THE COPPEBELT UNIVERSITY

In association with

THE TECHNICAL AND VOCATIONAL TEACHERS’ COLLEGE (TVTC)

INVESTIGATION OF CHALLENGES FACED IN IMPLEMENTING

INFORMATION AND COMMUNICATIONS TECHNOLOGY (ICT) TEACHING IN
THREE SELECTED SECONDARY SCHOOLS: CASE OF SECONDARY
SCHOOLS IN CHOMA DISTRICT

BY
KAMUWANGA NAMUKOKO ROSA
STUDENT NUMBER: 12496

SUPERVISOR
MRS. CHILESHE

The Project Report submitted in partial fulfilment of the award of Bachelor of

Business Studies teacher education

@ April, 2020
COPYRIGHT
All rights reserved. No part of this dissertation may be reproduced, transmitted, stored, or used in
any form or by any means graphic, electronic, or mechanical, including photocopying, recording,
scanning, web distribution, or any information storage and retrieval systems, without permission
from the author or the Technical and Vocational Teachers’ College.

i
DECLARATION
I, Kamuwanga Namukoko Rosa, do declare that this dissertation is my own work and that it
has not previously been submitted for a degree at the Technical and Vocational Teachers’
College (TVTC).

Date…………………………signature ………………………………………….……

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DEDICATION
This study is dedicated to my mother Mary Namukoko my sisters, Naomi Kamuwanga, Cecilia
Kamuwanga .and my brother Simon Kamuwanga for their understanding and support during my
academic life. The other dedication goes to my lovely daughter Mary Siamala and not forgetting
my lovely son Kalaluka muyenga.

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CERTIFICATION OF APPROVAL
This dissertation of Kamuwanga Namukoko Rosa is approved as partial fulfilment of the
requirements for the award of the degree of Bachelor of Business Studies with Education of the
Technical and Vocational Teachers’ College (TVTC).

Signed by…………………………………………………..Date……………………

Signed by …………………………………………………..Date……………………

Signed by…………………………………………………... Date…………………

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ACKNOWLEDGEMENTS
My un-measured gratitude goes to my supervisor, Mrs. Chileshe for her guidance and assistance
rendered to make this work successful. My other thanks go to Mr. Mushani Misheck who proof
read my thesis. May God bless you

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ABSTRACT
In the 21st century, the world has experienced dramatic change from analogue to digital. The
digitalized approach use binary digits for completion of task as compared to analogue which
used much of physics. This change has also affected the education systems. Therefore, for
education to produce deliverables equal to task, Computer Studies has been introduced
throughout the education curriculum secondary education inclusive.

The paper at hand, assesses the challenges faced by rural Junior and senior secondary schools in
implementing Information and Communications Technology (ICT). Two hypotheses were taken

into account i.e. H1; Untrained teachers in Computer Studies have a negative effect on
implementation of computer studies in Junior and senior secondary schools in Choma district

and H2; Poor Computer studies infrastructure has a negative effect on the implementation of
computer studies in Junior and senior secondary schools in Choma district. The hypotheses were
tested where alternative hypotheses were accepted.

Data was collected using questionnaires and later data was analyzed using Statistical Package for
Social Science (SPSS).

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TABLE OF CONTENTS
COPYRIGHT...................................................................................................................................................i
DECLARATION..............................................................................................................................................ii
DEDICATION................................................................................................................................................iii
CERTIFICATION OF APPROVAL....................................................................................................................iv
ACKNOWLEDGEMENTS................................................................................................................................v
ABSTRACT...................................................................................................................................................vi
List of tables................................................................................................................................................ix
CHAPTER ONE..............................................................................................................................................1
INTRODUCTION...........................................................................................................................................1
1.0 BACKGROUND...................................................................................................................................1
1.1 STATEMENT OF THE PROBLEM..........................................................................................................2
1.7 SUMMARY.........................................................................................................................................4
CHAPTER TWO.............................................................................................................................................5
LITERATURE REVIEW....................................................................................................................................5
2.0 INTRODUCTION.................................................................................................................................5
2.1 OVERVIEW OF LITERATURE................................................................................................................5
2.2. LEVEL OF TEACHER TRAINING AND THE IMPLEMENTATION OF ICT EDUCATION IN JUNIOR AND
SENIOR SECONDARY SCHOOLS IN DISTRICT DISTRICTS............................................................................6
2.3. EFFECT OF INFRASTRUCTURAL FACILITIES ON IMPLEMENTATION OF ICT EDUCATION IN JUNIOR
AND SENIOR SECONDARY SCHOOLS........................................................................................................7
2.4. THE BEST PRACTICES TO SUCCESSFUL IMPLEMENTATION OF ICT EDUCATION IN ZAMBIA..............9
2.4.1 Information and Communications Technology (ICT) policy........................................................9
2.4.2 Information and Communications Technology (ICT) training...................................................10
2.4.3 Resources, maintenance and technical support.......................................................................10
2.4.4 Infrastructure and financial resources......................................................................................11
2.5 RESEARCH VARIABLES ARISING FROM LITERATURE............................................................................11
CHAPTER THREE........................................................................................................................................13
RESEARCH METHODOLOGY.......................................................................................................................13
3.0 CHAPTER INTRODUCTION................................................................................................................13
3.1 RESEARCH DESIGN AND METHOD...................................................................................................13
3.2 POPULATION AND SAMPLE SIZE......................................................................................................13
3.5 RESEARCH INSTRUMENT.................................................................................................................13
3.6 DATA COLLECTION PROCEDURES....................................................................................................13

