Rjopes Research Journal in Organizational Psychology & Educational Studies 2(3) Rjopes

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1 Rjopes Research Journal in Organizational Psychology & Educational Studies 2(3) Rjopes Emerging Academy Resources (2013) (ISSN: ) ATTITUDE OF TEACHERS AND STUDENTS TOWARDS USE OF INFORMATION AND COMMUNICATION TECHNOLOGY IN THE IMPLEMENTATION OF BIOLOGY CURRICULUM IN SELECTED SECONDARY SCHOOLS 1 David Otieno Omollo, 2 Francis Chisikwa Indoshi and 2 Mildred Atieno Ayere 1 Science Department, Saint George s Sianda Secondary School P.O Box , Daraja Mbili, Kenya. 2 Department of Educational Communication, Technology and curriculum Studies, Maseno University, Kenya. Corresponding Author: David Otieno Omollo ABSTRACT Use of ICT is intended to enable teachers to facilitate learning more effectively and enhance students understanding of concepts. However, in Biology, its use has not produced desired outcomes in schools which offer computer studies in Rachuonyo South District where performance in K.C.S.E. Biology Examinations dropped from 6.7 to 4.10 mean score between 2007 and 2009 despite the adoption of use of new ICT in It is not clear what factors influence the use of this ICT in the study schools as far as students performance in K.C.S.E Biology Examinations is concerned. The purpose of this study was to assess attitudes of teachers and students as a determinant of use of ICT in the implementation of secondary school Biology curriculum in Rachuonyo South District, Homa-Bay County in Kenya. The study was not without limitation. It considered only new ICT such as computer technologies and internet; the use of questionnaire may have had ceiling effect as it could limit the amount of data collected; ICT in education in Kenya and other developing economies is its infant stage and there would be paucity in literature regionally and locally. The population of the study consisted of 351 form four students of Biology, 9 teachers of Biology, 5 secondary school principals drawn from schools that teach Computer Studies, and 1 District Quality Assurance and Standards Officer (DQASO). Saturated sampling technique was used to select the sample which included 316 Form Four students, 8 teachers, 4 principals, and 1 DQASO. The study used descriptive survey design. Data collection instruments were questionnaire, interview schedule and document analysis guide. The study found that both teachers ( =3.9946, SD= ) and students ( =4.0696, SD= ) had positive attitude and towards use of ICT in implementing Biology curriculum but no statistically significant differences across gender for teachers t (7) = and students; t (314) = -.119, p=.00 respectively. The findings of the study may lead to improvement on the strategies for implementation and incorporation of ICT in Biology subject by identifying constraints to implementation and integration with respect to user attitude towards ICT use. It may equally lead to improvement of Biology curriculum to suit the needs of the learners and teachers by helping them to counter barriers while enhancing positive ones besides forming a base for further research. The study concluded that teachers and students had positive attitude towards ICT use in the implementation of Biology curriculum in Rachuonyo South District. The study, therefore, recommends that the government through Ministry of Education should adopt appropriate measures to further improve on teachers and students positive attitudes towards ICT use. Emerging Academy Resources KEYWORDS: Attitude, Information and Communication Technology, Implementation, Biology Curriculum. INTRODUCTION towards integration of ICT in teaching and learning Attitude is an important concept in social judgments while Rhoda and Gerald (2000) found that positive and behaviors and thus, is one of the most important attitudes towards ICT use are widely recognized as a concepts in decision making (Venkatesh et al., necessary condition for effective computer use in 2003). As a result, a lot of research on the attitude of teaching and learning. Similarly, study findings by both students and teachers towards the use of ICT in Kubiatko and Hălăkovă (2009) pinpointed that teaching and learning had been done with outcome attitude towards use of ICT in teaching and learning being either positive or negative. For instance Becta in learners was as a result of its impact. According (2004) reported that negative attitude was a barrier to Selewyn (1999), integration of ICT in education 76

