Information and Communications Technology (Ict) And Quality of Education in Selected Secondary Schools in Nyamagabe District, Rwanda

ABSTRACT This thesis is entitled “Information and Communications Technology and quality of Education in Rwanda”. It is presented as a result of a research that was carried out in selected secondary schools in Nyamagabe district, Rwanda. The study was carried out based on four specific objectives, namely: to find out the demographic characteristics of the respondents; to identify the level of ICT in secondary schools in Nyamagabe district; to examine the level of quality of education in secondary schools in Nyamagabe district; and to examine the relationship between ICT and quality of education in selected secondary schools in Nyamagabe district, Rwanda. The study used a descriptive correlation design. The study population comprised of 147 school staffs from selected secondary schools in Nyamagabe district, Rwanda, from which a study sample of 140 respondents was chosen, using purposive and simple random sampling methods. Structured questionnaires were used in collecting primary data. The collected data was analyzed using means, percentages, distribution and the Pearson’s Linear Correlation Co-efficient. The findings of the study were that majority of the respondents were male (52.1%), and majority of the respondents were aged between 20-29 years (45.0%). The level of ICT in the selected secondary schools in Nyamagabe district was low (mean=2.43), the level of quality of education in selected secondary schools in Nyamagabe district was high (mean=3.02), and the relationship between ICT and quality of education was significant (r-value = 0.065, sig=0.000). The null hypothesis was thus rejected and the Diffusion of Innovations, Basic and Decision theories were upheld. It was recommended that there is a need of effective communication between school staffs and students by using audio visual equipments; there is a need of improving on ICT infrastructure in schools; the ministry of education and educational planners should take into account continuos training programs for teachers to equip them with effective knowledge and skills in ICT. Further research was suggested in the following areas; ICT and the quality of education in the other districts of Rwanda; as well as ICT and the academic performance not only in Nyamagabe district, but also in other districts of Rwanda.