TEACHER PERCEPTION IN COMPUTER ASSISTED INSTRUCTION, ADOPTION FOR EDUCATION SUPPORT IN PUBLIC SECONDARY SCHOOLS IN KENYA

Abstract

Computers can provide a more flexible and effective ways of professional development for
teachers to improve pre- and in-service, teachers training and connect teachers to the global
teachers community. The purpose of this study was to investigate the teacher perception in
computer assisted instruction, adoption for education support, in Kenyan secondary schools. The
study sought to address the following objectives; Find out the teachers’ attitude towards the
computer use and to assess the perceived barriers towards computer instruction. The study
adopted the technology acceptance model (TAM) by Davis (1989) which expresses how
technology is integrated into the instruction process. Other theories include, Theory of Reasoned
Action (TRA) and Theory of Planned Behavior (TPB). A descriptive survey research design was
used. Stratified sampling was used to select One hundred and fifty schools; Purposive sampling
was used to select the Head teachers and Simple random sampling was used to select the
teachers. A total representative sample of 414 respondents was used. Questionnaires and
interviews schedules were used as instruments for data collection. Internal consistency
(Reliability) of the research instrument was ascertained using the test re test technique as well as
Cronbach's alpha of 0.75 and above. Data was coded and analyzed using Statistical Package for
Social Sciences (SPSS) Version 21.0 as well as STATA version 13.0.Descriptive statistics such
as frequencies, percentages and means was used to analyze the data. Data was presented in tables
and pie charts appropriately. The study would benefit teachers, school managers, curriculum
planners and policy makers, developers and implementers in coming up with the best integration
approaches for the use of computers in teaching and learning in Kenyan secondary schools.