2 environment depends, to a great extent, on teachers and student attitude towards their use. This view is supported by Slouti and Barton (2007) findings which indicated that ICT can motivate students in their learning by bringing variety into the lessons and at the same time sustaining teachers own interest in teaching. Myers and Halpin (2002) asserted that attitude of both students and teachers towards ICT use was a major predictor of future classroom use. It therefore appears that teachers and students attitude may influence adoption of ICT in teaching and learning Biology. Use of ICTs such as computer technology and internet is intended to enable teachers to facilitate learning more effectively and enhance students understanding of concepts which are expected to translate into expansion of Knowledge and improved examination outcomes. However, in Biology their use has not produced desired outcomes in schools which offer computer studies in Rachuonyo South District where average performance of students in K.C.S.E. Biology Examinations dropped from 6.7 to 4.10 between 2007 and 2009 despite the adoption of use of new ICTs such as computer technology and internet in It is not clear how attitude determines use of these new technologies in the study schools as far as students performance in K.C.S.E Biology Examinations is concerned. There is no structured survey which has been undertaken to unearth the problem. Given this scenario, there is therefore, need to assess attitude as a determinant of use of these new ICTs in the implementation of secondary school Biology curriculum in schools which offer computer studies in Rachuonyo South District. This is the focus of this study. The purpose of this study was to assess the attitude of teachers and students as a determinant of use of ICT in the implementation of Biology curriculum in selected secondary schools in Rachuonyo South District, Kenya. The specific objectives for this study were to: i. To establish teachers attitude towards ICT use in the implementation of Biology curriculum in selected secondary schools in Rachuonyo South District, Kenya. ii. To find out students attitude towards ICT use in the implementation of Biology curriculum in selected secondary schools in Rachuonyo South District, Kenya. iii. To compare the attitude of teachers and students across gender in the implementation of Biology curriculum in selected secondary schools in Rachuonyo South District, Kenya. The study was not without limitations.the study considered only new ICT such as computer 77 technologies and internet. The use of questionnaire may have had a ceiling effect as it could limit the amount of data collected. This limitation was addressed by triangulation method involving use of interview and document analysis guide for crosschecking and beefing up responses from the questionnaire. ICT in education in Kenya and other developing economies is in its infant stage and there would be paucity in literature regionally and locally. METHODOLOGY Research Design This study employed a descriptive survey design. Descriptive survey was used to gather accurate information on the attitude of both teachers and students towards use of ICT in the implementation of Biology curriculum in secondary schools. Fraenkel and Wallen (1993) indicate that surveys are conducted to describe characteristics of a population. Generally, in a descriptive survey the researcher is concerned with why observed distribution exists but more particularly with what the distribution is. The descriptive survey used a number of data collection methods to compensate for inadequacies of each individual method. It was selected because it was intended to gather information from cross section respondents and to gather data at a particular point in time, and use it to describe the nature of the existing conditions (Cohen, Manion & Morrison, 2000). LOCATION OF STUDY The study was carried out in Rachuonyo South District of Homa-Bay County. It is located in the South-Western part of Kenya and borders Nyando District to the South, Kisii central and Nyamira districts to the South East, Homa-Bay District to the South West and Rachuonyo North District to the North West. The district lies between longitude 34 o 25 and 35 o 0 East and Latitude 0 o 15 and 0 o 45 South. It covers a total area of km 2 and a population of 220,666 persons. It is mainly inhabited by a nilotic community whose main occupations are small-scale business and agriculture. About 74% of the populations live below absolute poverty line while 67% were estimated to be food poor. The district contributed to 1.66% to national overall poverty whiles its contribution to national food poverty was 1.3%. The high poverty level in the district affects educational activities in that there are inadequate funds to pay school fees and other levies. Furthermore, inadequacy of food in some parts of the district hinders students participation in education. HIV/AIDS in the district was estimated at about 30% which is more than double the national average of 14%. This high HIV/AIDS prevalence has also affected education since many children have become orphan. The population is mainly youthful with 67% of the population aged below 25 years.

