INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025  
Availability and Accessibility of Computers and ICT Resources in  
Teaching and Learning Chemistry in Secondary Schools in Nyamira  
County, Kenya  
Bethuel Misati Momanyi., Grace N. Orado., Aineah W. Wambasi  
Kenyatta University, Kenya  
DOI: https://dx.doi.org/10.47772/IJRISS.2025.91100312  
Received: 01 December 2025; Accepted: 05 December 2025; Published: 09 December 2025  
ABSTRACT  
This study investigated the availability and accessibility of computers and ICT resources for teaching and  
learning Chemistry in public secondary schools in Nyamira County, Kenya. The study adopted a descriptive  
survey design involving 404 Form Three students, 21 Chemistry teachers, and 15 school principals selected  
through stratified, purposive, and simple random sampling techniques. Data were collected using questionnaires,  
interviews, and observation schedules, and analyzed using descriptive statistics and thematic analysis. Findings  
revealed that most schools had inadequate ICT infrastructure, including limited numbers of functional  
computers, insufficient internet connectivity, lack of subject-specific software, and constrained access to  
computer laboratories. Students and teachers reported limited opportunities to use ICT during Chemistry lessons  
due to lab congestion, inadequate technical support, and competing departmental demand for the same ICT  
facilities. The study concludes that availability and accessibility of ICT resources remain significantly below the  
level required for effective computer-integrated Chemistry instruction. The study recommends increased ICT  
investments, targeted allocation for technological based instruction in science subjects, and enhanced support  
systems to expand access and promote meaningful technology use in Chemistry teaching.  
Key words: ICT Integration, Computer Access, Chemistry Education, ICT Resources, Digital Learning.  
INTRODUCTION  
The integration of Information and Communication Technologies (ICT) into science education has become a  
central focus of contemporary pedagogical reform aimed at improving learning outcomes and fostering digital  
competence among learners (Muriithi, 2019). ICT-supported instruction enhances conceptual understanding by  
enabling students to visualize complex and abstract scientific phenomena that are often difficult to convey  
through traditional teaching methods (Mwendwa, 2020). In Chemistry education, ICT provides unique  
instructional advantages through simulations, animations, digital models, interactive diagrams, and virtual  
laboratories. These tools support learners in bridging the micro–macro–symbolic divide, which encompasses  
particle-level representations of matter, observable chemical phenomena, and symbolic equations (Hsu, 2021).  
By enabling dynamic interactions with chemical concepts, ICT promotes inquiry-based learning, problem  
solving, and scientific reasoning, explaining why many global education systems have adopted digital  
pedagogies to improve science learning.  
International experiences demonstrate that effective ICT integration in science education enhances learner  
engagement, motivation, and academic performance. Digital resources allow teachers to demonstrate chemical  
processes that may be hazardous, costly, or impractical to conduct in a physical laboratory (Hsu, 2021). Virtual  
laboratories and chemistry simulations provide safe and cost-effective environments for experimentation,  
enabling learners to manipulate variables, observe outcomes, and repeat experiments without risk. Such  
experiential learning opportunities are vital given the conceptual difficulties inherent in Chemistry, which  
remains one of the most challenging subjects in secondary education (Mwangi, 2024).  
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In Kenya, significant efforts have been made to promote ICT integration in teaching and learning through  
initiatives such as the National ICT Strategy for Education and Training (2006), the Digital Literacy Programme  
(DLP), and the Competency-Based Curriculum (CBC), which emphasizes digital literacy across all subjects  
(Rotich, et al., 2025). These initiatives have facilitated the establishment of computer laboratories, investment  
in ICT infrastructure, teacher capacity-building programmes, and distribution of digital devices to schools.  
However, despite these national interventions, ICT uptake remains uneven (Gillet, et al., 2019). While well-  
resourced urban schools have made substantial progress, many rural schools such as those in Nyamira County  
continue to face persistent ICT-related challenges.  
