THE USE OF ICT RESOURCES AND TEACHERS’ PERFORMANCE IN GOVERNMENT AIDED SECONDARY SCHOOLS OF RWAMAGANA DISTRICT-RWANDA
This work aimed at finding out the relationship existing between the use of ICT resources and the performance of teachers observed in public and government aided secondary schools of Rwamagana District in Rwanda. Concerning the specific objectives of the study, the first was to examine the use of ICT resources in secondary schools of Rwamagana District, the second was to assess the teachers’ performance in teaching related activities and the third was to determine the relationship between the use of ICT resources and teachers’ performance. This study followed a correlational research design where the coefficient of correlation between variables was determined and analyzed. The researcher preferred to work with all six schools of Rwamagana District which were equipped with ICT lab even before the year 2017. One school of them was considered as a field of the pilot study and the 5 remaining schools were considered in the final study for which 5 head teachers and 110 teachers were considered as the target population of the study. From these teachers, the researcher used the Solvin’s formula when determining the sample size of 86 teachers. The researcher specifically preferred purposive sampling to select six schools which had computer laboratories. To find a sample of teachers to deal with in this study, the researcher preferred non-proportional stratified sampling according to 4 groups of subjects they teach considered as strata. In these 4 strata, the researcher randomly sampled teachers with at least 2 years of experience in the specified school. During the process of collecting and analyzing data, the researcher used quantitative and qualitative research approaches. Primary data was collected from schools with the use of questionnaires completed by teachers and head teachers and the researcher’s observation form completed by the researcher when observing or discussing with the ICT technician. The secondary data was gotten from the reading made on the internet, journals and other reference books. When analyzing data, qualitative and quantitative procedures were used. Quantitative data given by closed questions were analyzed by the use of descriptive and referential statistics through spreadsheet and SPSS. Qualitative data given by open ended questions were categorized through content analysis where some of them were written in a narrative way. The answers of questions with a Lickert scales were analyzed using the corresponding numbers. The findings of this study were the following: For the objective of examining the use of ICT resources, the study found that more than 50% of teachers use ICT occasionally; they use it in one period or less per week, those who use it at least in 5 periods per week make 48% of respondents. For the objective 2 related to teachers’ performance, the study showed that more than 63% of respondents admitted that when they use ICT, their performance becomes high in all highlighted teaching practices. For the third objective, the obtained coefficient of correlation of 0.53 showed that there is moderate correlation between the use of ICT resources and teachers’ performance in public and government aided secondary schools. This is attained when different ways of using ICT are combined as one single way of ICT usage affects the teachers’ performance with a weak or negligible correlation. The recommendations for the effective use of technologies for higher performance when carrying out the teaching related activities were summarized in this study. These include: to instill in teachers the culture of using regularly ICT resources for better performance, to support all secondary schools with sufficient ICT resources, to provide more trainings to teachers on the effective use of ICT in teaching and to conduct regular assessment on the use of ICT in schools.
- School of Education