3 The youthful population has put pressure on social services such as education and health which are currently inadequate. There is a high dropout rate attributed to high level of poverty. The main causes of poverty could be identified as environmental, socio-cultural factors, lack of exploitation of natural resources and HIV/AIDS (RoK.2005, 2010). Out of 69 secondary schools in the entire district, only five schools were covered by the study because they are the only schools which offer computer studies. The study area was preferred because of its perennial below average and relapsing performance in national K.C.S.E Biology examinations. Population, Sample and Sampling Techniques In this study, purposive sampling technique was used to select secondary schools which offer computer studies as a subject while saturated sampling technique was use to select study participants which included: one DQASO, four principals, eight Biology teachers, and 316 Form 4 Biology students from four secondary schools in Rachuonyo South District. The researcher used purposive sampling technique because it allows the selection of sampling units subjectively so as to obtain a sample that is a representative of the population (Nachmias & Nachmias, 2005). The researcher also used saturated sampling technique because the population was manageable (Gall et al. 2007). The sample frame is shown in Table 2. Table 2: Population Sample Frame Subjects Population (N) Sample (n) Percentage (%) DQASO Principals Biology Teachers Form four Biology students Data Collection Instruments The data collection instruments used for this study were: questionnaire, interview schedule and document analysis guide. There were two types of questionnaire: Student Questionnaire and Teacher Questionnaire while interview schedule included principal and DQASO. The instruments are described below. Questionnaire Teachers and students questionnaire was used to collect data concerning attitude towards ICT use in the implementation of Biology curriculum. The Likert scale questionnaire had 5 points ranging from SA- Strongly Agree, A-Agree, U-Undecided, D- Disagree to SD-Strongly Disagree. The scaling choice for the questionnaire was the Likert scale because it allowed the researcher to capture and solicit participants feelings and opinion towards ICT use the implementation of Biology curriculum in selected secondary schools. Interview Schedule Principals and DQASO interview schedules were used to collect information related to attitude of teachers and students towards use of ICT in the implementation of Biology curriculum. They were used to further confirm information given by teachers and students. Document Analysis Guide This was used to gather information related to organization background of the school, availability of and accessibility to ICT resources within the school, teachers ICT qualification and school support towards integration of ICT in Biology curriculum. Document for analysis included Biology syllabus, teachers guide book, Biology K.C.S.E examination results, scheme of work, and inventory record books showing actual location and number of ICT equipment and facilities available and functional in the school. The information gathered was used to beef up information collected by other methods of data collection. Validity of Instruments This study relied on face and content validity procedures to establish that the instruments measured what they were supposed to measure. To check on face and content validity of the research instruments, the instruments were assessed by experts in the research content area at Maseno University. The purpose was to rid the instruments of unclear direction, vocabulary and sentence structures that might be too difficult, poorly constructed items, improper arrangements of items and ambiguous test items inappropriate for the outcomes being measured. Triangulation was also used as a way of reducing uncertainty of interpretation of results, as a form of cross-checking as recommended by Nkapa (1997). This helped improve the efficacy of the instruments. Reliability of the Instruments To measure the consistency of the results from the research, a pilot study was carried out on 1 DQASO, 1 principal, 1 teacher and 35 students of Biology who formed 10% of the population that were not part of the sample (Hopkin, 2000). The reliability of teachers and students questionnaire was determined by use of Cronbach s alpha formula for internal consistency of the instruments and Cronbach alpha of 0.7 and above (α 0.7) was accepted in this study in line with Gay s (1987: 234) recommended threshold. In this study, alpha formula was selected as the appropriate method because it involved a rating of scale with five options. The results yielded an alpha level of 0.76 as the coefficient of reliability for teachers questionnaire and 0.72 for students questionnaire. The values obtained were high enough to consider 78