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 3.7 DATA ANALYSIS................................................................................................................................13
3.8 ETHICAL CONSIDERATION................................................................................................................14
CHAPTER FOUR..........................................................................................................................................15
PRESENTATION AND DISCUSSION OF THE RESEARCH FINDINGS...............................................................15
4.0 CHAPTER INTRODUCTION................................................................................................................15
4.1 PRESENTATION AND DISCUSSION OF FINDINGS..............................................................................16
4.1.1 Untrained teachers in Computer Studies have a negative effect on implementation of
computer studies in Junior and senior secondary schools in Choma district.....................................16
4.1.2 Poor Computer studies infrastructure has a negative effect on the implementation of
computer studies in Junior and senior secondary schools in Choma district.....................................18
CHAPTER FIVE............................................................................................................................................21
CONCLUSION AND RECOMMENDATION...................................................................................................21
5.0 INTRODUCTION...............................................................................................................................21
5.1 CONCLUSION...................................................................................................................................21
5.2 RECOMMENDATIONS......................................................................................................................21
References.................................................................................................................................................23
APPENDICES..............................................................................................................................................24
Appendix I: questionnaire......................................................................................................................24
Appendix II: The proposal......................................................................................................................27

viii
LIST OF TABLES
Table 1, KMO Validity test.........................................................................................................................15
Table 2, reliability test...............................................................................................................................16
Table 3, correlation results........................................................................................................................17
Table 4, testing hypothesis (Untrained teachers in Computer Studies have a negative effect on
implementation of computer studies in Junior and senior secondary schools in Choma district)..............18
Table 5, Correlation in relation to poor computer studies infrastructure.................................................19
Table 6, regression in relation to poor computer studies infrastructure...................................................19

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 CHAPTER ONE
INTRODUCTION
1.0 BACKGROUND
In order to access education and compete in the global competitive economic environment, a
highly skilled and educated workforce with aptitude and skill in the application of Information
and Communication Technology (ICT) is essential. Therefore, the Zambian government thought
it wise to introduce ICT at Junior and Senior Secondary Schools. The introduction of ICT in the
Zambian general education curriculum has come with challenges that have resulted into failure
in its implementation process.

Therefore, the paper at hand, will assess the challenges faced by Secondary Schools in
implementing information and communications technology. The focused objectives are; to
establish the level of teacher training affects implementation of ICT education in public
secondary schools in Choma district, to determine the effect of infrastructural facilities on
implementation of ICT education at public secondary schools, to assess factors that would lead
to successful implementation of ICT policy in Zambia.

Challenges in the implementation of ICT education in Secondary schools begun just when
government announced the embedment of ICT education in the Zambian Curriculum way back
in 2015. The ministry of education has made it compulsory for pupils in schools to learn ICT
although the move is not supported by adequate facilities.

The Zambia union of teachers (ZNUT) says the introduction of information and communication
technology subject in the Zambian curriculum is a source of worry for pupils who do not have
access to computers. (Lusaka times, 2015). There are schools where pupils learn theory and not
practical resulting into those schools recording poor results in ICT education. Additionally 90%
of schools in Zambia are not offering ICT at senior secondary level due to some challenges
encountered. According to Lusaka Times newspaper (2015), ZNUT chairperson Bubala, stated
that, “We are all talking about ICT, but pupils are learning theory. By the time they will come to
have their laptops, it will be something else”

1
Apart from a lack of computers, infrastructure and electricity, many teachers are said to be so
incompetent that they would need lessons before teaching their classes. Government and other
well-wishers should think of seriously investing in ICT education.

Pupils have been surviving through borrowing from those teachers with laptops and palmtops
during ICT periods. Sometimes even travelling long distances to just go and have a practical
lesson in those schools with computers.

In some areas, there are no sound companies that can offer corporate social responsibility hence,
they wholly depend on Government to supply them with computers and sometimes project fees
which are exorbitantly charged affecting learners negatively. Therefore, this research important
because it will explore if really lack of infrastructure and specialized teachers contribute to
failure in implementing ICT education. Also the report will assess best practice/factors that
would lead to successful implementation of ICT policy in Zambia.

1.1 STATEMENT OF THE PROBLEM

The issue of implementation of ICT education in Secondary schools is very important especially
in the overall academic performance of pupils, growth of education and to keep pace with the
rapidly changing education and job market (Grace, 2012). Despite of the much hyped increased
computer installation in schools, many schools are not yet to reap the dividends of their
integration the learning process was due to a myriad of obstacles that ranged from infrastructural
challenges and lack of qualified teachers. From the past review of literature, it was clear that
studies that have been carried out on ICT education. None of these studies had answered the
question of challenges faced in implementation of ICT education in schools. Therefore, this
study intended to assess the challenges faced by schools in implementing information and
communications technology (ICT) education.

1.2 PURPOSE OF THE STUDY

The purpose of this study was to assess challenges faced in implementation of ICT education in
Junior and Senior secondary schools in Choma Secondary Schools.

1.3 SPECIFIC OBJECTIVES

The study was guided by the following specific objectives:

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1. To establish how the level of teacher training affects implementation of ICT education in
Junior and Senior secondary schools in Choma district.

2. To determine the effect of infrastructural facilities on implementation of ICT education in

Junior and Senior secondary schools in Choma district.

3. To assess best practices to successful implementation of ICT education in Zambia.

1.4 HYPOTHESES

H1; Untrained teachers in Computer Studies have a negative effect on implementation of

computer studies in Junior and senior secondary schools in Choma District

H0; Untrained teachers in Computer Studies have a no negative effect on implementation of

computer studies in Junior and senior secondary schools in Choma District.

H2; Poor Computer studies infrastructure has a negative effect on the implementation of
computer studies in Junior and senior secondary schools in Choma District.

H0; Poor Computer studies infrastructure has no negative effect on the implementation of
computer studies in Junior and senior secondary schools in Choma District.

1.5 RESEARCH QUESTIONS

1. How does the level of training affect implementation of ICT education in Junior and senior
secondary schools in Choma district?

2. To what extent does the provision of infrastructure affect the implementation of ICT education
in Junior and Senior secondary schools in Choma district?

3. Are there best practices to successful implementation of ICT education in Zambia?

1.6 SIGNIFICANCE OF THE STUDY

The study was important because would assist the government to assess the challenges faced in
implementing of ICT in Junior and senior secondary schools in Choma district. In addition the
study provided valuable information to government and other interested parties like the NGOs;
Civic organizations who would like to come on board to help poor children get their ICT

3
education. In addition, the study was important because the findings would provide information
that would be essential to a number of stakeholders such as the school administrators, teachers,
Teachers Association of Zambia, pupils, the Examination Council of Zambia, the Ministry of
general education and the government at large to initiate measures that help implement ICT in
future and come up with strategies to help educators improve the academic performance of
pupils in ICT. This research also acted as base line for future research. Also this study will
covered the research gap. So far no study has been conducted in Zambia to assess the challenges
faced in the implementation of computer studies.

