CHALLENGES OF IMPLEMENTING GOVERNMENT POLICY OFSTUDYING COMPUTER EDUCATION (ICT) IN SECONDARY

SCHOOLS IN MASAKA MUNICIPALITY.

BYNAKAANA FARIDI111-043011-05398

SUPERVISOR: MR. KISHABALE BASHIR

A RESEARCH PROPOSAL SUBMITTED TO THE FACULTY OFEDUCATION IN PARTIAL FULFILLMENT OF THE

REQUIREMENT FOR THE AWARD OF DEGREE OF BACHEROROF ARTS WITH EDUCATION OF ISLAMIC UNIVERSITY IN

UGANDA

DECEMBER, 2013.

CHAPTER ONE

1.0 INTRODUCTION

1.1 BACKGROUND TO THE STUDY

This study is about to analyze the challenges of implementing the

government policy of studying computer education (ICT) in

secondary schools. It is based in Masaka Municipality. The idea

of teaching computer education in secondary schools is dated far

back by the National curriculum Development center (NCDC), 2001

whereby it was being taught on the Ordinary level from S.1 up to

S.4 and the Advanced level were being left out.

According to NCDC (2001), the subject was taken as an optional

subject to some schools that could operate it and with some few

students who had the interest in it.

However, the government of the Republic of Uganda together with

the Ministry of Education (MoE) and sports realized the need,

importance and values of computer Education and decided to

implement the policy of teaching computer Education (ICT) in

secondary schools at both levels of O and A.

The rapid growth in Information Communication and Technologies

(ICT) have brought remarkable changes in the twenty-first

century, as well as affected the demands of modern societies. ICT

is becoming increasingly important in our daily lives and in our

educational system. Therefore, there is a growing demand on

educational schools and institutions to use ICT to teach the

skills and knowledge students need for the 21st century.

Realizing the effect of ICT on the workplace and everyday life,

today’s educational institutions try to restructure their

educational curricula and classroom facilities, in order to

bridge the existing technology gap in teaching and learning. This

restructuring process requires effective adoption of technologies

into existing environment in order to provide learners with

knowledge of specific subject areas, to promote meaningful

learning and to enhance professional productivity (Tomei, 2005).

Global investment in ICT to improve teaching and learning in

schools have been initiated by many governments in all over the

world. For example in United Kingdom, the government spending on

teaching ICT in 2008–09 was £2.5bn (Nut, 2010), in United States,

the expenditure on schools and higher education institutions was

$6 billion and $4.7 billion respectively in 2009 (Nut, 2010) and

in New Zealand, the government spends over $ 410 million every

year on schools ICT education (Johnson, Calvert & Raggert 2009).

Despite all these investments on ICT infrastructure, equipments

and professional development to improve education in many

countries, Gulbahar (2007) claimed that huge educational

investment have produced little evidence of ICT education and use

in teaching and learning especially in Turkey. Evidence suggests

that education sector is investing heavily on ICT but ICT

adoption in education sector lagged behind the business sector

(Leidner & Jarvenpaa, 1995). Several surveys are carried out to

investigate the factors that are related to the use of computer

technology in teaching and learning processes by teachers (Baek,

Jung & Kim, 2008; Norton, McRobbie, & Cooper, 2000). According to

NCDC (2011), the computer education aims at training pupils to

acquire computeristic ability of using them in their day to day

life and also to get skills that will help them to meet the

challenges of this dynamic and global world.

Hence the aims and objectives of computer education in secondary

school levels are listed bellow as by the Uganda National

Examination Board (UNEB) and the National Curriculum Development

Center (NCDC), 2011as to help students to:

Develop manipulative and computational skills through using

computer.

Understand basic fundamental and computer concepts and

their applications in their daily life.

Acquire computation expression and careful meaning of the

knowledge acquired.

By means of all the above, there has been a need for the subject

to be taught at secondary schools despite there a number of

challenges to it.