4 the instruments as reliable since they were above the recommended threshold of 0.70 (Gay, 1987). Data Collection Procedures The researcher obtained research authorization from the National Council for Science and Technology (NCST) through Maseno University School of Graduate Studies before entering the field. The permit for the current research is attached as Appendix G. This was important for smooth entry into the field and to encourage free flow of ideas from the respondents. The researcher then mapped out the schools for the purpose of selecting population sample and meeting principals of relevant schools, teachers, students and DQASO to seek their consent, explain the purpose of the study and the implication of their participation. The informants were assured that their views would be kept confidential during and after the study and that their names would not be used in writing up the thesis. The researcher administered student s and teacher s questionnaires directly to the respondents to clarify the purpose of the study, besides seeking further clarification from teachers regarding some of the responses. DQASO and principals were taken through the interviews by the researcher. Their responses were tape-recorded. Regarding document analysis guide, the researcher studied documents mentioned in section related to teaching/ learning Biology using ICT in secondary schools and categorized them into themes guided by theoretical framework. Data Analysis Procedures Qualitative data yielded by research instruments were transcribed into written texts by combining notes taken into a coherent discourse, and analyzed through generation of categories and themes related to research objectives. Quantitative data were analyzed using descriptive statistics: frequency counts, percentages, means and standard deviations to analyze data obtained from questionnaires. Inferential statistics (t-test) was also used to test for any significant differences in attitudes of students and teachers across gender. The researcher scored the items on the attitudes of teachers and students on a 5-points likert type scale. A total of thirty (30) items were developed based on Perceived Ease of Use (PEoU) and Perceived Use (PU) of ICT in the implementation of Biology curriculum in secondary schools to constitute the item pool. Frequency counts were computed for data collected by use of questionnaires on a 5-point Likert type Scale. Mean scores of the respondents on each item of the scale were then calculated. For the five-point items, the statement on Likert scale was scored as follows: Strongly Agree = 5 points, Agree = 4 points, Undecided = 3 points, Disagree = 2 points and 79 strongly disagree = 1 point for positively stated items but reversed for negatively stated ones to control for social desirability. The Likert scale was used as the scaling choice because it allowed the researcher to capture and solicit the participants opinion and feelings about the use of ICT in the implementation of Biology curriculum. The data was then keyed into SPSS data editor for analyses. The attitude was categorized as positive, neutral and negative. A mean score of 3.5 and above was interpreted to denote a positive attitude, between 2.5 and 3.5 neutral and below 2.5 negative. An independent sample t-test was also performed to compare the attitude of teachers and students and, across gender towards ICT use in implementing Biology curriculum. RESULTS AND DISCUSSION Attitude of Teachers towards ICT Use To find out teachers attitude towards ICT use in the implementation of Biology curriculum in secondary schools in Rachuonyo South District, a total of 22 Likert-type items were used. The outcomes as per the analyses are presented in Table 3. Table 3: Teachers Attitudes towards ICT Use Teacher Gender Teachers Number Standard Deviation Mean Score ( ) Male Female Total Attitude Positive Positive Positive Table 3 indicates that, male teachers (5) had a mean attitude of and standard deviation of while the female teachers (3) had a mean of and standard deviation of , both of which were categorized as positive attitude. On an overall scale, teachers had a mean attitude of (and standard deviation of ) which was still positive. The table also shows that male teachers had a slightly more positive attitudes, ( = ), than female teachers ( =3.8696). To ascertain whether this difference in attitude towards ICT use was significant, an independent sample t-test was carried out for this variable. The results of a 2-tailed independent sample t-test at an alpha level of 0.05 yielded a value (t=-1.138) lower than t critical value of This implied that there was no statistically significant difference in mean score on attitude towards ICT use in the implementation Biology curriculum across gender. Students response to the same question indicated that most of them (91.77%) felt that their teachers had positive attitudes towards ICT use in implementing Biology curriculum while 5.70% and 2.53% reported that the teachers had neutral and negative attitudes respectively. All the principals (100%) and DQASO confirmed teachers

