanner

7. Edu Pads

8. Satellite Dish

9. TV

10. Projectile

6. Does the above ICTs help you in teaching activities?

1. Yes [ ] 2. No [ ]

7. Does the learners learn computer lessons at school?

1. Yes [ ] 2. No [ ]

8. Do you have teachers that are trained to teach computers studies at you school?

1. Yes [ ] 2. No [ ]

9. If yes to Q. 6, how many?

1. One [ ] 2. Two [ ] 3.Three [ ] 4. More than five [ ]

72
10. Do you have a computer lab at your school?

1. Yes [ ] 2. No [ ]

11. If yes to Q. 8 Does it have enough furniture?

1. Yes [ ]

2. No [ ]

12. Do you think the application and use of ICTs can help prepare learners to be self-reliant

after school? 1. Yes [ ] No [ ]

13. Can the application of ICTs help in improving the performance of school going children?

1. Yes [ ] 2. No [ ].

a) If Yes, how------------------------------------------------------------------------------------------------

----------------------------------------------------------------------------------------------

----------------------------------------------------------------------------------------------

----------------------------------------------------------------------------------------------

----------------------------------------------------------------------------------------------

------------------------------------------------------------------------

14. Do you think the application of ICTs can improve the quality of education system in

Mumbwa District?

1. Yes [ ] No [ ]

73
15. Does your school face school challenges with the introduction of computer studies in all

schools by the Ministry of education?

1. Yes [ ] 2. No [ ]

a) Yes, what are the challenges? -----------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------------------------

16. Is your school administration having plans of sending some teachers to do computer

trainings?

1. Yes [ ] 2. No [ ]

Thank you for your participation

APPENDIX: ii

Focus Group Discussion Guide for Teachers

1. How can the application of ICTs help in improving the performance of school going

children?

2. In what ways can the application and use of ICTs help prepare learners to be self-reliant

after school?

3. What challenges does your school have in handling computer classes?

74
4. How can the application of ICTs at your school help transform the learning environment

into one that is learner centred?

5. How are the teacher‘s and the school administration looking at the introduction of

computer lessons by the Ministry of education in all the School?

Thank you for your participation

75