1.7 SUMMARY
The study was conducted to assess the challenges faced by Secondary Schools in implementing
information and communications technology. This chapter discussed the background of the
study, problem statement, research purpose, research hypothesis/research questions/propositions,
limitation of the study, and delimitation of the study and significance of the study.

4
 CHAPTER TWO
LITERATURE REVIEW
2.0 INTRODUCTION
This chapter covers literature about the challenges faced in the implementation of Computer
Studies in junior and senior secondary schools in Choma District. The effect of untrained
teachers, ICT resources and poor infrastructure has been discussed with supporting literature.
The chapter also illustrates the variable arising from literature.

2.1 OVERVIEW OF LITERATURE

Information and communication technology (ICT) is a more generic term used to express the
unified communications and the integration of telecommunications (telephone lines and wireless
signals), intelligent building management systems and audio-visual systems in modern
information technology. (Mulomba Bauleni, 2014). ICT consists of all technical means used to
handle information as a combination of two major technologies: i.e. Information Technology and
Communications technologies. Communication technology (CT) consists of both physical
devices and software that link various computer hardware components and transfer of data from
one physical location to another. Information Technology (IT) is a combination of facilities for
collecting, storing, retrieving and processing of information.

ICT education in Junior and Senior secondary schools plays various roles in learning and
teaching processes. Becta (2004) says, “The issue of training is certainly complex because it
involves several components to ensure the effectiveness of the training. Lack of training of
teachers in information technology skills is one of the major challenges facing the
implementation of ICT education.” in a study carried out by Nachmis et al (2004), they found out
that a crucial factor contributing to the promotion of innovation is the availability of
infrastructure resources. Nevertheless, the best practice in such a case may include; provision of;
knowledge and skills to teachers, infrastructure, maintenance, internet and funds.

5
2.2. LEVEL OF TEACHER TRAINING AND THE IMPLEMENTATION OF ICT
EDUCATION IN JUNIOR AND SENIOR SECONDARY SCHOOLS IN
DISTRICT DISTRICTS.
According to Gakuo et al, (2010), leadership plays a key role in computer studies
implementation in secondary schools. Many teacher or student initiated information and
communications technologies (ICT) projects have been undermined by lack of support from
above. For ICT integration programs to be effective and sustainable, administrators themselves
must be competent in the use of the technology, and they must have broad understanding of the
technical, curricular, administrative, financial and social dimension of ICT use in schools.

According to Becta (2004), the issue of training is certainly complex because it involves several
components to ensure the effectiveness of the training. Lack of teacher training of teachers in
information technology skills is one of the major challenges facing the implementation of
computer studies in junior and secondary schools in District set up. Pelgrum (2001) observed
that, lack of adequate training of teachers on the use of computers in classrooms as one of the
main challenges to smooth ICT integration in schools.

Mbulakende (2007) in his study, assessment of teacher training in ICT in selected universities in
Uganda reported that, ICT like most innovations will not work without administrative support.
The study suggested that continuous training should provide the support from which teachers can
continue to keep and update with ICT and its application to subject pedagogy, in order to
enhance their teaching skills. In all faculties, lecturers should be introduced and trained on how
to use various ICT tools common in classroom such as projectors, electronic white boards, digital
cameras and trouble shoot minor problem common with these facilities. The ministry of general
education should put in place appropriate strategies to into ensure the integration of ICTs in
teaching and learning process goes together with the recruitment, training and retention of staff.
Krysa (1998) stated that ICT training should not be limited to teachers who teach computer
studies but to all teachers on the use of computers. The need for ICT training is explained by the
fact that most presently recruited teachers received little or no training in their formal education
concerning use of computers in teaching. It could also be a reflection of the need to update
teacher’ knowledge in the world of fast moving technology of communication. Teachers need to
know how to use computers first before they can integrate them in the curriculum. This could

6
make ICT innovation simple to adopt and implement as the innovation becomes compatible with
the current objectives of the users (Teare, 2004).

Malcom (2008) on his study reported that lack of professional development programs for
teachers to upgrade their skills on emerging technologies is a hindrance to ICT implementation.
ICT skills re required for empowerment to enhance value and create opportunity through new
technologies. Human capital must be developed through training research and capacity. Another
study by Bauer (2005) stated that although teachers were having sufficient skills, were
innovative and easily overcame obstacles, they did not integrate technology consistently both as
a a teaching and learning tool. Reasons being outdated hardware, lack of appropriate software,
technical difficulties and student skills levels. The study found that professional development has
a significant influence on how well ICT is embraced in the classroom.

2.3. EFFECT OF INFRASTRUCTURAL FACILITIES ON IMPLEMENTATION

OF ICT EDUCATION IN JUNIOR AND SENIOR SECONDARY SCHOOLS
A study by Aguyo (2010) shows that the use of ICT in school can be seen as cost effective
especially in terms of manpower as one teacher can reach many learners through internet,
interactive white board and video. However, the entire cost of acquisition of ICT tools including
software, hardware, upgrading, maintenance and development remains high. Investing in ICT for
schools might be perceived as an additional cost, and supporting significant ICT implementation
is a problem experienced by many schools in District areas.

(Laaria, 2013) argues that the high cost and maintenance of ICT infrastructure are the biggest
challenge that has continued to affect adoption and implementation of ICT in schools. Lack of
adequate funds to carry out educational activities in schools remains a reality in many schools in
Kenya (Laaria, 2013). Hennessy, (2010) testifies that one of the greatest challenges in
implementation of ICT in school is balancing educational goals with economic realities. School
managers gamble with what is the priority when funds are not adequate (Twinomujuni, 2011). In
the face of increased demand for educational resources, a number of schools are facing
difficulties in supporting and meeting educational obligations like buying textbooks, feeding
children, employing adequate qualified teachers (Dzidonu, 2010). This means that some schools
have difficulties in devoting their limited educational budget to facilitating ICT infrastructure.

