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Information Communication Technology integration is embraced in education to improve quality of learning and performance.
It is important that teachers perceive ICT integration as necessary to supplement curriculum implementation process.
The purpose of this study was to establish the influence of teacher usage of ICT resources on Kenya Certificate of Secondary Education (KCSE) chemistry performance.
The target population was 3,360 Form 4 chemistry students from 56 ESP schools, 112 chemistry teachers, 56 principals and 7 Sub-county Quality Assurance and Standards Officers (SQASO).
Data collection instruments were questionnaires and observation checklist.
The findings indicated that over 71.8% of chemistry students have never experienced teaching and learning their chemistry lessons using ICT; regression analysis of r2=.455 meant 45.5% of variations in KCSE mean grade could be accounted for by usage of ICT resources.
It was concluded that ICT integration when correctly utilized may influence performance of learners to some extent.
The findings of this study may be significant to the Ministry of Education to make informed decisions on ICT integration.
Otiang’a, MEd: Studied Pedagogy at Maseno University.
Principal and teacher of chemistry and biology at Karapul Mixed Secondary School, Siaya; working with Teachers’ Service Commission (TSC), Kenya.
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