Effect Of Training Cost, Skill Development and Administrative Support in Ict Adoption in Institutions of Higher Learning In Meru County Kenya

ABSTRACT This study investigates the ~Effect of Training Cost, Skill Development and Administrative Support in ICT Adoption in Institutions of Higher Learning in Meru County Kenya”. A cross sectional survey design was employed and in order to empirically investigate the extent to which affects influence ICT adoption, a self administered questionnaire was administered to a sample of 60 lecturers and 1 73 students. Interviews were also carried out with 20 administrators from the four institutions. Observation and documentary review guides were used to obtain information that could not be obtained by use of self administered questionnaire and the interview guide. Using Pearson Linear correlation co-efficient, results reveal that cost of ICT training materials negatively influenced ICT adoption where as Skills development in ICT and administrative support positively influenced ICT adoption. This study suggests that ICT adoption in the selected institution of higher learning in Meru County was minimal. From the findings the student perceived that the cost of ICT materials and maintenance arc mainly high in selected institutions of high learning in Meru County. There were few computers and peripherals compared to students enrolment. Very few lecturers were using computers in teaching and most of the lecturers had low ICT skills. Provision of administrative support towards ICT training in fbrm of finance, technical and managerial was very minimal. Conclusions showed that there was statistical insignificant relationship between the cost of ICT training materials and ICT adoption. Skills development in ICT positively affected ICT adoption. The administrative support in ICT and ICT adoption showed statistically significant relationship between the two variables. Recommendations were made to institutions to he encouraged to employ a variety of teaching methods ranging from face to face, workshops, online and self’study programs depending on training objectives. Institutions • students and lecturers to cost share the cost of training materials andl acquiring of ICT skills. The ministry of education should incorporate ICT training in national cuniculum from primary to higher institutions of learning

TABLE OF CONTENTS

1~eclaration .1

Dedication III

Acknowledgement

Abstract

Table

List of

of

Tables

Contents .

Ix

List ofFigures

Acronyms and Abbreviations xi

CHAPTER ONE:INTRODIJCTION

I. I Backgrounds ofthe study 1

1.1.1 Historical Perspective i

1.1.2 Theoretical Perspective 2

1.1.3 Conceptual Perspective 2

1.1.4 Contextual Perspective 3

1.2 Statement ofthe Problem 4

l.3Purposeofthestudy 5

1.4 Objectives ofthe study 5

1.5 Hypotheses

1.6 Scope

1.6.1 Geographical scope s

16.2 Content Scope 6

1.6.3 Time scope 6

1.7 Significance ofthe study 6

CHAPTER TWO:..LITERATtJRE REVIEW

2.0 Introduction

2. I Conceptual Framework 8

2.1 Conceptual Framework 9

vi

2.2 Related Literature .10

2.2. 1 Cost of ICT training materials and ICT implementation 10

2.2.2 Skills development in ICT and ICT implementation 13

2.2.4 Summary of literature review 24

CHAPTER THREE: METHODOLOGY

3.0 Introduction 26

3. 1 Research Design 26

3.2 Population of study 26

3.3 Sampling Strategies 26

3.3.1 Sample size 27

3.4 Data Collection Methods 27

3.5 Data Collection Instruments 27

3.5.2 Interview guide 28

3.5.3 Observation check list 28

3.5.4 Documentary review guide 28

3.6 Validity and Reliability ol the Research Instruments 28

3.6. 1 Validity 28

3.6.2 Reliability 29

3.7 Procedures 29

3.8 Data Processing and Analysis

3.8. 1 Data processing 30

3.8.2 Data analysis 3()

CHAPTER FOUR: DATA PRESENTATION, ANALYSIS AND INTERPRETATION

4.0 Introduction ~ I

4. 1 Background information -~ i

4. 1. 1 Respondents by faculty

4. 1.3 Respondents by age 12

4. 1 .4 Disinhution of lecturers accorclin~ to dcsianatjon

4.2 Description of the Dependent Variable (DV~

4.3 Background variables and icr implementation .42

4.3.1 Variation ofiCr adoption by faculty 42

4.3.2 Variation ofICr adoption by gender 42

4.3.4 Variation ofICr adoption by designation 43

4.4Verification ofhypotheses 44

CHAPTER FIVE:DISCUSSION, CONCLUSIONS AND RECOMMENDATIONS

5.0 introduction 63

5.1 Discussion 63

5.2 Conclusions 73

5.3 Recommendations 74

5.4 Areas for farther research 76

References 77

Appendices 83

Appendix I:Transimital letter 83

Appendix W:Observation guide on visible items and activities 94

Appendix V:Documentary review guide 95

Appendix Vl:Computations for content validity index 96

Researcher’s Curriculum Vitae 103