7
The implementation of ICT policy in schools demand resources, such as computers, printers,
multimedia projectors and scanners and other accessories. These tools are not available in
District schools. Besides, ICT requires up-to-date hardware and software and high-speed Internet
connection (Gulbahar, 2007). These are key features in implementation of technology but they
are not available in most District schools. In view of this, Mumtaz (2000) observed that lack of
funds to obtain the necessary hardware and software is one of the reasons why teachers do not
use technology in their schools.

According to National ICT in Education Strategy (MoGE, 2006), most secondary schools have
some computer equipment; however, due to high cost, this more often consists of one computer
in the office of the school head. Very few District secondary schools have sufficient ICT tools
for teachers and students. Even schools that do have computers, the student-computer ratio is
150:1. Research findings based on schools indicate that it is due to financial constrains that most
schools lack sufficient infrastructure to fully integrate ICT in their programmes (Nyaga, 2014).
Farrel (2007) argues that students are not able to master information management skills because
of lack of access to ICT infrastructure. Dzidonu (2010) noted that not even a single District
schools provide free access to Internet for their teachers and students. However, without
reasonable access to the Internet and improved bandwidth and wide spread access, most schools
may never implement ICT policy.

While most of the research findings show that the high cost of ICT tools is a barrier to ICT
implementation in District secondary schools (Twinomujuni, 2011), others take a different
position and consider cost of infrastructure as a less important factor. According to Farrel (2007),
some schools with ICT infrastructure have acquired it through initiatives supported by parents,
the government, NGOs, or other development agencies and the private sector. This may not be
the case in District schools. Relying on support from parents and other development agencies to
provide for ICT tools may leave many school unequipped with ICT tools.

8
2.4. THE BEST PRACTICES TO SUCCESSFUL IMPLEMENTATION OF ICT
EDUCATION IN ZAMBIA.
School’s staffs roles

The importance of the headmaster’s role is a best practice towards the successful implementation
of ICT. The headmaster should be a facilitator for using ICT tools. In addition, head teacher
should offer encouragement and support to instill change. According Schiller (2003),
headmasters should be regarded as the facilitators of ICT implementation at the school level.

Regarding the role of teachers, headmasters and ICT directors as well as students, the first
responsibility in the implementation of ICT tools in classrooms belongs to the teachers.
However, the issue of teachers’ competence in computer use is crucial; proper competence is
likely to provoke confidence and positive attitudes towards the change. Today’s teachers
frequently explain their reluctance to use of ICT tools in classrooms by referring to their belief
that their skills are poorer than their students’ skills. Teachers’ anxiety about their potential
failure evokes their denial of the usefulness and effectiveness of ICT in education. In contrast,
teachers’ confidence in using technologies supports their beliefs in technologies’ contribution to
teaching and individual development and the need to expand the application of ICT in the future
(Bingimlas, 2009).

Teachers’ resistance to undergoing changes is another barrier to their utilization of technological

advances in schools. Teacher’s beliefs regarding ICT-based learning are important, since their
perceptions affect their performance in classrooms (Bingimlas, 2009). Teachers’ reluctance to
use computers in classroom activities is explained by a variety of other obstacles, including their
competence, school digital infrastructure, as well as access to ICT tools. Hence, teachers lacking
ICT skills are unenthusiastic about using computers in their teaching practices and integrating
supplementary learning, which creates a vicious cycle precluding full-scale ICT integration in
education (Bingimlas, 2009).

2.4.1 Information and Communications Technology (ICT) policy

Regarding external factors, Zambian educational policy is not clear and there is a contradiction
in the instructions and responsibilities. For, example, the support from the Ministry of general
eduaction is not sufficient. Furthermore, the headmasters pointed out that the Ministry of
Education has not committed to providing sufficient ICT tools, proper infrastructure and training

9
for all staffs, even though it emphasizes the use of technology at schools. Accordingly, in light of
the lack of clarity in ICT policy, identifying the tasks and the application of policies on the
ground by the ministry is crucial.

In Zambia although there is an educational policy, it is not well communicated, implemented and
re-enforced. Its application is also weak at classroom level. Head teachers do not understand ICT
policy hence, the government must review it.

2.4.2 Information and Communications Technology (ICT) training

Another factor that relates to the role of government is training. Training plays a significant role
in ICT implementation. About 90% of the school’s teachers are not qualified for using ICT, they
need training. There should be interest in training among teachers, the training times are
sometimes inconvenient. Most participants agreed that planning training outside of working
hours without any incentive, results in no attendance. Similarly In Western studies, training time
was identified as a barrier (Jones, 2004, Tearle, 2003) that negatively affects ICT integration in
classrooms (Bingimlas, 2009; Mumtaz, 2000). To seek a solution to surmount the
implementation obstacles, it is important that training should concentrate on all facets of the
case, fundamental proficiency training and the methods of application of ICT in the teaching and
learning procedure (British Educational Communications and Technology Agency, 2003;
Scrimshaw, 2004). In this context, many have proposed solutions to help teachers' requirements
and to improve their experiences in ICT employment. For instance, Snoeyink (2001) proposed
that the primary phase of training should concentrate on fundamental ICT skills and employment
of broadly utilised software and hardware applications. Once teachers have attained the
necessary proficiencies, they can move on to academic instruction. In this research, teachers'
demands were to have constant training in ICT to help them apply it effectively.

2.4.3 Resources, maintenance and technical support

The lack of ICT resources has been viewed as one of the main barriers that hinder ICT
application in schools. There are various reported resources either available or lacking in schools
that create a number of problems. Devices are not enough and most of the equipment provided
by teachers’ self-efforts, some devices have been broken down and abandoned in the warehouse
and the school administration does not have sufficient resources to fix them and also there is no
Internet. Absence of maintenance and technical assistance is regarded as hindrance, which has a
direct impact on teachers' confidence because of their constant fear of technical breakdowns or
10
failures. Kozma (2008) stated that teachers will have no interest in using ICT if they feel they
will face technical problems that require a long time to fix. (Jones, 2004). Ensminger (2004)
stressed the significance of full time technical support to aid in the process of ICT incorporation.
Furthermore, management leadership is crucial in building the ICT infrastructure through finding
necessary resources, determining technological structures, and establishing partnerships with
other educational institutions (Stensaker et al, 2007).