Most Kenyan institutions experience notable disparities in ICT availability, including limited numbers of  
functional computers, unreliable electricity, inadequate bandwidth, and shortages of Chemistry-specific digital  
resources (Shisakha, et al., 2024). High maintenance costs, lack of technical expertise, and insufficient  
institutional support further restrict effective ICT utilization. These constraints hinder teachers’ ability to  
integrate digital tools into Chemistry instruction and limit students’ opportunities to interact with technology  
that enhances their understanding of complex concepts.  
Consequently, the availability and accessibility of ICT resources emerge as critical determinants of successful  
ICT integration in Chemistry classrooms (Rotich, et al., 2025). Availability refers to the presence, adequacy, and  
functionality of the ICT infrastructure, while accessibility concerns the ease with which teachers and learners  
can use the available technologies. When ICT resources are inadequate, poorly maintained, or inaccessible,  
teachers are unable to incorporate digital simulations, demonstrations, or virtual experiments, denying learners  
valuable opportunities for enhanced scientific visualization (Dele, et al., 2021). Given these persistent  
challenges, this study investigates the availability and accessibility of computers and ICT resources for teaching  
and learning Chemistry in secondary schools in Nyamira County. The findings aim to inform policy, guide  
resource allocation, and support targeted interventions for improving ICT integration in rural science education.  
Statement Of The Problem  
Although Chemistry is conceptually demanding, modern technological tools have the potential to simplify  
complex scientific ideas and improve learner understanding. However, in many Kenyan secondary schools,  
Chemistry lessons continue to rely heavily on traditional teacher-centred methods due to limited ICT resources.  
School reports and government audits have noted disparities in ICT provision, particularly in rural counties  
where budgetary limitations, infrastructure gaps, and inadequate ICT support persist. Preliminary observations  
in Nyamira County revealed overcrowded computer laboratories, shared ICT facilities, and minimal digital  
materials tailored to Chemistry instruction. Many teachers reportedly lack regular access to computers or  
projectors for classroom use, while students rarely interact with digital tools to support their learning. These  
shortcomings undermine efforts to promote digital literacy and limit the potential of ICT to enhance Chemistry  
pedagogical practices. Despite national investment in ICT, empirical evidence on actual on-ground availability  
and accessibility of computers for Chemistry-specific learning remains scarce. This study therefore sought to  
provide data-driven insights into the accessibility challenges and availability gaps affecting ICT-supported  
Chemistry education in Nyamira County.  
Objective of the Study  
To Determine the availability and accessibility of computers and ICT resources in teaching and learning  
Chemistry in public secondary schools in Nyamira County, Kenya.  
Theoretical Framework  
This study is anchored in constructivist learning theory, initially articulated by Jean Piaget, who contended that  
learners actively construct knowledge by integrating new experiences with prior understanding, rather than  
assimilating information passively. Constructivism conceptualizes learning as an adaptive, meaning-making  
process in which individuals organize and interpret their experiential world (Almulla, 2023). Within ICT-  
mediated environments, computer technologies enhance opportunities for exploration, hypothesis testing, and  
interactive engagement, positioning the teacher as a facilitator. Empirical evidence, such as Colella (2000)  
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simulation-based “virus game,” demonstrates that technology-enriched constructivist activities improve  
collaboration, engagement, and conceptual understanding. Nonetheless, barriers including limited access to ICT  
and insufficient technical support remain significant (Manyasa, 2022). Constructivism therefore provides a  
robust theoretical lens for examining ICT-supported Chemistry learning.  