5 responses on the same question by reporting that the teachers had positive attitudes towards ICT use in Biology curriculum. In fact, one of the principal gave the following comments: Teachers in this school like using ICT in implementing curriculum subjects. Some even use their own money to buy CDs with relevant information in Biology and bring them to school with an aim of using them to teach students. Another principal reported that it was his Biology teachers who briefed him on the potentials of ICT in teaching and learning Biology and advised him on where to acquire relevant ICT materials. This could imply that teachers were positive towards ICT use in implementing Biology curriculum. Some of the DQASO comments were: Teachers embrace ICT use in teaching and learning. I can remember a group of teachers asking me when we shall have ICT implemented in all the schools with electric power connection and that the district seems to be lagging behind. Generally, the results show that teachers had positive attitudes towards ICT use in the implementation of Biology curriculum. The positive attitudes of teachers may be attributed to the potential benefits of ICT use in the implementation of Biology curriculum such as teaching abstract topics whose teaching and learning resources are not readily available, access to rich teaching/ learning materials and resources that make learning interactive, practical and interesting as stated by Odera (2002). It could also be attributed to the fact that teachers of Biology in the study schools were academically and professionally qualified hence had changed attitudes, beliefs and confidence regarding pedagogy (Karen, 2002; Mayer, Mullens and Moore, 2000 and Grasha, 1996). The current study findings are not in consonance with research findings by Kellenberger and Hendricks (2003) which indicated that there was little or no difference in teacher attitude on the basis of gender. A study conducted by Bulent et al. (2009) on science teachers attitudes towards ICT use in education in Turkish 7 geographical regional found that science teachers have positive attitude, although teachers attitude toward ICT do not differ regarding gender. It differs regarding age, computer ownership and computer experience. This finding is in consistence with the current study finding that teachers have positive attitude. However, the current study did not consider computer ownership and teachers ages. The findings of this study are in consonance with those of Guofang and Xiaopeng (2010) who reported that teachers had positive attitudes towards use of ICT in instruction. 80 However, the findings only reflected the attitudes of teachers but not those of students unlike this particular study which assessed both. Students Attitudes towards ICT Use A total of 28 Likert-type items were used to determine the students attitude towards the use of ICT in Biology curriculum by calculating mean scores on the attitudinal scale. To achieve this, numerical scores were assigned to five response options given to each item on the attitude scale. For positively stated items, the score values were assigned as follows: Strongly Agree (SA) = 5, Agree (A) = 4, Undecided (UD) = 3, Disagree (D) = 2 and Strongly Disagree (SD) =1. However, for the negatively stated items, the scoring was reversed and scores assigned as follows: SA = 1, A = 2, (UD) = 3, D = 4 and SD = 5.The data was then keyed into SPSS data editor for analyses. A mean score of below 2.5 was treated as negative, 2.5 to 3.4 was treated as neutral while 3.5 to 5 as positive attitudes. Mean student attitudes towards ICT use in the implementation of Biology curriculum was calculated and the results presented in Table 4. Table 4: Students Mean Attitudes towards ICT Use Student Gender Number of Students Standard Deviation Mean Score Attitude ( ) Male Positive Female Positive Total Positive Table 4 indicates that, male students (160) had a mean attitude of and standard deviation of while the female students (156) had a mean of and standard deviation of , both of which were categorized as positive attitude.. On an overall scale, students had a mean attitude of and standard deviation of which was still positive. Teachers were also asked to give Biology students general attitudes towards use of ICT in the implementation of Biology curriculum. Results obtained from teachers responses to the same question show that all the teachers (100%) agreed that the students had positive attitudes towards ICT use. This fact was confirmed by all the principals and the DQASO. My students like Biology taught with the help of ICT so much that they are always reluctant to leave computer science laboratory after their lessons have ended. Some have even requested if they could be allowed to continue learning using computers on their own. This means that they are positive. On an overall scale, students had a positive attitude towards ICT use in the implementation of Biology