1.2 Statement of the problem

This research looks to study the challenges of implementing the

government policy of studying computer education (ICT) in

secondary schools in Masaka Municipality.

The main aspect of concern is that to what extent does shortage

of qualified or trained computer teachers affects the computer

education in secondary schools in Masaka municipality.

1.3 Research Objectives

The research aims at achieving the following objectives which

will include the following,

1.3.1 To find out the extent to which shortage of qualified or

trained computer teachers affects the computer education in

secondary schools in Masaka municipality.

1.3.2 To examine the impacts of inadequate ICT resources to the

teaching of compute education in Masaka municipality.

1.3.3 To examine the extent to which high teacher-students ratio

and high computer-student’s ratio a challenge to the computer

education in Masaka municipality.

1.4 Research questions.

The study attempts to find answers to the following questions.

1.4.1 To what extent does the shortage of qualified computer

teacher affects the computer education in secondary schools.

1.4.2 Examine the impacts of inadequate ICT resources to the

teaching of computer education in Masaka municipality.

1.4.1 To what extent does high teacher-students ratio and high

computer-student’s ratio a challenge to the computer education in

Masaka municipality?

1.5 The scope of the study

The study covers up secondary schools in Masaka municipality and

the research will take a sample of schools within Masaka Town and

outside. In the study, computer teachers, administrators and

secondary school students will be involved.

The study will be carried out in 30 working days. The researcher

has made plan to ensure that this time is enough to carry out

research and gather relevant data to the study.

1.6 Significance of the study.

This study will boost up the Government to understand the

challenges faced by the institutions to operate the computer

training program.

The researcher has hoped this work will serve a useful purpose to

those who intend to have an insight into the computer education

operation to know the number of challenges they are likely to

face.

The findings of this study will go a long way to benefit the

following categories of people and institutions.

1. Computer teachers will be able to improve on their teaching so

as to enhance certain computer abilities and skills in a more

relevant and interesting manner to their students and schools.

2. Curriculum developers will be challenged to design a computer

curriculum appropriate to learner’s abilities and needs of

society on the basis of findings.

3. The head teachers will be provided with the information about

the challenges they face while operating this government program

of computer education in their schools.

4. The researcher will also be helped in the way that the

findings will be used by him as a reference to further studies.

CHAPTER TWO.

2.0 LITERATURE REVIEW

This study intends to look at others views of different scholars

about the challenges faced while carrying out computer education

in secondary school. The review will be arranged according to the

themes and variables of the study that addresses the objectives

of the study.

The study involves the consultation of computer scholars and

literates both within the country and outside (international)

levels who have wrote on the computer Education in secondary

schools.

2.1 Shortage of qualified computer teachers.

Not all secondary school teachers are able to carry out computer

education training, on this respect therefore, according to Daily

monitor (2011), the demand for ICT learning has been tremendous

and the number of teachers who are trained to teach ICT cannot

meet the demand. There are more students willing to be taught

computing skills than there are teaches to transfer the skills.

Most teachers of computer happen to teach because they are

trained in the computer based courses but they are not trained as

computer teacher. These teachers happen to teach not because they

are qualified teachers but, because they know how to operate

computer programs and students end up not getting the collect and

true skills of the subject.

Teacher’squalifications such as educational level, age, gender,

educational experience, experience with the computer for

educational purpose and attitude towards computers can influence

the teaching of ICT in secondary schools, Schiller (2003).

Teachers are implored to adopt and integrate ICT into teaching

and learning activities, but teachers’ qualification to teach ICT

into schools determines the effectiveness of the subject and not

by its sheer existence in the classroom (Jones, 2001). The

qualifications of teachers towards ICT greatly influence their

adoption of computers into their teaching. According to (Russell

& Bradley, 1997), anxiety, lack of confidence and competence and

fear often implies ICT takes a back seat to conventional learning

mechanisms. Therefore, an understanding of personal

characteristics that influence teachers’ adoption of ICT into

teaching is relevant.