LITERATURE REVIEW  
Availability of ICT Resources in Schools  
The availability of ICT resources constitutes the foundational prerequisite for any meaningful integration of  
technology in teaching and learning. Scholars argue that instructional innovation in science education is  
dependent on the presence of adequate ICT infrastructure including computers, projectors, multimedia devices,  
internet connectivity, and discipline-specific digital tools without which teachers are unable to leverage  
technology to enhance pedagogy (Tondeur, 2018). Existing literature across sub-Saharan Africa demonstrates  
that public secondary schools generally exhibit low penetration of ICT infrastructure due to budgetary  
constraints, uneven policy implementation, and persistent disparities between urban and rural regions. Empirical  
studies conducted in Kenya, Uganda, Tanzania, and Ghana consistently indicate that most schools possess  
between 5 and 20 computers regardless of school size, despite having enrolments running into several hundreds  
of students (Faustino, et al., 2024). These limited numbers constrain opportunities for instructional integration,  
particularly when all computers are housed in a single laboratory.  
A significant proportion of computers available in rural public schools are outdated, poorly functioning, or  
entirely non-operational due to irregular maintenance, limited access to spare parts, and exposure to  
environmental factors such as dust and humidity. This greatly diminishes their capacity to run modern  
educational applications. The shortage of Chemistry-specific digital resources further compounds this challenge.  
International literature highlights the importance of virtual laboratories, molecular modelling tools, animations,  
and simulations in supporting the visualization of abstract concepts such as atomic structure, chemical bonding,  
and reaction mechanisms (Chan et al. 2021). However, studies in Kenyan secondary schools show that these  
resources are largely absent, forcing teachers to rely on general-purpose applications such as Microsoft Office  
that lack the interactivity required for effective Chemistry instruction (Ntorukiri, 2020).  
Moreover, many schools lack essential supporting devices such as LCD projectors, digital whiteboards,  
dashboards, or functional audio-visual equipment. Even where such devices exist, they are frequently shared  
across departments, locked away for security purposes, or rendered unusable due to missing accessories such as  
power cables or connectors (Bowers, 2021). Collectively, these limitations suggest that while some ICT  
infrastructure may be nominally present, its quantity, functionality, and subject relevance are insufficient to  
support high-quality, technology-enhanced Chemistry education. The literature therefore underscores that true  
availability must be assessed not only in terms of presence but also adequacy, operational status, and alignment  
with curricular needs.  
Accessibility of ICT Resources for Teachers and Students  
Accessibility refers to the degree to which teachers and students can utilize available ICT resources when needed  
for instructional purposes. Research indicates that even when schools possess ICT infrastructure, multiple  
structural and institutional factors constrain practical access. A common challenge across African educational  
contexts is the centralization of ICT resources within a single computer laboratory that is physically distant from  
most classrooms (Wamusi & Habibu, 2024). This arrangement often forces teachers to move entire classes to  
the laboratorya logistical challenge that discourages routine use during Chemistry lessons. Overcrowding of  
computer laboratories further complicates access because the facilities serve multiple functions, including  
Computer Studies lessons, administrative work, examinations, and staff training. As a result, Chemistry teachers  
struggle to book the laboratory, especially when priority is accorded to subjects requiring ICT for national  
assessments.  
Competition among departments for limited ICT resources has been widely documented. Departments such as  
Mathematics, Business Studies, and Computer Studies often dominate laboratory schedules, leaving little or no  
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time for Chemistry (Nsabayezu, et al., 2022). Even when Chemistry teachers secure access, the time allocated  
is often irregular and inconsistent with the curriculum, reducing opportunities for planned ICT-enhanced  
instruction. Students face similar accessibility challenges. School policies frequently restrict unsupervised use  
of computer laboratories for security reasons. In addition, concerns about equipment damage or virus infections  
lead some schools to prohibit students from operating laboratory computers independently, limiting their ability  
to undertake Chemistry-related digital exploration, virtual experiments, or multimedia-based revision.  
