INTEGRATION OF INFORMATION COMMUNICATION TECHNOLOGY IN TEACHING OF THE LOWER SECONDARY CURRICULUM: A CASE STUDY OF IBANDA DISTRICT

Abstract

Integrating technology into classroom practices remains a major challenge in the 21st century. The purpose of this study was to investigate the integration of Information and Communication Technology (ICT) in teaching the lower secondary curriculum, using Ibanda District as a case study. The study specifically examined the influence of teacher-related challenges, administrative challenges, and curriculum-related challenges (independent variables) on teaching and learning outcomes (dependent variable). A cross-sectional design with a triangulation approach was employed. The target population comprised teachers, students, and ICT coordinators, totaling 275 participants. Students were selected using simple random sampling, while teachers, administrators, and ICT coordinators were selected purposively. Data were collected through questionnaires and interview guides and analyzed both quantitatively and qualitatively. The findings revealed a strong positive correlation between teacher-related challenges and teaching and learning outcomes (r = 0.610, n = 70, p < 0.01), indicating that lack of ICT skills, training, and negative attitudes hinder effective ICT integration. Administrative challenges also showed a strong positive relationship (r = 0.816, p < 0.01), highlighting that inadequate ICT infrastructure, financial constraints, and poorly maintained facilities limit ICT use in teaching. Furthermore, curriculum-related challenges demonstrated a very strong positive correlation (r = 0.812, p < 0.01), showing that misalignment of the curriculum with ICT objectives, limited technical support, and insufficient training impede ICT integration. The study concludes that teacher-related, administrative, and curriculum-related challenges collectively affect the integration of ICT in teaching and learning in Ibanda District. It is recommended that the Ministry of Education and Sports organize regular in-service training for teachers to improve ICT skills and provide adequate infrastructure to support effective digital learning.