Caroline Wekullo – Masinde Muliro University of Science and Technology

Paul Ogenga – Masinde Muliro University of Science and Technology

Amos Ngira Mujema – Pwani University

Email: halonyerem@gmail.com, cwekulo@mmust.ac.ke, pogenga@mmust.ac.ke, a.ngira@pu.ac.ke

Abstract: Information and Communication Technology has become an integral component of education systems. The Kenyan government introduced the ICT Policy of 2021. This policy outlines integration of ICT into instructional practices across all schools. Despite various efforts to incorporate ICT in education, performance in Physics continues to decline during. In Matayos Sub-County, there is limited documentation on how teacher perceptions have influenced Physics instruction in public schools. The study assessed Physics teachers’ perceptions of the ICT policy. It adopted a descriptive research design, gathering data from 71 educators comprising 23 principals selected purposively and 48 Physics teachers selected by simple random selection. The theoretical framework guiding this research was the Diffusion of Innovations Theory. Expert input was used to validate the research instruments, while reliability was tested using Cronbach’s alpha coefficient. Data was analyzed using descriptive statistics. Notably, 100% of respondents believed that training on basic ICT tools was a waste of time. Additionally, 96% felt that training on basic ICT tools was irrelevant to their specialty. Majority recognized the importance of learning to use the internet for their work, with 68% agreeing and 32% strongly agreeing. 86% of the respondents agreed that they needed further training to use ICT, 76% of respondents were satisfied with their traditional way of instruction while 56% of the respondents did not intend to adopt ICT for instruction; 86% loathed ICT use. The findings present the need to improve the provision of ICT resources in schools and to invest in teacher training and attitude change.