To successfully initiate and implement educational technology in

school’s program depends strongly on the teachers’ qualifications. It

is believed that if teachers perceived technology programs as neither

fulfilling their needs nor their students’ needs, it is likely that

they will not use computer into their teaching and learning. Among the

factors that influence successful teaching of ICT are teachers’ level

of qualifications and beliefs towards the subject, according to Hew

and Brush, (2007) and Keengwe and Onchwari, (2008). If teachers’

qualifications and attitudes are positive toward the use of

educational technology then they can easily provide useful insight

about the teaching of ICT into schools and learning processes.

According to Demici (2009), he conducted a study on teachers’

qualification towards the teaching of ComputerEducation (CE) in

secondary schools in African countries. The study used questionnaire

to collect data from 79 computer teachers teaching in 55 different

high schools. The study revealed that though barriers such as lack of

hardware and software existed, teacher’s qualification and positive

attitudes towards CE was an important determinant to the successful

teaching of CE into computer lessons in schools.

In a similar study, Teo (2008) conducted a survey on pre-service

teachers’ qualification towards computer use in Kenya. A sample of 139

pre-service teachers was assessed for their computer qualification

using questionnaire with four factors: affect (liking), perceived

usefulness, perceived control, and behavioral intention to use the

computer. He found that teachers were more positive about their

qualification towards computers and intention to use computer than

their perceptions of the usefulness of the computer and their control

of the computer. Also, Drent & Meelissen (2008) conducted a study

about factors which influence the teaching of ICT by teacher educators

in the Tanzanian secondary schools. A sample of 210 teachers was used

for the study. Their study revealed that student–oriented pedagogical

approach, positive attitude towards computers, computer experience,

and personal qualities of the teacher educator have a direct positive

influence on the teaching of ICT in schools. Research has shown that

teachers’ level of qualification in computer education influence their

acceptance of the usefulness of technology and its teaching, Huang &

Liaw (2005). In African Schoolnet (2010) survey on teachers’ use of

Acer computers involving six African countries, a large number of

participants believed that the use of computers had had positive

impact on their learning, promoted individualized learning and helped

to lengthen study beyond school day. However, evidence suggests that

small number of teachers believe that the benefits of ICT are not

clearly seen. The Empirical survey revealed that a fifth of secondary

school computer teachers believed that the teaching of ICT in schools

did not benefit their students’ learning, Korte & Hüsing (2007). A

survey of some Ugandan teachers also revealed that their positivity

about the possible contributions of ICT was moderated as they became

‘rather more ambivalent and sometimes doubtful’ about ‘specific and

current advantages of computer education, Becta (2008, p.45).

Teachers’ computer experience relates positively to their computer

attitudes. The more experience teachers have with computers, the more

likely that they will show positive attitudes towards computers

according to (Rozell & Gardner, 1999). Qualified teachers of computer

are expected to foster computer education in the classroom (van Braak,

Tondeur & Valcke, 2004). According to (Woodrow, 1992) for successful

transformation in educational practice, user need to develop positive

attitudes toward the innovation as well as exposing a high level of

qualification.

Computer competence is defined as being able to handle a wide range of

varying computer applications for various purposes (van Braak et al.,

2004). According to Berner (2003), Na (1993) and summers (1990) as

cited in Bordbar (2010), teachers’ computer competence is a major

predictor of teaching ICT in secondary schools. Evidence suggests that

majority of teachers who reported negative or neutral attitude towards

the integration of ICT into teaching and learning processes lacked

knowledge and skills that would allow them to make “informed decision”

(Al- Oteawi, 2002, p.253, as cited in Bordbar, 2010). In a qualitative

multiple case-study research on primary and secondary schools,

competence and confidence level regarding the teaching of ICT in

schools conducted in five European countries, Peralta & Costa (2007)

found that technical competence influenced Italian teacher’s use of

ICT in teaching. However, the teachers cited pedagogical and didactic

competences as significant factors if effective and efficient

educational interventions are likely to be implemented. In Portugal,

teachers reported different views regarding the most important

competences for teaching ICT in schools. The experienced and new

teachers stressed the need for technical skills and attitude, the

innovative teachers’ emphasized curricula and didactic competences and

the student-teachers cited technical competence and pedagogical

efficiency as significant to teach ICT in learning processes.

