Awareness and Utilization of ICT Tools and Methods in Teaching Biology in Kitui County, Kenya

The integration of Information and Communication Technology (ICT) in education has transformed instructional practices globally. In Kenya, national policy frameworks such as Vision 2030 emphasize digital transformation in education. Despite increased awareness of ICT tools, disparities persist between awareness and actual classroom utilization, particularly in rural settings. This study investigated the awareness, utilization, perceived impacts, and barriers influencing ICT integration in teaching biology in secondary schools in Kitui County, Kenya. A descriptive survey design was adopted involving 220 respondents (200 students, 13 biology teachers, and 7 principals). Data were collected using structured questionnaires and analyzed using descriptive statistics through SPSS version 22.
Findings revealed high levels of ICT awareness (90%), yet classroom utilization remained low. Traditional teaching methods such as textbooks and blackboards dominated instructional practice. Major barriers included limited ICT infrastructure, inadequate teacher training, heavy workload, unreliable electricity supply, and low digital self-efficacy. Despite these challenges, respondents acknowledged that ICT improves student performance, enhances content delivery, and saves instructional time when effectively implemented. The study concludes that bridging the gap between awareness and practice requires sustained professional development, infrastructure investment, institutional support, and policy reinforcement. Strengthening ICT integration in rural secondary schools can enhance learner engagement, promote studentcentered learning, and improve academic outcomes.

ICT integration, biology education, teacher competence, rural schools, Kenya, student performance

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