Accessibility is also shaped by infrastructural and socio-economic constraints. Many rural schools experience  
unreliable electricity supply, frequent blackouts, and voltage fluctuations, which undermine the stability required  
for ICT-based instruction (Mckay, 2019). Internet connectivity, where available, is often limited to  
administrative blocks, or too expensive for sustained classroom use. This digital isolation prevents teachers from  
accessing online Chemistry resources, simulations, or instructional videos. Further, the absence of dedicated ICT  
technicians means that malfunctioning equipment remains out of service for prolonged periods, discouraging the  
use of technology due to fear of inevitable disruptions (Kiptalam & Rodrigues, 2019). Budget constraints  
exacerbate these challenges, forcing rural schools to prioritize essential expenditures over ICT repairs and  
upgrades. Collectively, literature demonstrates that while ICT hardware may be present in schools, accessibility  
is hindered by scheduling conflicts, infrastructural deficiencies, technical failures, and socio-economic  
disparities. These factors severely limit teachers’ capacity to integrate ICT into daily Chemistry instruction and  
restrict students’ opportunities to engage in meaningful, technology-enabled learning activities.  
The reviewed literature highlights the importance of ICT availability and accessibility in enhancing Chemistry  
teaching, particularly through tools that support visualization and virtual laboratory experiences. However,  
several gaps persist. Most studies examine ICT integration broadly across subjects rather than focusing on  
Chemistry, which has unique pedagogical demands. Existing research also concentrates on urban or well-  
resourced schools, leaving limited understanding of ICT challenges in rural counties such as Nyamira. Although  
some studies note the presence of ICT devices, few investigate their actual usability, despite evidence that  
available hardware may remain inaccessible due to administrative restrictions, overcrowded laboratories, or  
competing departmental priorities. There is also insufficient empirical data on Chemistry-specific digital  
resources, including simulations and virtual labs. Furthermore, many studies rely on self-reported data without  
incorporating observational evidence to verify the true condition and distribution of ICT facilities. This study  
addresses these gaps by examining both availability and accessibility of ICT resources for Chemistry education  
in rural Nyamira County.  
RESEARCH METHODOLOGY  
This study employed a descriptive survey research design, which was appropriate for assessing the existing  
status of ICT availability and accessibility in the teaching and learning of Chemistry without manipulating any  
variables (Kothari, 2010). The target population consisted of 2820 Form Three Chemistry students, 59 Chemistry  
teachers, and 33 school principals in secondary schools in Nyamira County, selected because of their direct  
involvement in oversight of Chemistry instruction and ICT usage. A multi-stage sampling strategy was used to  
draw respondents from this population: simple random sampling was applied to select Form Three students to  
ensure equal representation, purposive sampling was used to identify Chemistry teachers due to their specialized  
knowledge and experience with ICT integration, and stratified random sampling was employed for principals to  
capture all institutional perspectives from the selected schools. Data were collected using three main instruments:  
student questionnaires to obtain learners’ perceptions of ICT access and use during Chemistry lessons; teacher  
questionnaires and structured interview schedules to gather detailed information on resource availability,  
usability, and the challenges experienced in employing ICT for instruction; and observation schedules to verify  
physical ICT infrastructure, including the number and functionality of computers, laboratory layout,  
connectivity, and availability of Chemistry-specific digital tools. To ensure validity, the instruments were  
reviewed by experts in educational technology and refined based on their feedback, while reliability was tested  
through a pilot study, yielding acceptable Cronbach’s alpha values above 0.70. Data collection procedures  
involved obtaining official permissions, administering questionnaires in controlled environments to minimize  
bias, conducting teacher interviews privately to encourage openness, and observing ICT facilities on-site to  
confirm their actual condition. Quantitative data were analyzed using descriptive statistics such as frequencies,  
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percentages, and means through SPSS, while qualitative responses from interviews and open-ended items were  
thematically analyzed and triangulated with observational findings to enhance credibility. Throughout the study,  
ethical considerations were carefully observed, including informed consent, confidentiality, and voluntary  
participation, ensuring that all data were collected responsibly and used solely for academic purposes.  
FINDINGS AND DISCUSSION  
Availability of ICT Resources  
To assess the extent to which schools possessed the ICT infrastructure necessary for effective integration of  
technology into Chemistry instruction, the study examined the availability of essential digital resources across  
the participating institutions. This analysis focused on critical components such as computer laboratories,  
Chemistry-specific software, projectors, and reliable internet connectivity. The distribution of these resources is  
summarized in Table 1.  
