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International Journal of Scientific Engineering and Research (IJSER)
www.ijser.in
ISSN (Online): 2347-3878, Impact Factor (2015): 3.791
Volume 4 Issue 9, September 2016
Licensed Under Creative Commons Attribution CC BY
The Influence of Availability of Computer Facilities
in Public and Private Secondary Schools on
Students’ Choice of Computer Studies as a Learning
Subject in Machakos Sub-County, Kenya
Daniel Komo Gakunga (PhD)1, Kithungu Rose Mwikali2
1Lecturer - Comparative and International Education, University of Nairobi
2PhD Candidate-University of Nairobi
Abstract: The main purpose of this study was to investigate factors that influenced students’ choice of computer studies in both public
and private secondary schools in Machakos Sub-County, Kenya. The objective of the study was to establish how, availability of computer
facilities influenced students’ choice of computer studies as a learning subject in public and private secondary schools in Machakos
Sub-County, Kenya. The study reviewed related literature that provided findings from previous researches on factors influencing
students’ choice of computer studies in public and private secondary schools based on the availability of computer facilities. The study
used descriptive survey research design. The study embraced census sampling technique to select the sample size of the computer studies
students, computer studies teachers and the head teachers of secondary schools. Data was collected through questionnaires as the main
research instruments. Data was analyzed using descriptive statistics and processed by use of SPSS programme. The results of data
analysis and interpretation were presented in frequency distribution tables and percentages. The results indicated that, availability of
computer facilities in both public and private secondary schools highly influenced students’ choice of computer studies. However,
private secondary schools were found to be better equipped with computer equipment /facilities compared to public secondary schools.
Therefore, the study recommended that schools especially public secondary schools should be equipped with adequate computer
facilities in order to enable more students choose computer studies and ensure quality of the skills impacted. This implied that
availability of computer facilities would ensure that the students were adequately exposed to computer projects/practical, for easy
interaction and adaption to the work environment. In view of this paper computer studies should be made a compulsory subject in the
Kenyan education system.
Keywords: Students’ choice, computer facilities, computer studies, public and private Schools
1. Introduction
The Information Communication Technology (ICT) driven
economy requires highly skilled educated and globally
competitive workforce with skills and aptitude in the
application of ICT for sustainable development. The Kenyan
government through the Ministry of Education Science and
Technology (MES&T) introduced computer studies as a
learning subject in the Kenyan education curriculum in 1994
to facilitate the acquisition of computer skills (MOE, 2000).
Computer studies is classified as a technical subject and is
important because it is a major source of skills, abilities,
attitudes, work habit, knowledge and information required
for individual and economic development (Kavagi, 2001).
The introduction of computer studies in the Kenyan
secondary school curriculum in 1994 was a step towards the
realization of vision 2030 and national education aspirations
(MOE, 2002).
Kenyan secondary schools that have adopted the country’s
official education system 8-4-4 offer a diversified
curriculum comprising of 24 examinable subjects (KNEC,
2008). The Kenyan secondary school curriculum consists of
five major groups of subjects. Group I-comprises English,
Kiswahili and Mathematics Alternative-A/Mathematics
Alternative-B. Group II- comprises; Biology, Physics,
Chemistry and General Science. Group III-comprises
History and Government, Geography, C.R.E, I.R.E and
H.R.E. Group IV-comprises Home science, Art and Design,
Agriculture, Aviation Technology and Computer studies.
Group V- comprises French, German, Arabic, Music, Kenya
Sign Language and Business studies. Candidates are
required to select at least seven subjects which includes all
the three subjects in group I (Either Mathematics Alternative
A or B), at least two subjects from group II one from group
III and at least one subject from groups II, III, IV and V.
Candidates can sit for a minimum of seven and a maximum
of nine, the extra one or two subjects can be selected from
any of groups III, IV and V (KNEC, 2014). Group IV
consists of five optional subjects and students’ are required
to choose at least one amidst subjects from groups two, three
and five.
The choice of technical subjects especially computer studies
by students is often a product of the availability of
infrastructural facilities to ensure that the students are
adequately exposed to projects/practical work (Erickson,
1986). Olubor (1998) pointed out that effective teaching and
learning required equitable and wide access to learning
materials. He added that high costs of computer installation,
internet connectivity and constant updating of the existing
infrastructure limited public and private secondary schools
from offering computer studies. Internet connectivity in
schools facilitated the teaching of computer studies through
the provision of information vital for the education process
(Kiptalam & Rodriquez, 2010).
Paper ID: IJSER15940
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International Journal of Scientific Engineering and Research (IJSER)
www.ijser.in
ISSN (Online): 2347-3878, Impact Factor (2015): 3.791
Volume 4 Issue 9, September 2016
Licensed Under Creative Commons Attribution CC BY
Kavagi (2001) opined that the education sector should
consider making computer studies a compulsory subject in
secondary schools for Kenyan youths to acquire computer
skills for technological innovation as a basis for rapid social
economic transformation. The initial candidature for
computer studies when it was firstly examined in Kenya in
1998 was 22 candidates. The enrolment has risen over the
years to 8,940 candidates by 2014 (KNEC, 2014). The
enrolment in candidature and the schools offering the subject
have continued to be low compared to candidature in other
optional subjects. Lack of understanding of the centrality of
computer technology in economic development coupled
with disparities in geographical regions, school resources
and infrastructure obstructed efforts of making computer
studies a compulsory subject in Kenyan secondary schools
curriculum. Machakos sub-county has 25 secondary schools
which offer computer studies, 12 public secondary schools
and 13 private secondary schools. This study arose out of the
concern that, there was differential of choice of computers
studies by students in private and public secondary schools
due to availability of computer facilities.