According to Peralta & Costa (2007), teachers with more experience in

computers have greater confidence in their ability to use them

effectively. To conclude, Jones (2004) reported that teachers

competence relate directly to confidence. Teachers’ confidence also

relate to their perceptions of their ability to use computers in the

classroom, particularly in relation to their children’s perceived

competence.

Though some research reported that teachers’ experience in

teaching computer did not influence their use of computer

knowledge in teaching (Niederhauser & Stoddart, 2001), most

research showed that teaching experience influence the successful

teaching of ICT in schools (Wong & Li 2008,Giordano, 2007 and

Hernandez-Ramos, 2005). Gorder (2008) reported that teachers

experience is significantly correlated with the actual teaching

of computer. In her study, she revealed that effective teaching

of computer was related to technological comfort levels and the

liberty to shape instruction to teacher-perceived student needs.

Also, Baek, et.al (2008) claimed that experienced teachers are

ready to teach ICT in schools amidst several challenges.

Similarly, in United States, the (U.S National Centre for

Education Statistics, 2000) reported that teachers with less

experience in teaching were more likely to integrate computers in

their teaching than teachers with more experience in teaching.

According to the report, teachers with up to three years teaching

experience reported spending 48% of their time utilizing

computers, teachers with teaching experience between 4 and 9

years, spend 45% of their time utilizing computers, teachers with

experience between 10 and 19 years spend 47% of the time, and

finally teachers with more than 20 years of teaching experience

utilize computers 33% of their time. The reason to this disparity

may be that fresh teachers are more experienced in teaching ICT.

Teachers in Malaysia revealed that older teachers frequently use

computer technology in the classrooms more than the younger

teachers. The major reason could be that the older teachers

having rich experience in teaching, classroom management and also

competent in the use of computers can easily integrate ICT into

their teaching. The result is in agreement with Russell, Bebell,

et.l, (2003) who found that new teachers who were highly skilled

with technology more than older teachers did not incorporate ICT

in their teaching. The researchers cited two reasons: new

teachers focus could be on how to use ICT instead of how to

incorporate ICT in their teaching. Secondly, new teachers could

experience some challenges in their first few years of teaching

and spend most of their time in familiarizing themselves with

school’s curriculum and classroom management. But in a survey of

almost 3000 teachers, Russell, et.al and Tao (2007) argued that

the quality of ICT integration was related to the years of

teacher service. However, Granger, et.al (2002) conducted a

qualitative survey on factors contributing to teachers’

successful teaching of ICT in Canada. They interviewed 60

respondents from 12 schools. The findings found no relationship

between teachers’ teaching experience and experience in the use

of ICT implying that teachers’ ICT skills and successful

implementation is complex and not a clear predictor of ICT

integration.

2.2 Inadequate ICT resources.

Whereas results indicate that ICT has penetrated many sectors

including banking, transportation, communications, and medical

services, the Ugandan educational system seems to lag behind.

Further, recent report by the National Council for Science and

Technology (2010) indicated that computer use in Ugandan schools

is still in its early phases, and concluded that the perceptions

and experiences of teachers and administrators do play an

important role in the use of computers in Ugandan classrooms.

Computers are still very expensive and despite spirited efforts

by the government agencies, NGO, corporate organizations and

individuals to donate computers to as many schools as possible,

there still remains a big percentage of the schools unable to

purchase computers for use by their pupils.

Many schools are still not yet connected to electricity; Masaka

being a developing Municipality, the government has not been able

to connect all parts of it to the national electricity grid.

Consequently those schools that fall under such areas are left

handicapped and may not be able to offer computer studies.