2.4.4 Infrastructure and financial resources

There is some differences between schools in Infrastructure. The reason for this problem is
related to the types of buildings, because the government—buildings schools have a good
infrastructure and more opportunity to facilitate ICT within them. Whereas, rented buildings still
suffer from lack of Infrastructure because these buildings were prepared in advance for housing.

The solution to this problem, as the Zambian government plans, is to dispense rented buildings.
The schools should be built for the future and should be ready in advance to receive this
equipment.

Finally, Moon (2002) emphasizes that the lack of financial resources is seen as a significant
barrier for ICT implementation in many countries. Moreover, shortage in ICT infrastructure is
one of the main obstacles to the implementation of ICT in Zambia.

2.5 RESEARCH VARIABLES ARISING FROM LITERATURE

Independent variables included; teacher training, poor infrastructure and Resources, maintenance
and technical support. While the dependent variable was ICT implementation. This can be
illustrated in the diagram below;

11
Figure 1, independent and dependent variables arising from literature

CHAPTER THREE
RESEARCH METHODOLOGY
3.0 CHAPTER INTRODUCTION
The chapter discusses methodology which is composed of research design, population, sample
size, research instruments, data collection procedure, data analysis and ethical consideration in
research.

3.1 RESEARCH DESIGN AND METHOD

The study adopted a conclusive research design. Conclusive research design involves extraction
of questionnaire for data collection. Kothari (2004) maintains that conclusive research studies are
concerned with describing the characteristic of particular individual. Data on the challenges
faced in implementing ICT education were collected through issuing of questionnaires as a data
collection technique which is embraced by survey.

3.2 POPULATION AND SAMPLE SIZE

Population was Choma District schools. Only 3 secondary schools were sampled.

3.5 RESEARCH INSTRUMENT

These are tools used when collecting data. In this study, the researcher used the questionnaires
only.

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3.6 DATA COLLECTION PROCEDURES
Questionnaires were distributed among respondents who in this case were subject teachers and
administrators.

3.7 DATA ANALYSIS

To accomplish data analysis, statistical package for social science (SPSS) was used to analyze
data. Means, validity and reliability were established by means of factor analysis. The
questionnaire design was proved to be valid and reliable. Further, to explore the relationship and
effect of independent variables on dependent variables correlation and regression were used.

3.8 ETHICAL CONSIDERATION

Respondents were not be forced to give data. Data were not doctored instead the researcher went
into field, collected data and later analyzed it.

13
 CHAPTER FOUR
PRESENTATION AND DISCUSSION OF THE RESEARCH
FINDINGS
4.0 CHAPTER INTRODUCTION
This chapter is composed of factor analysis, correlation and regression. Under factor analysis
means were measured and compared, the relationship between questions in the questionnaire was
determined by means of validity. The questionnaire proved to be consistent using reliability. This
can be illustrated as below;

Table 1, KMO Validity test

KMO and Bartlett's Test

Kaiser-Meyer-Olkin Measure of Sampling Adequacy. .851
Bartlett's Test of Sphericity Approx. Chi-Square 2384.025
df 105
Sig. .000
The above analysis shows KMO of greater than 0.7 meaning that, the relationship between
questions in the questionnaire was valid and significant.

Moreover, all the extractions in the communities below were above 0.3 as shown below;

Communalities
Initial Extraction
Qu1 1.000 .709
Qu2 1.000 .658
Qu3 1.000 .503

14
Qu4 1.000 .576
Qu5 1.000 .612
Extraction Method: Principal
Component Analysis.

This also supports validity in the questionnaire designed. The construct validity was observed to
convergent and discriminant as shown below;

Rotated Component Matrixa

Component
1 2 3
Qu1 .821
Qu2 .802
Qu4 .719
Qu3 .685
Qu5 .753
Extraction Method: Principal Component
Analysis.
Rotation Method: Varimax with Kaiser
Normalization.
a. Rotation converged in 5 iterations.

Moreover, the reliability of the questionnaire design was proved be accurate giving Cronbach's
Alpha of 0.859. which is above average of 0.7. This can be illustrated as below;
Table 2, reliability test

Reliability Statistics
Cronbach's
Alpha N of Items
.859 8

It means that, this research can be conducted using sample sizes from different study areas and
give same results.

4.1 PRESENTATION AND DISCUSSION OF FINDINGS

The study aimed at assessing challenges faced by Rural Schools in implementing Information
and Communications Technology (ICT).

15
4.1.1 Untrained teachers in Computer Studies have a negative effect on implementation of
computer studies in Junior and senior secondary schools in Choma district
In the above aspect, the researcher intended to establish the extent to which the untrained
teachers in computer studies have a negative effect on the implementation of computer studies in
Junior and Senior secondary schools. To accomplish this task, the following Research hypothesis
was formulated; untrained teachers in Computer Studies have a negative effect on
implementation of computer studies in Junior and senior secondary schools in Choma district. In
order to achieve this correlation and regression results below were obtained using SPSS.

Table 3, correlation results

Correlationsb
ICT
IMPLEMENTA
UNTRAINE TION IN SEC.
TEACHERS SCHOOLS
UNTRAINED TEACHERS Pearson Correlation 1 .0112

Sig. (2-tailed) .000

POOR Pearson Correlation .0112 1

INFRASTRUCTURE
Sig. (2-tailed) .000

ICT IMPLEMENTATION Pearson Correlation .0112 .123**

IN SEC. SCHOOLS
Sig. (2-tailed) .000 .000

**. Correlation is significant at the 0.01 level (2-tailed).

b. Listwise N=96

According to the results above, H1 which states that, “Untrained teachers in Computer Studies
have a negative effect on implementation of computer studies in Junior and senior secondary
schools in Choma district” was accepted because the relationship range was 0.0112 and 0.123
which is within the scale -1 to +1, meaning that there is need for the Government of Zambia to
train teachers in ICT. The results show that teachers handling ICT in Junior and senior secondary
schools in rural areas are not trained.

