Factors Affecting the Use of Cyber School Technology Solutions in the Teaching and Learning of Chemistry At Ordinary Level in Kampala District

Abstract

The study focused on assessing and appraising the factors influencing the effectiveness of Cyber school technology solutions in teaching and learning chemistry in secondary schools in Kampala District. The study was guided by the following specific objectives; to establish the effect of teacher competences on use of cyber school technology solutions in the teaching and learning of chemistry; to examine the effect of administrative support on use of cyber school technology solutions in teaching and learning of chemistry and; to explore the effect of technology characteristics on use of cyber school technology in teaching and learning of chemistry. Quantitative and Qualitative methods were used for data collection and analysis. Data was collected using interviews and questionnaire. The Pearson correlation coefficient and regression analysis were used to analyze data collected.

The study found out a positive significant influence of teacher competences on use of CSTS in teaching and learning chemistry (r=0.438, p=.0.017<0.05) with predicted variation of 36.8% in use of CSTS courseware in teaching and learning of chemistry. Administrative support had a low positive non significant influence on the use of CSTS course ware in the teaching and learning of chemistry (r=0.194) with a predicted variation of 25.1% while characteristics of CSTS had a positive significant influence on the teaching and learning of chemistry (r=0.792, p=.0.00<0.05) with a predicted 43.7% variation in the use of the CSTS courseware. The most influential of the three investigated factors were characteristics of the CSTS courseware, Teacher competences and administrative support in that pecking order.

The researcher’s conclusion was that; teacher incompetences hindered the successful application of the CSTS courseware in teaching and learning of chemistry, hence reducing on its envisaged usefulness; administrative support was a key determinant of the usefulness of CSTS in the teaching and learning of Chemistry at Ordinary level and; and low integration of CSTS courseware in teaching and learning of chemistry was attributed to its complexity.

The study therefore makes key recommendations for the key architects behind the promotion of the CSTS courseware to improve on the aspects of teacher competences (more training and refresher courses), administrative support (supporting training, budgeting for ICT, and regular maintenance); and characteristics of the technology (ease of use and adequate instructions)

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