According to New Vision, Jan. (2011) the dilemma which arises in

providing educational technology stems from a lack of financial

resources and a limited distributive capacity. In addition, many

African countries have not been able to employ teachers, and

provide resources to keep up with this demand. This brings about

compromised quality of education. Further, many African

governments face the predicament of educational expansion that

corresponds with economic development. Despite the setbacks,

access to education is a strong focus of most governments.

Government of Uganda has put in place an ICT policy that aims to

improve the livelihoods of people by ensuring the availability of

accessible, efficient, reliable and affordable ICT services. The

national policy addresses several sections, among them includes;

Information technology, Broadcasting, Telecommunications and

Postal services. However, it is the section on information

technology that sets out the objectives and strategies pertaining

to ICT and education.

The relevant objective in this section states that government

will encourage:

“…the use of ICT in schools, colleges, universities and other

educational institutions in the country so as to improve the

quality of teaching and learning.”

ICT can play a significant role in equalizing opportunities for

marginalized groups and communities. But the paradox is that for

those groups that are unable to cross the technology divide, ICT

is yet another means to further marginalize them.

Education has a major role to play in resolving this problem.

Thus, unless ICT becomes part of both the delivery and content of

education, the disadvantage will deepen and development will

suffer.

But the failure to use ICT is itself a result of the digital and

knowledge divides that exist, and their causes are deeply

embedded in the complex historical and socio-cultural context of

the country. Fortunately, with the Vision 2040 goals, the Ugandan

government has begun to implement strategies that will address

these paradoxes.

According to Plomp, et.l, (2009), Access to ICT infrastructure

and resources in schools is a necessary condition to the teaching

of ICT in education. Effective adoption and teaching of ICT in

schools depends mainly on the availability and accessibility of

ICT resources such as hardware, software, and others. Obviously,

if schools cannot access ICT resources, then they will not use

them. Therefore, access to computers, updated software and

hardware are key elements to successful operating computer

education in secondary schools. A study by Yildrim (2007), found

that access to technological resources is one of the effective

ways to teachers’ pedagogical use of ICT in teaching. Further a

study of 814 faculty members in higher education in Turkey showed

that majority of the respondents reported having access to

computers and the internet. 82.5% and 81.2% of faculty members

had access to computers and internet respectively (Usluel, et.al

2008).

Also a quantitative study was conducted by Albirini (2006) to

collect evidence from high schools and teachers’ views on

computer attributes, cultural perceptions, computer competence,

computer access, and personal characteristics. The respondents of

the study were 63 male sand 251female teachers. The result

revealed that 57% of the respondents had computers at home and

33.4% had access to computers at school. This is an indication of

schools’ are inadequate to access computers. Further the National

Centre for Education Statistics (NCES) 2000 as cited in Afshari,

Bakar, Luan, Samah, & Fooi 2009) report revealed that over 50% of

the teachersuse computers for research and lesson preparation in

their schools. About 78% of the teachers complained of inadequate

access to computers at school and in classrooms. Of this

percentage, 38% of the respondents stated that inadequate

computers were not great barriers to ICT use in their teaching,

but improved availability and fairness of access to technology

resources by teachers, students and administrative staff is

essential in schools.

Access to hardware and software is not only important, but also

the use of suitable kind of tools and program to support teaching

and learning (Tondeur, Valcke, & van Braak, 2008). “Access to

appropriate technology means that affordances and constraints

(Friedhoff, 2008, cited in Chen, 2010) of a technological tool

need to be carefully considered when the tool is incorporated in

schools”. Also, it is necessary to make a distinction of access

to ICT resources. For instance, in a study of preservice schools

by Dexter & Reidel (2003), they revealed that 37.4% of the

teachers had access to computers and 14.4% of the students had

access to computers, implying that computers are more available

to teachers than students. Obviously, to encourage

studentcentered computer learning, it is necessary that learners

have access to quality computer resources.

