The impact of compulsory computer studies at junior secondary on ict literacy in secondary schools in Livingstone district
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In 2014, the Zambian Government through the Ministry of Education introduced ICT as a compulsory subject at junior secondary despite schools having inadequate facilities. This was a source of concern to many. The study aimed at investigating the impact of making ICT Subject Compulsory at Junior Secondary. The specific objectives were to investigate the availability of specialised ICT Teachers, to find out the availability of ICT Equipment and Infrastructure and to establish the impact of making ICT subject compulsory at junior secondary on ICT Literacy. The study was mainly qualitative using Primary Data with a component of Quantitative using Secondary Data. On purpose, the Examination Standards Officer (ESO) and Statistician at DEBS, 15 Head teachers, 26 teachers were selected while 40 pupils in groups of 10 were randomly selected. Data was collected through Interviews, questionnaires, focus group discussions and observations. Thematic analysis and quick impressionist summary in form of narrative reports were mainly used to analyse Primary Data. For Secondary Data in form of G9 ICT ECZ Examination Results, descriptive statistics using Microsoft Excel was employed. Findings indicated that of the 15 Public Secondary Schools surveyed, three (03) (20%) had specialised ICT teachers while 12 (80%) Schools had no specialised ICT Teachers employed by the MoGE. Furthermore, results showed that 11 (73%) Schools had 20 computers or more, three (20%) Secondary Schools had 10 computers or more but less than 20 and one Public Secondary School had less than 10 computers. It was also established that the introduction of compulsory ICT Subject had a positive impact on Teachers‟ Literacy and Competences in ICT and Pupils‟ Literacy in ICT, but had a negative impact on Pupils‟ Performance in the Final ICT Examinations due to lack of ICT Equipment. Findings may be used by Standards Officers, Head teachers and teachers to improve the management of ICT subject in the schools and as reference for further studies. The study concluded that the transfer of ICT literacy skills to Pupils may not have been effective due to lack of Specialised ICT Teachers and Equipment. Keywords: Specialised ICT Teachers, ICT equipment, Examination results, ICT Literacy, Zambia.
The University of Zambia