Table 1: Availability of ICT Resources  
Accessibility  
Frequency (n)  
Percentage (%)  
Schools with Computer Laboratories  
Schools with Chemistry Teaching Software  
Schools with Projectors  
4
5
6
1
27  
33  
40  
7
Schools with Reliable Internet Connectivity  
The results presented in Table 1 demonstrate that the overall availability of ICT resources in the surveyed schools  
is considerably limited, thereby constraining meaningful ICT integration in Chemistry instruction. Only 27% of  
schools had established computer laboratories, while 33% possessed Chemistry teaching software, indicating a  
widespread shortage of subject-specific digital tools. Projectors were available in 40% of schools, offering  
moderate but insufficient support for multimedia-based pedagogy. Notably, only 7% reported reliable internet  
connectivitya critical limitation given the importance of online simulations, virtual labs, and digital learning  
platforms for contemporary Chemistry education. Collectively, these findings reveal substantial gaps in the ICT  
infrastructure required to enhance teaching and learning in Chemistry.  
Further analysis showed that although some schools had computer laboratories, the overall quantity and  
functionality of available ICT devices remained inadequate. Most schools reported having between 5 and 20  
functional computers, resulting in student–computer ratios often exceeding 50:1, far above what is pedagogically  
desirable. A significant proportion of existing computers were outdated, slow, or partially dysfunctional due to  
irregular maintenance and the absence of technical support staff. Only a small number of schools were equipped  
with additional instructional technologies such as LCD projectors, digital whiteboards, or document cameras,  
further limiting teachers’ ability to incorporate ICT during Chemistry lessons.  
Availability of Chemistry-related digital content was particularly deficient. Observations revealed an almost  
complete absence of interactive Chemistry simulations, molecular modelling tools, animations, or virtual  
laboratory platforms. Teachers therefore relied primarily on general applications such as Microsoft Office, which  
although useful for basic tasks lack the capacity to support visualization of abstract chemical processes and  
inquiry-based learning. The scarcity of discipline-specific digital resources significantly restricted teachers’  
ability to enhance learners’ conceptual understanding through ICT. Overall, despite the presence of some ICT  
infrastructure, the quantity, relevance, and functionality of available resources were inadequate to support robust  
and sustained ICT-enhanced Chemistry education.  
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Accessibility of ICT Resources  
To evaluate teachers’ actual access to ICT resources, respondents were asked to indicate the degree to which  
computers were available for their instructional and professional use. Their perceptions offer important insight  
into the operational accessibility of ICT infrastructure, which is crucial for effective integration of technology  
into Chemistry teaching. Table 2 presents teachers’ responses regarding ICT accessibility.  
Table 2: Accessibility of ICT Resources  
Accessibility Indicator  
Highly Accessible  
Accessible  
Frequency (n)  
Percentage (%)  
5
6
3
7
23.8  
28.6  
14.3  
33.3  
Undecided on Accessibility  
Inaccessibility  
The findings in Table 2 indicate that teachers generally experienced substantial access to ICT resources. Five  
respondents (23.8%) reported that computers were highly accessible, suggesting that ICT facilities were readily  
available for lesson preparation and instructional activities. An additional 28.6% described these resources as  
“accessible”, reinforcing the perception of relatively fair access among teachers. However, 14.3% remained  
undecided, which may reflect inconsistent use, insufficient familiarity with ICT systems, or unclear protocols  
governing access. Of the teachers sampled 33.3% reported ICT resources as inaccessible for utilization in  
teaching Chemistry. While this suggests broadly favourable access conditions, the high number of respondents  
that reported inaccessibility and undecided on access indicates a need for improved ICT orientation and clearer  
access guidelines to ensure more consistent utilization of available technologies.  