There is also the problem of technical support according to Jones

(2004), reported that the breakdown of a computer causes

interruptions and if there is lack of technical assistance, then

it is likely that the regular repairs of the computer will not be

carried out resulting in schools not affording computer

education. The effect is that schools will be discouraged from

teaching computer education because of fear of equipment failure

since no one would give them technical support in case there is

technical problem. Becta (2004), agreed that “if there is a lack

of technical support available in a schools, then it is likely

that technical maintenance will not be carried out regularly,

resulting in a higher risk of technical breakdowns” . In Ireland,

the National Council for Technology in Education, NCTE 2005

census on ICT infrastructure (as cited in ICT strategy group

report, 2008-2013) found that about 85.3% of schools reported

technical support and maintenance as a ‘high’ or ‘very high’

priority and claimed that it should be an important element of

the school ICT environment with proper technical support being

made available to maintain hardware and infrastructure.

Similarly, Yilmaz, (2011) in assessing the technology integration

processes in the Turkish education system reported that in

providing schools with hardware and internet connections, it is

also crucial to provide the schools with technical support with

regard to repair and maintenance for the continued teaching of

ICT in schools.

Therefore, if there is no technical support for schools, they

become frustrated resulting in their unwillingness to teach ICT

(Tong & Trinidad, 2005). Even though, lack of technical support

discourages schools from adopting and integrating technology in

classrooms, a study by (Korte & Husing, 2007) revealed that

schools in Britain and the Netherlands have appreciated the

significance of technical support to help schools to integrate

the subject into their education. They argued that ICT support in

schools influence teachers to apply ICT in classrooms without

wasting time troubleshooting hardware and software problems.

In spite of the factors that encourage schools to operate ICT

education, several studies have conducted empirical research on

factors (barriers) that discourage the operation of ICT by

schools. Balanskat et al. (2007), categorized the factors that

prevent schools from ICT use into teacherlevel, school-level and

system-level barriers. Teacher-level barriers include lack of

teacher ICT skills; lack of teacher confidence; lack of

pedagogical teacher training; lack of follow-up of new and lack

of differentiated training programmes. The school-level barriers

comprise absence of ICT infrastructure, old or poorly maintained

hardware, lack of suitable educational software, limited access

to ICT tools, limited project-related experience, lack of ICT

mainstreaming into school’s strategy and the system-level

barriers include rigid structure of traditional education

systems,traditional assessment, restrictive curricula and

restricted organizational structure.

According to Chigona & Chigona (2010), they employed qualitative

approach to collect and analyze empirical data on factors

preventing schools from teaching ICT in Khanya schools in South

Africa. Fourteen educators were sampled from four high schools

and interviewed. The study revealed that inadequate training,

lack of access to computer laboratories, lack of technical

support and inadequate technology resources were factors

discouraging schools from implementing ICT into their schools.

2.3 The ratio of students to computer.

Much of the research to date focuses on the ways schools uses the

computers and the general benefits gained as a result. Teachers

primarily use productivity and research applications, such as

word processors, spreadsheets, presentation software and Internet

browsers on the computers, employing it both for their

instruction and for their and their students’ research (Fouts

&Stuen et al. 2003). As a result of networked computers, teachers

report greater access to ‘up-to-date instructional content’ in

the form of online and computer-based resources, and content that

is available to them in a wider variety of modes (Zucker &

McGhee2005). Furthermore, they describe such resources as helping

them to support students who learn in different ways by allowing

them to present information in a variety of presentation styles

and overall contributing to their increased instructional

flexibility.

Teachers have also reported how their and their students’ access

to networked computers leads to changes in their teaching. They

report designing lessons that are more student-centered and

constructivist, allowing for less lecturing and more facilitating

or guiding students in the learning process (Baker al.