16
 Regression results show the effect of independent variable on dependent variable. Data were
analyzed using regression as shown below;

Model Summary
Change Statistics
R Adjusted R Std. Error of R Square F Sig. F
Model R Square Square the Estimate Change Change df1 df2 Change
a
1 .535 .286 .277 .79105 .286 31.043 4 310 .000
b
2 .551 .304 .888 .78500 .018 2.599 3 307 .052
a. Predictors: (Constant), education level, Respondents Gender
b. Predictors: (Constant), education level, Respondents Gender,
UNTRAINED TEACHERS

The figure above entails that, there is a relationship between untrained teachers in computer
studies and failure of ICT implementation in Junior and senior secondary schools. This is
because the correlation of determination in model 2 was 0.888 or 89%. This means the
relationship on how untrained teachers affect ICT implementation is 89%

Table 4, testing hypothesis (Untrained teachers in Computer Studies have a negative effect on implementation of computer
studies in Junior and senior secondary schools in Choma district)

Coefficientsa
Standardized
Unstandardized Coefficients Coefficients 95.0% Confide
Model B Std. Error Beta t Sig. Lower Bound
1 (Constant) 3.500 1.034 3.383 .001 1.465
Students education level .065 .047 .075 1.370 .172 -.028
Respondents Gender -1.143 .114 -.498 -10.056 .000 -1.367
2 (Constant) 1.685 1.414 1.191 .234 -1.098
Students education level .030 .051 .034 .583 .561 -.070
Respondents Gender -1.095 .117 -.477 -9.362 .000 -1.325
UNTRAINED TEACHERS -.150 .090 -.177 -1.671 .0015 -.326

a. Dependent Variable: ICT IMPLEMENTATION IN SEC. SCHOOLS

17
Level of significance from the research given the hypothesis, “Untrained teachers in Computer
Studies have a negative effect on implementation of computer studies in Junior and senior
secondary schools in Choma district” was 0.015 which is below 0.05 hence, H1 (Untrained
teachers in Computer Studies have a negative effect on implementation of computer studies in
Junior and senior secondary schools) was accepted while H0 was rejected. The correlation
regression analysis was drawn as below; y=−0.15 x +3.5

4.1.2 Poor Computer studies infrastructure has a negative effect on the implementation of
computer studies in Junior and senior secondary schools in Choma district.

In the above aspect, the researcher intended to establish the extent to which the Poor computer
studies infrastructure has a negative effect on the implementation of computer studies in Junior
and Senior secondary schools. To accomplish this task, the following Research hypothesis was
formulated; Poor Computer studies infrastructure has a negative effect on the implementation of
computer studies in Junior and senior secondary schools in Choma district. In order to achieve
this correlation and regression results below were obtained using SPSS.

Table 5, Correlation in relation to poor computer studies infrastructure

Correlationsb
ICT
POOR IMPLEMENTA
INFRASTRUC TION IN SEC.
TURE SCHOOLS
UNTRAINED TEACHERS Pearson Correlation .058 .266**

Sig. (2-tailed) .309 .000

POOR Pearson Correlation 1 .367**

INFRASTRUCTURE
Sig. (2-tailed) .000

ICT IMPLEMENTATION Pearson Correlation .221** .222**

IN SEC. SCHOOLS
Sig. (2-tailed) .000 .000

**. Correlation is significant at the 0.01 level (2-tailed).

b. Listwise N=96

The level of significance for the relationship (Poor Computer studies infrastructure and
implementation of computer studies in Junior and senior secondary schools) was 0.00 below
18
 0.05. This means that, H2 (; Poor Computer studies infrastructure has a negative effect on the
implementation of computer studies in Junior and senior secondary schools in Choma district)
should be accepted and reject H0. The conclusion is that, poor ICT infrastructure affects the
implementation of ICT negatively.
Table 6, regression in relation to poor computer studies infrastructure

Coefficientsa
Standardized
Unstandardized Coefficients Coefficients 95.0% Confide
Model B Std. Error Beta t Sig. Lower Bound
1 (Constant) 3.500 1.034 3.383 .001 1.465
Students education level .065 .047 .075 1.370 .172 -.028
Respondents Gender -1.143 .114 -.498 -10.056 .000 -1.367
2 (Constant) 1.685 1.414 1.191 .234 -1.098
Students education level .030 .051 .034 .583 .561 -.070
Respondents Gender -1.095 .117 -.477 -9.362 .000 -1.325
POOR INFRASTRUCTURE 0.23 .090 -.177 -1.671 .000 -.326

a. Dependent Variable: ICT IMPLEMENTATION IN SEC. SCHOOLS

The results above states that the level of significance for the negative effect that poor computer
studies infrastructure has on ICT implantation was 0.00. In this case H2 was accepted while H0
was rejected. Hence, this is the confirmation with the results computed using correlation that
Poor Computer Studies infrastructure does not in any way provide conducive environment for
ICT implementation. The correlation regression analysis was drawn as below; y=0.23 x +3.5

19
 CHAPTER FIVE
CONCLUSION AND RECOMMENDATION
5.0 INTRODUCTION
This study found that factors related to schools’ untrained teachers have the highest negative
impact on implementation of Junior and Senior secondary school computer studies.

20
5.1 CONCLUSION
Factors related to the cost and poor ICT infrastructure were also of the highest negative effect to
implementation of ICT policy were the cost of computers and installing internet in schools
indicated as additional costs on the existing strained budgets of most of the schools while those
with the lowest negative effect were schools connection to national electricity grid as most of
respondents agree that the cost running an e-mail being sustainable in their schools.

Based on results from hypotheses testing, it was further concluded that the selected factors
related to schools’ visions are strong predictors of implementation of ICT policy in public
secondary schools.

5.2 RECOMMENDATIONS
On the basis of the findings from the study, the following recommendations were arrived at:
Although the results of the study indicate that the cost of ICT infrastructure as insignificant to
implementation of ICT in secondary schools the negative factors should be addressed by both the
schools in the study area and the Ministry of general education. The Ministry of general
education should finance vote head for the acquisition of ICT infrastructure like internet
connection and purchase of teaching and learning programs. In addition, schools management
should allocate funds for repair and maintenance of the available ICT tools in schools.

The study also observed that selected factors related to schools’ infrastructure were
comparatively the major hindrance to implementation of ICT policy in secondary schools in the
study area. In this regard, the negative factors related to schools’ infrastructure need to be
addressed so as to make the implementation of ICT policy a reality. This can be achieved
through schools reviewing their strategic plans to include ICT policies with clear goals and
objectives. The schools should plan for the installation of ICT infrastructure as well as
envisioning the need for regular training of teachers in ICT as a staff development program. The
school management should be committed to acquisition of ICT tools within a given duration.
The study suggests further research in area through a follow up study conducted on teachers’
attitude on ICT implementation.

