Effects of ICT Infrastructure Availability on the Teaching- Learning of Social Studies in Public Primary Schools in Belgut Sub-County, Kericho County, Kenya
Kipkemoi Reuben
Department of Curriculum, Instruction, and Educational Media
University of Kabianga
Email: kipkemoi098@gmail.com
Abstract: This study evaluated the effects of ICT infrastructure availability on the teaching-learning of Social Studies in public primary schools in Belgut Sub-County, Kericho County, Kenya. A mixed-methods design was employed, targeting 82 headteachers, 160 Grade Six Social Studies teachers, and 3,259 learners. Data were collected from 22 headteachers, 44 teachers, and 302 learners through questionnaires, interviews, and observation checklists. Findings revealed a stark contrast between hardware availability and supporting infrastructure. Hardware received the highest rating (M=3.36), with 63.6% of teachers reporting moderate to abundant availability of tablets, laptops, and computers. However, software availability was significantly lower (M=2.86), with 40.9% indicating not available or sparingly available. Internet connectivity received a low rating (M=2.48), with 54.5% indicating not available or sparingly available. Power backup infrastructure received the lowest rating (M=2.23), with 61.4% indicating not available or sparingly available. Observation results confirmed these findings: while 88% of schools had tablets, only 60-80% were operational. Wi-Fi was available in only 25% of schools, and fiber optics were absent in all schools. Qualitative data revealed that inadequate internet connectivity, unreliable power supply, and lack of maintenance severely constrained ICT integration. The study concludes that while the Digital Learning Programme succeeded in providing hardware, critical supporting infrastructure remains severely inadequate, significantly limiting ICT integration in Social Studies instruction. Recommendations include prioritizing investment in reliable internet connectivity and power backup, establishingmaintenance schedules, deploying technical support personnel, and developing public-private partnerships to bridge the infrastructure gap.