2004).These studies allow us to recognize the importance and

benefits of computer education in the schools. However, further

research is needed to provide detailed descriptions of teaching

practices within schools with a 1:1student to networked computer

ratio. What practitioners and policymakers need is knowledge

about the teacher practices in schools with a 1:1 student to

computer ratio that lead to these benefits and specifically how

the 1:1access contributes to these benefits in such a way that

would not otherwise be possible with a higher student to computer

ratio. Practitioners and policymakers also need to understand the

possible problems and draw-backs that might be caused by such a

ubiquitous level of computers in schools as it has implications

for the sort of teacher training and support that should

accompany computer education implementations. Researchers have

described the findings reviewed above in terms of contributions,

capabilities, benefits, or advantages to teaching and learning

that are provided by networked technologies. In this paper, we

use the phrase ‘added value’ to discuss what networked computers

contribute to teaching and learning process in Uganda, by this we

mean thecapabilities provided by 1:1 student to networked

computer ratio that otherwise would not be possible. Dexter

(2002) elaborates about added value in terms of the enhancements

networked technologies provide when accessing data, processing

information and communicating understandings .For example, in

the1:1 computing context, this added value might be represented

by an enhanced ability to find and retrieve relevant information

via the web, an increased level of real-time formative assessment

enabling individualized instruction, or the creation of virtual

communities that allow students to communicate inside and outside

of theclassroom.Another lens that can be used to describe the

contributions that a 1:1 level of student access to networked

computers.

In addition to the specific challenges presented by the 1:1

student to networked computers ratio detailed above, more general

challenges unique to 1:1 environments were documented as well.

The challenges fall generally into two categories: (i) classroom

management; and (ii) hardware issues.

Teachers across sites reported that classroom management had

become more problematic. One teacher explained, ‘It makes

classroom management – it raises the management to a whole other

level, if you let it’. While the computers are powerful tools,

they can also serve as a competitive or disruptive distraction.

Across sites, the researcher would observe teachers having to

repeatedly instruct the students to close their computers when

not using them for the lesson and to navigate to the appropriate

page. They also recorded isolated, but significant examples of

teachers unable to successfully managethe 1:1 student to

networked computers ratio. In thisenvironment, if the teacher

does not have strong class management skills, the computers

simply add another layer of management complexity that is

possibly overwhelming. Hardware problems present another

challenge with a 1:1 student to networked computer ratio. These

challenges consist of students forgetting to bring their machines

to class, students not having machines because of repair issues

and students arriving to class without a fully charged battery.

The most frequently observed challenge was the battery issue.

Invariably one to three students arrive to class without a

functional computer because of a lack of charge. In the worst-

case scenario, if the classrooms do not have well-positioned

outlets, extra computers and/or a flexible teacher, these

students are essentially locked out of the planned lesson and

consequently often create a disturbance.

CHAPTER THREE

METHODOLOGY

3.0 Introduction

In this chapter, researcher represents the instruments, research

designs, data analysis and the sampling techniques that will

apply in the study.

3.1 Research designs

The researcher used the cross sectional research design. This

design is the suited for finding out the opinions or facts of

people concerning the current status or nature of problem at the

time of the investigation. The study will also take a descriptive

survey as the study will describe categories of respondents from

different areas of Masaka Municipality.

3.2 Population of the study

The population includes 100 secondary school students, 10

secondary school teachers, and 4 secondary school head teachers

and their population will be totaling to 115 respondents as shown

in the table below.

THE TABLE SHOWS RESPONDENTS AND THEIR SAMPLE SIZE.

Respondents Sample size

Students 100

Teachers 10

Head teachers 5

Total 115

3.3 sample of the study

The researcher intends to use stratified sampling techniques,

where the population will be sub-divided in the way that the

elements within the subgroup is homogeneous and the strata will

include secondary school students, teachers and Head teachers.

3.4 Research instruments

The research used questionnaire and interviews whereby he writes

items or questions in order to elicit response in accordance to

research objectives, while the interview will involve face to

face interaction between the interviewer and the interviewee, the

purpose of this is to obtain a relevant and desired results. And

the sample of questionnaires is as follow.

3.5 Methods of Data analysis

The researcher used tabulation and graphical representation of

data. By tabulation, this is where the summary of facts and

figure are represented in the table while graphical

representation of data is where data is represented in pictures

between two or more variables

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