Relationship between integrating information technology and student’s classroom outcomes in upper secondary schools within kapchorwa district. A cross-sectional study.
DOI:
https://doi.org/10.51168/4tnw7z46Keywords:
Information technology integration, Classroom outcomes, Upper secondary schools, Kapchorwa District, Student performanceAbstract
Background.
Most Upper Secondary Schools have integrated information technology into their pedagogy. This was aimed at improving students' learning outcomes. However, in Kapchorwa District, achievement of learning outcomes in secondary school has been subpar in upper secondary schools. This study examined the relationship between integrating information technology and students’ classroom outcomes in Upper Secondary schools within Kapchorwa District.
Methodology.
A descriptive, cross-sectional, and correlational survey design, utilizing a quantitative approach for data collection and analysis. The study population comprised teachers, students (S6), and head teachers from five private Upper Secondary schools in Kapchorwa District. A sample size of 181 respondents was selected using purposive and simple random sampling techniques. Questionnaires, interview guides, and documentary review checklists were used as research instruments. Data were analyzed using SPSS software, including univariate analysis, correlation analysis, and regression analysis.
Results.
126 (74.1%) of the participants were male, Majority of the participants 106 (62.3%) were aged 16-24 years. There was a moderate correlation between virtual lessons and the achievement of learning outcomes of 0.386. The p-value (0.006) indicates that this correlation is statistically significant at the 0.05 level There was a strong positive correlation between asynchronous discussions and the achievement of learning outcomes of 0. 568. There was also a strong positive correlation between virtual instructions and the achievement of learning outcomes was 0.561.
Conclusion.
The correlational findings indicate strong positive relationships between the use of virtual lessons, asynchronous discussions, and virtual instructions, and the achievement of learning outcomes.
Recommendations.
There is a need to improve infrastructure, financial support for students, teacher training, integration of interactive elements, monitoring and evaluation of digital learning initiatives, and efforts to ensure equitable access to technology tools.
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Copyright (c) 2025 KENNETH KENNEDY NAKITARI, MUHAMMAD DR. SSENDAGI (Author)
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