6 curriculum with a mean attitude of and standard deviation of It was also found that all the teachers (100.0%), all principals (100.0%) and DQASO indicated that students had positive attitudes towards the use of ICT in the implementation of Biology curriculum. This may be attributed to the fact that Biology is the most popular science subjects among secondary school students. In addition students who proceed to tertiary institutions and are interested in science based courses are required to have a pass in at least two science subjects. Furthermore, use of ICT with multi-media and graphics and simulation of abstract topics in Biology by the help of ICT may have interested students. This may have compelled them to have a liking for the subject thus a positive attitude. This finding is in consonance with Hennessy et al. (2010) research findings that students are enthusiastic about using computers for learning despite the lack of equipment available. It was also noted that on a general point of view, male students had a slightly more positive attitudes towards the use of ICT in the implementation of ICT than their female counterparts. The findings of this study tends to support earlier findings by Droup (2004), Kubiatko and Halakova (2009) who found that male students held more favorable attitude towards use of computers than their female counterparts. Research findings by Fancovicova and Prokop (2008) support the current research findings that ICT have positive impact on students attitudes and learning of new kind of skills when used in conjunction with student centered pedagogy but observed no significant difference between gender and attitude. Katahoire, Baguma and Etta (2004) study found that Ugandan students displayed a high level of positive attitudes towards school using the worlds schoolnet programme and such positive attitude towards school are all due to ICT incorporation into the traditional curriculum. This finding supports the current study finding that students have positive attitudes towards ICT use but unlike their study, the current study assessed students attitude towards ICT use in Biology curriculum. A study by Romi, Hanseson and Gan (2002) found that using computers in Biology education resulted in more positive attitude of participants towards Biology. This finding concurs with the current study finding that students had positive attitudes towards use of ICT in implementing Biology curriculum. Similar finding was reported by Qing (2007) in his study where he found that students had positive perception towards technology in that it increased efficiency and made learning easier. However, Romi, Hanseson and Gan (2002) and Qing (2007) studies did not reveal teachers attitudes on the same unlike this particular study. 81 The researcher further sought to find out the differences between teachers and students attitudes across gender towards use of ICT in implementation of Biology curriculum. To determine whether there existed any significant differences between teachers and student attitudes across gender, a two tailed t- test for independent samples was carried out for both. The results for t-test are displayed in Table 5 and 6 for teachers and students respectively. Table 5: Difference between Male and Female Teachers Attitudes towards Use of ICT in Implementing Biology Curriculum Mean Sd df t P value M F M F From Table 5, it is observable that male and female teachers differed slightly in their attitude toward ICT use in the implementation of Biology curriculum. Male teachers had a positive attitude with a mean score, = and standard deviation, SD = while female teachers had a positive attitude of = and SD = The t-test did not yield statistically significant difference in attitude of teachers across gender towards ICT use in the implementation of Biology curriculum; t (7) = , p=.00. Table 6: Difference between Male and Female Students Attitudes towards Use of ICT in Implementing Biology Curriculum Mean Sd df t P value M F M F Table 6 indicates that male and female students differed slightly in their attitude towards ICT use in the implementation of Biology curriculum. Male students had a positive attitude with a mean score, = while female students had a positive attitude of = The t-test did not yield statistically significant difference in attitude of students across gender; t (314) = , p=.00. The positive attitude of teachers and students towards ICT implies that they are both aroused by PEoU and PU of ICT in Biology curriculum. However, the slight difference between teachers and students attitude, though not statistically significant, could be attributed to the fact that teachers had more access to ICT facilities than students since the facilities are always shared and strict ICT policy in some schools which did not allow students to use ICT facilities in the absence of the teachers. Furthermore, ICT facilities are always

