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dc.contributor.authorBaluku, Edison
dc.contributor.authorKasujja, John Paul
dc.description.abstractThis study investigated the ICT usage in teaching and its’ influence on students ‘academic performance in Uganda certificate of education (UCE) in Kasese District, focusing on three major areas; accessibility of ICT in teaching, Utilization of ICT infrastructure on academic Performance in UCE in Kasese District, and to determine the knowledge and skills possessed by secondary school teachers of Kasese District in ICT. The study utilised a cross sectional design with a Chi-square test for analysis using 291 respondents. The study discovered that the accessibility of ICT resources in teaching influence the academic performance of students, the utilisation of ICT Infrastructure influences students’ Academic Performance in UCE secondary schools of Kasese District, and also, the teachers in Kasese District posses reasonable ICT knowledge and skills, although the coverage of ICT resources is still very minimal; something that affects learning in Ordinary Secondary Level in Kasese District. The study recommended for different stakeholders: Board of School Trustees, Teachers, and Government of Uganda through the Ministry of Education and Sports to provide ICT facilities in schools, train teachers in the district ICT knowledge and skills in order to improve the accessibility of ICT in the teaching and learning process in Kasese District.en_US
dc.publisherContemporary Research Centeren_US
dc.relation.ispartofseriesInternational Journal of Education and Research;Vol. 8., No. 2
dc.rightsAttribution-NonCommercial-ShareAlike 3.0 United States*
dc.subjectInformation Communication Technologies (ICT)en_US
dc.subjectAcademic Performanceen_US
dc.subjectKasese Districten_US
dc.subjectUganda Certificate of Education (UCE)en_US
dc.titleICT Usage in Teaching and its Influence on Student's Academic Performance in Uganda Certificate of Education (UCE) in Kasese Districten_US

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Except where otherwise noted, this item's license is described as Attribution-NonCommercial-ShareAlike 3.0 United States