Despite these perceptions, the study found that practical accessibility of ICT resources for teaching Chemistry  
remained considerably constrained. Computer laboratories although present in some schools were shared across  
multiple departments, with priority consistently given to Computer Studies, administrative tasks, and  
examinations. Consequently, Chemistry teachers faced difficulty booking laboratory spaces, resulting in  
infrequent and irregular opportunities to integrate ICT into scheduled lessons. Students similarly reported limited  
exposure to computers for Chemistry-related tasks, including digital revision, simulations, and assignments. In  
several schools, computer laboratories were kept locked outside designated ICT periods, further restricting  
student access.  
Infrastructure-related challenges further limited accessibility. Unstable or low-bandwidth internet connectivity  
was common, and in many cases restricted to staffrooms and administrative offices rather than classrooms or  
laboratories. Frequent power interruptions, especially in rural schools lacking backup systems, also disrupted  
ICT use during lessons. These factors collectively reduced the reliability and consistency of ICT-supported  
instruction.  
The absence of technical support staff emerged as a major constraint. Most schools lacked dedicated ICT  
technicians, resulting in slow repairs and prolonged equipment downtime. Teachers reported avoiding ICT-based  
lessons due to fears of encountering unresolved technical glitches. Overall, both teachers and students described  
ICT accessibility as low, with significant logistic, infrastructural, and technical barriers limiting effective use of  
digital tools in Chemistry classes. These findings underscore the need for systemic improvements to ensure that  
available ICT resources translate into meaningful, sustained educational use.  
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CONCLUSION  
The study concluded that availability and accessibility of computers and ICT resources for teaching and learning  
Chemistry in Nyamira County secondary schools is substantially inadequate. Limited numbers of functional  
computers, lack of subject-specific digital tools, congested laboratories, unstable internet, and insufficient  
technical support restrict both teachers’ and students’ opportunities to utilize ICT for Chemistry instruction.  
Without improved accessibility and targeted resource allocation, Chemistry education in the county is unlikely  
to benefit fully from ICT-supported pedagogies.  
RECOMMENDATIONS  
Based on the findings, the study recommends that schools and education stakeholders prioritize the expansion  
of ICT infrastructure by increasing the number of functional computers, enlarging computer laboratories, and  
acquiring essential devices such as projectors and Chemistry-specific software to support digital instruction. To  
enhance accessibility, schools should develop ICT timetables that allocate dedicated slots for Chemistry lessons  
and encourage open access to computer laboratories during non-class hours, thereby enabling both teachers and  
students to interact more frequently with digital tools. Reliable internet connectivity and consistent power supply  
should be strengthened through investment in high-bandwidth internet, stabilizers, and backup power solutions  
such as generators or solar systems to ensure uninterrupted ICT use. Additionally, schools should employ  
qualified ICT technicians to provide regular maintenance, troubleshoot technical issues, and minimize  
equipment downtime that often discourages teachers from planning ICT-based lessons. Finally, Boards of  
Management and county governments should allocate targeted budgets for the acquisition of digital Chemistry  
resources, including simulations, virtual laboratories, and interactive multimedia tools, to enrich instructional  
delivery and enhance students’ conceptual understanding of scientific phenomena.  
Ethical and Logistical Considerations  
"Before commencing the research, the researcher obtained approval from the graduate school at Kenyatta  
University. Following this, clearance was sought from the National Council for Science and Technology  
(NACOSTI) to conduct the study. Additionally, the researcher requested permission from the Nyamira County  
Commissioner, County Director of Education, and the school administration where the research took place. The  
researcher also sought consent from all participants, ensuring that the information provided was kept confidential  
and used solely for the purposes of the study. All sources from which data was gathered have been appropriately  
acknowledged.  
Conflict of Interest  
The author declares that there is no conflict of interest regarding the publication of this article. All data were  
collected and analyzed objectively, and no external party influenced the study design, interpretation of findings,  
or preparation of the manuscript. The research was conducted solely for academic purposes, and the author does  
not have any financial, institutional, or personal relationships that could have inappropriately affected or biased  
the work.  
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