A cross-sectional study to investigate how Teachers' ICT Competence influences the implementation of the new lower secondary curriculum in Gombe Division, Wakiso District.
DOI:
https://doi.org/10.51168/bz3pjn39Keywords:
Teachers' ICT Competence, implementation of the new lower secondary curriculum, Gombe DivisionAbstract
Background
Teachers’ ICT competence is a critical determinant of successful curriculum implementation. The study aimed to investigate how Teachers' ICT Competence influences the implementation of the new lower secondary curriculum in Gombe Division, Wakiso District.
Methodology
The study adopted a convergent parallel mixed-methods design in Gombe Division, Wakiso District, Uganda. Data were collected concurrently using questionnaires, interviews, and observations from 351 participants, including students, teachers, administrators, and municipal education officials selected through stratified random and purposive sampling. Quantitative data were analyzed using descriptive statistics and correlations in SPSS, while qualitative data underwent thematic analysis in NVivo. Instrument validity and reliability were ensured through CVI, Cronbach’s alpha, and piloting, alongside strict ethical procedures during curriculum implementation assessment processes across secondary schools.
Results
The study achieved excellent response rates: 310 of 311 student questionnaires were analyzed (99%), and 32 of 40 interviews were completed (80%). Students were 53.2% female and 46.8% male; most were aged 15–17 years (51.0%), with 53.9% in S.3. Among administrators and teachers, 55% were male, 50% held degrees, 30% master’s degrees, and 75% had over four years’ experience. Teachers’ ICT competence showed moderate means (2.77–2.96). Positive perceptions ranged from 44.2% to 48.4%, while disagreement reached 40.7%. Students reported positive or very positive ICT impact (54.9%). Key challenges were limited training (36.1%) and inadequate resources (30.0%). Teacher competence correlated strongly with curriculum implementation (r = .730, p < .001) and explained 53.3% of variance (R² = .533). Interviews confirmed that ICT improves engagement despite time and technical constraints across local schools.
Conclusion
ICT utilization significantly improves curriculum implementation, though engagement gaps and resource challenges persist.
Recommendation
Educational policymakers and the Ministry of Education and Sports should provide targeted ICT professional development to strengthen teachers’ skills and enhance the delivery of the curriculum.
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Copyright (c) 2025 Isaac Kasule, Ssenteza Aloyzious (Author)
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