21
References
Aguyo, S. (2010). Real cost of computer in schools: power up with information Technology.
Nairobi:,Archry Technology Management Ltd.
BECTA. (2008). Harnessing Technology: Schools Survey Retrieved March 20, 2014, 2010,
from http://emergingtechnologies.becta.org.uk

22
 Bingimlas, K. A. (2009). "Barriers to the successful integration of ICT in teaching and
learning environments", a review of the literature. Eurasia Journal of Mathematics, Science
& Technology Education vol.5, no.3, pp.235-245
Grace, GW (2012). Factors affecting implementation of ICT integration in education: a case
of secondary schools in westlands district, Kenya: Nairobi County
Lusaka time newspaper. https://www.lusakatimes.com March 29, 2015

Mulomba Bauleni (2014). Introduction to information and communication technologies

manual, Kabwe: Kwame Nkrumah University

Nachmis, R., Mioduser (2004). Factors involved in the implementation of pedagogical

innovations using technology. Not published

Jones, A. (2004). "A review of the research literature on barriers to the uptake of ICT
byteachers". British Educational Communications and Technology Agency (BECTA), corp
creator.
Kozma R. B. (2008). "Comparative analysis of policies for ICT in education", in. Voogt and
G. nezek (eds), International handbook on information technology in primary and
secondary education. New York: Springer.
Moon, M. (2002). "The evolution of e-government among municipalities: rhetoric or reality".
Public Administration Review, vol.62, no.4, pp.424-33.
Nyaga, N. S. (2014) Challenges Facing Effective Information and Communication
Technology (ICT) Implementation in Selected Public Secondary Schools in Nakuru North
District Nakuru County, Kenya.
Schiller, J. (2003). "The elementary school principal as a change facilitator in ICT
integration", The Technology Source Archives, Available from:
<http://technologysource.org/article/elementary_school_principal_as_a_change_facilitator_in_ic
t_integration/ >.
Twinomujuni, J. A. (2011) Problems in ICT implementation in Selected Institution of
Higher Learning in Kabale District

APPENDICES
Appendix I: questionnaire
THE QUESTIONNAIRE
Serial
Numbe

23
 r

Introduction
This questionnaire is only for academic purposes to enable the researcher to complete studies at
Technical and Vocational Teacher’ College under the School of Education with specialisation in
Bachelor of Business Teacher’ education. Please follow the instructions and be honest in
answering the questions.
Instructions: 1. Please tick [√] in the space next to the question/statement to indicate your
choice. 2. Do not write your name on this questionnaire.
1. Gender
a) Male [] b) Female []

2. Age
a) below 30yrs [] c) 41-50yrs []
b) 31-40yrs [] d) 51yrs and above []

3. Education level
a) Masters [] c) Diploma []
b) degree [] d) Certificate []

4. Working experience as an ICT teacher

a) 1 year and below [] c) 6-10 yrs []
b) 2-5 yrs [] d) 11yrs and above []

5. Specialisation ……………………………..
6. Why is it that most of the teachers who handle computer studies classes are not ICT trained
teachers.
………………………………………………………………………………………………………
………………………………………………………………………………………………………
……………………………………………….
7. Do you offer Computer studies to grade 10-12 pupils?
YES []
NO []

24
 8. If NO to Q7 please give reasons
a)
………………………………………………………………………………………………………
……………………………………………………………………
b)
………………………………………………………………………………………………………
……………………………………………………………………
10. What do you think should be done to effectively implement ICT (in terms of teacher training
and infrastructure) at senior level? (Grade 10 - 12)
a)
………………………………………………………………………………………………………
………………………………………………………………………………….
b)
………………………………………………………………………………………………………
…………………………………………………………………………………
c)
………………………………………………………………………………………………………
……………………………………………………………………………………
11. By use of a tick, indicate whether you agree with the following statement regarding the
influence of availability of infrastructural facilities on ICT implementation.
Statement Strongl Agree Undecided Disagre Strongly
y agree e disagree
a) My school has trained computer studies
teachers
b My school is connected to national power
) grid
c) My school has a well-equipped computer
lab
d My school has relevant teaching computer
) software and manual to support ICT
implementation
e) The school has adequate ICT lab to support
pupil/computer - ratio

25
12. What do you think should be done to effectively implement ICT (in terms of administrative
support) at senior level? (Grade 10 - 12)
a)
………………………………………………………………………………………………………
………………………………………………………………………………… b)
………………………………………………………………………………………………………
………………………………………………………………………………… c)
………………………………………………………………………………………………………
…………………………………………………………………………………..

Thank you so much

Stay blessed

26
Appendix II: The proposal
1.0 Introduction

In order to access education and compete in the global competitive economic environment, a
highly skilled and educated workforce with aptitude and skill in the application of Information
and Communication Technology (ICT) is essential. Therefore, the Zambian government thought
it wise to introduce ICT at Secondary Schools. The introduction of ICT in the Zambian general
education curriculum has come with challenges that has resulted into failure in its
implementation process.

Therefore, the paper at hand, will assess the challenges faced by secondary schools in
implementing information and communications technology teaching in three selected schools in
southern province. The focused objectives are; to establish the level of teacher training affects
implementation of ICT education in public secondary schools in Choma district, to determine the
effect of infrastructural facilities on implementation of ICT education at public secondary
schools, to assess factors that would lead to successful implementation of ICT policy in Zambia.

1.1 Background

Challenges in the implementation of ICT education in Secondary schools begun just when
government announced the embedment of ICT education in the Zambian Curriculum way back
in 2015. The ministry of education has made it compulsory for pupils in schools to learn ICT
although the move is not supported by adequate facilities.