7 under key and lock in computer science laboratories which students have limited access to, save for computer studies students. A study conducted by Bulent et al. (2009) on science teachers attitudes towards ICT use in education in Turkish 7 geographical regional found that science teachers have positive attitude, although teachers attitude toward ICT do not differ regarding gender. It differs from the current study in that it looked at teachers attitude towards ICT use with regard to age, computer ownership and computer experience. The current study assessed teachers and students of Biology attitude towards ICT use with regard to PEoU and PU in the implementation of Biology curriculum but not science in general. CONCLUSION AND IMPLICATION Analysis of the study established that majority (68.038%) of students and all teachers (100%) had positive attitude towards ICT use in implementing Biology curriculum having in general, mean scores of and respectively. In both teachers and students there were no statistically significant differences across gender towards ICT use in the implementation of Biology curriculum even though males had slightly more positive attitude toward ICT use than females. Thus it may be deduced that attitude towards ICT use is not gender related and both males and female students and teachers appear to be similarly motivated to use ICT in the implementation of Biology curriculum. Even though teachers and students generally had positive attitude towards ICT use, it becomes advisable to adopt more appropriate measures to help both teachers and students further improve on their attitude towards ICT use in the implementation of Biology curriculum. This is because the technology is still new and may require advocacy for it to be fully embraced. REFERENCES British Education Commission & Technology Agencies (Becta) (2004). A Review of Research Literature on Barriers to the Uptake of ICT by Teachers. Retrieved September 3, 2010, from Bulent, C., Pinas, C., Baham, K., & Tarik, K. (2009). Science Teachers Attitude toward ICT in Education. Turkish Online Journal of Educational Technology, 8(2). Cohen, I., & Manion, L. (1994). Research Methods in Education. London: Croom Helm Ltd. Droup, P. (2004). Experience and Attitude towards Information Technology among First Year Medical Students in Denmark: Longitudinal Questionnaire Survey. Journal of Medical Internet Research. 6(1): Fancicová, J., & Prokop, P. (2008). Students Attitude toward Computer Use in Slovakia. Eurasia Journal of Mathematics, Science and Technology Education, 4(3): Fishbein, M., & Ajzen, I. (1975). Belief, Attitude Intention and Behavior: An Introduction to Theory and Research. Reading M. A: Addison-Wesley. Fraenkel, J. R., & Wallen, N. E. (1993). How to Design and Evaluate Research in Education. New York: McGraw Hill. Gall, D. M., Gall, P. J., & Borg, W. (2007). Educational Research: An Introduction. (8 th Ed.). New York: Longman. Gay, L. R. (1987). Educational Research: Competencies for Analysis and Application. (3 rd Eds.). Melbourne: Merrill Publishing Company. Grasha, A. (1996). Teaching with Style. Pitsburgh: Alliance publishers. Guofang, L., & Xiaopeng, N. (2010). Elementary Teachers Belief and Use of Technology in China. A Survey study. International Journal of Technology in Teaching and Learning. 6(2): Hennessy, S., Harrison, D., & Wamakote, L. (2010). Teacher Factors Influencing Classroom Use of ICT in Sub-Saharan Africa. Itupale Online Journal of African Studies. 2(1) Retrieved January 7, 2012, from resources/hennessy%20etal_finalpdf. Hopkins, W.G. (2000). Quantitative Research Desig: Sport Science. 4(1). Retrieved October 4, 2011 from html. Karen, B. (2002). Research on Professional Development for Teachers of Mathematics and Science: the State of the Scene. School Science and Mathematics, 99(5), Katahoire, A. R.,Baguma, G., & Etta, F. (2004). Schoolne Uganda Curriculmet. (in Information and Communication Technology Development in Africa. (Ed,) Ottawa International Development research Centre, 200. Kellenberger, D., & Hendrick, S. (2003). Predicting Teachers Computer Use for Own Need: Teaching and Students Learning. Paper Presented at Hawaii International.

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