The Zambia union of teachers (ZNUT) says the introduction of information and communication
technology subject in the Zambian curriculum is a source of worry for pupils who do not have
access to computers. (Lusaka times, 2015). There are schools where pupils learn theory and not
practical resulting into those schools recording poor results in ICT education. Additionally 90%
of schools in Zambia are not offering ICT at senior secondary level due to some challenges
encountered. According to Lusaka Times newspaper (2015), ZNUT chairperson Bubala, stated
that, “We are all talking about ICT, but pupils are learning theory. By the time they will come to
have their laptops, it will be something else”

27
Apart from a lack of computers, infrastructure and electricity, many teachers are said to be so
incompetent that they would need lessons before teaching their classes. Government and other
well-wishers should think of seriously investing in ICT education.

Pupils have been surviving through borrowing from those teachers with laptops and palmtops
during ICT periods. Sometimes even travelling long distances to just go and have a practical
lesson in those schools with computers.

In some areas, there are no sound companies that can offer corporate social responsibility hence,
they wholly depend on Government to supply them with computers and sometimes project fees
which are exorbitantly charged affecting learners negatively. Therefore, this research important
because it will explore if really lack of infrastructure and specialized teachers contribute to
failure in implementing ICT education. Also the report will assess best practice/factors that
would lead to successful implementation of ICT policy in Zambia.

1.2 Statement of the Problem

The issue of implementation of ICT education in Secondary schools is very important especially
in the overall academic performance of pupils, growth of education and to keep pace with the
rapidly changing education and job market (Grace, 2012). Despite of the much hyped increased
computer installation in schools, many schools are not yet to reap the dividends of their
integration the learning process was due to a myriad of obstacles that ranged from infrastructural
challenges and lack of qualified teachers. From the past review of literature, it was clear that
studies that have been carried out on ICT education. None of these studies had answered the
question of challenges faced in implementation of ICT education in schools. Therefore, this
study intends to assess the challenges faced by schools in implementing information and
communications technology (ICT) education.

1.3 Purpose of the Study

The purpose of this study will be to assess challenges faced in implementation of ICT education
in Secondary schools in Choma.

1.4 Specific Objectives

The study will be guided by the following specific objectives:

28
1. To establish how the level of teacher training affects implementation of ICT education in
Secondary schools in Choma district.

2. To determine the effect of infrastructural facilities on implementation of ICT education in

Secondary schools in Choma district.

3. To assess best practices to successful implementation of ICT education in Zambia.

1.5 Research questions

1. How does the level of training affect implementation of ICT education in Secondary schools
in Choma district?

2. To what extent does the provision of infrastructure affect the implementation of ICT education
in Secondary schools in Choma district?

3. Are there best practices to successful implementation of ICT education in Zambia?

1.6 Significance of the Study

The study will be important because it will assist the government to assess the challenges faced
in implementing of ICT in Secondary schools in Choma district. In addition the study will
provide valuable information to government and other interested parties like the NGOs; Civic
organizations who would like to come on board to help poor children get their ICT education. In
addition, the study is important because the findings would provide information that would be
essential to a number of stakeholders such as the school administrators, teachers, Teachers
Association of Zambia, pupils, the Examination Council of Zambia, the Ministry of general
education and the government at large to initiate measures that will help implement ICT in future
and come up with strategies to help educators improve the academic performance of pupils in
ICT.

1.7 Operational definitions

Information and communications technology (ICT). ICT refers to a more generic term used to
express the unified communications and the integration of telecommunications (telephone lines
and wireless signals), intelligent building management systems and audio-visual systems in
modern information technology.

29
Information Technology (IT). IT is a combination of facilities for collecting, storing, retrieving
and processing of information.

Communication technology (CT). Consists of both physical devices and software that link
various computer hardware components and transfer of data from one physical location to
another.

Implementation. Implementation is the process of putting a decision or plan into effect

Challenges. Challenges are things which are new and difficulty which require great effort and
determination

Choma. Choma is a city in Zambia’s Copperbelt province, the country’s copper-mining region

Junior secondary school. Junior secondary school in Zambia is a school including grade 1 to 9

Senior secondary school. Senior secondary school is a high school for grade 10 to 12 in Zambia

Technology. Technology is the application of scientific knowledge for practical purposes,

especially in industry.

2.0 Literature Review

Information and communication technology (ICT) is a more generic term used to express the
unified communications and the integration of telecommunications (telephone lines and wireless
signals), intelligent building management systems and audio-visual systems in modern
information technology. (Mulomba Bauleni, 2014). ICT consists of all technical means used to
handle information as a combination of two major technologies: i.e. Information Technology and
Communications technologies. Communication technology (CT) consists of both physical
devices and software that link various computer hardware components and transfer of data from
one physical location to another. Information Technology (IT) is a combination of facilities for
collecting, storing, retrieving and processing of information.

ICT education in Secondary schools plays various roles in learning and teaching processes. Becta
(2004) says, “the issue of training is certainly complex because it involves several components to
ensure the effectiveness of the training. Lack of training of teachers in information technology
skills is one of the major challenges facing the implementation of ICT education.” in a study

30
carried out by Nachmis et al (2004), they found out that a crucial factor contributing to the
promotion of innovation is the availability of infrastructure resources. Nevertheless, the best
practice in such a case may include; provision of; knowledge and skills to teachers,
infrastructure, maintenance, internet and funds.

3.0 Methodology

This will encompass research design and method, population and sample size, research
instruments, data collection procedures, data analysis and ethical consideration in the research.

3.1 research design and method

The study will adopt a descriptive survey design. Descriptive survey is a method of collecting
information by interviewing or administering a questionnaire for a sample of individual. Kothari
(2004) maintains that descriptive research studies are concerned with describing the
characteristic of particular individual. Data on the challenges faced in implementing ICT
education will be collected through issuing of questionnaires, observation and interviewing

3.2 population and sample size

Population will be southern secondary schools. While the area of the study will be Choma
district. Three secondary schools will be sampled in Choma district.

3.3 Research Instrument

These are tools used when collecting data. In this study, the researcher will use the
questionnaires, interview guide and observation.

3.4 Data Collection Procedures

Questionnaires will be distributed among respondents who in this case will be school teachers
and administrators. Further teachers and school administrators shall be interviewed while jotting
down response.

3.5 Data Analysis

Statistical package for social science (SPSS) and Excel shall be used to analyze data

3.6 Ethical consideration

31
Respondents will not be forced to give data. Data will not be doctored instead the researcher will
go into the field, collect data and analyze it.

32