1.1 Research Question
The study sought to answer the research question; how does
the availability of computer facilities in public and private
secondary schools influence students’ choice of computer
studies in Machakos Sub-County, Kenya? Overall, computer
technology plays a central role in a country’s economic and
technological development. The government should ensure
computer literacy amongst the young generation for the
country’s future technological advancement. Computer
studies offered in secondary schools, often lead to the
acquisition of Information Communication Technology
(ICT) skills and expose students to new information and
experiences applicable to the world of work. Computer
studies being a technical subject should be taught using the
guided discovery method because mastery of concepts can
be achieved fully through the practical use of computers.
Adequately equipped computer laboratories in secondary
schools are essential for the teaching and learning of
computer studies. This study sought to establish how the
availability of computer facilities influenced students’
choice of computer studies in public and private secondary
schools in Machakos Sub-County, Kenya.
1.2 Research Objective
The main objective of this study was to establish how
availability of computer facilities influenced students’
choice of computer studies in public and private secondary
schools in Machakos Sub-County, Kenya.
2. Brief Review of Related Literature
The study reviewed related literature which provided
findings from previous researches on how availability of
computer facilities influenced students’ choice of computer
studies in public and private secondary schools. For
example, Lukalo (2008) argued that provision and
improvement of infrastructure for teaching technical subjects
in schools increased students’ participation in the subjects.
Though computer technology is entirely viewed as a
facilitator for change, many public and private secondary
schools do not offer it due to the high costs of purchase,
installation and maintenance of the equipment’s (Smyth
&Hannah, 2006). According to Smyth & Hannan, (2006),
availability of computer facilities in schools would ensure
students access materials for teaching and learning for
computer studies. Teaching and learning cannot be
meaningful without educational materials hence students to
a larger extent failed to choose computer studies due to
inadequate computer infrastructural facilities Erickson
(1986) posited that private secondary schools’ proprietors
equipped schools with adequate computer facilities hence
low ratio of students’ to computers which influenced
students’ choice of computer studies. He further added that
public secondary schools lacked adequate funds to provide
modern computer equipments, internet connection,
installation and subscription expenses which influenced
students’ choice of computer studies.
Coleman & Hoffer (1989) alluded that majority of the public
secondary schools were geographically located in low
income minority communities with inadequate internet
connectivity and limited resources hence could not offer a
wide curriculum which limited students’ choice of computer
studies. Kiptalam & Rodriquez (2010) argued that many
private secondary schools were situated near towns where
there was internet connectivity which ensured access to
educational information thus influencing their choice of
computer studies. The reviewed literature showed that the
availability of computer facilities influenced students’
choice of computer studies. This study therefore, sought to
investigate how availability of computer facilities influenced
students’ choice of computer studies in public and private
secondary schools in Machakos Sub-County, Kenya.
3. Research Methodology
The study adopted descriptive survey research design. The
target population for this study included 107 form three
computer studies students from the public secondary schools
and 110 from the private secondary schools, 12 computer
studies teachers from the public secondary schools and 13
from the private secondary schools. It also included 12 head
teachers from the public secondary schools and 13 from the
private secondary schools. Census sampling technique was
employed in choosing the sample size. Data was collected
by use of questionnaires. For face validity the study pre-
tested the tools and for content validity the instruments were
subjected to analysis by experts and specialists in the area of
study. The study used test-retest technique to ascertain the
coefficient of reliability. Data was analyzed by use of
descriptive statistics and processed by use of SPSS
programme and presented in percentages and frequency
distribution tables.
3.1 Study Findings
The findings of this research were based on the responses of
the study respondents who included, computer studies
students, computer studies teachers and head teachers.
Out of the 107 and 110 students questionnaires issued to the
public and private secondary schools respectively only 100
were returned in each case. The questionnaire return rate
was therefore 93 percent and 91 percent for the public and
Paper ID: IJSER15940
13 of 17
International Journal of Scientific Engineering and Research (IJSER)
www.ijser.in
ISSN (Online): 2347-3878, Impact Factor (2015): 3.791
Volume 4 Issue 9, September 2016
Licensed Under Creative Commons Attribution CC BY
private secondary schools respectively. This was considered
a successful rate of return and hence the data was also
considered reliable and representative.
3.1.1 Students’ response on the adequacy of computer
equipment’s in secondary schools
The study sought to establish students’ views on whether
their schools had adequate computer/facilities equipment for
teaching computer studies. The results were as presented in
Table 4.1 below
Table 3.1 Students’ response on the adequacy of computer
equipment’s in secondary schools
Computer studies students
Public schools n=100
Computer studies students
Private schools n=100
Responses
Frequency
(F)
Percentage
(%)
Frequency
(F)
Percentage
(%)
Very adequate
8
8
34
34
Adequate
48
48
60
60
Not adequate
44
44
6
6
Total
100
100
100
100
Data analysis in Table 4.1 revealed that 34 percent and 60
percent of the students from private secondary schools were
of the opinion that facilities for teaching computer studies
were very adequate and adequate respectively compared to 8
percent and 48 percent of their counterparts from public
secondary schools who felt the same. To the contrary 44
percent of the students from public secondary schools were
of the opinion that computer equipment’s were not adequate
compared to only 6 percent from private secondary schools.
This implied that public secondary schools in Machakos
Sub-County were less equipped with computer
facilities/equipment compared to private secondary schools.
These findings concurred with Wikeley & Stables (1999)
who posited that public secondary schools depended
primarily on county and national governments for funds
which are inadequate and whose disbursement is often
delayed which made acquisition of sufficient computer
equipment’s impossible hence high ratio of students’ to
computers which affected their choice of computer studies.
3.1.2 Students’ response on the extent of their exposure
to computer projects/practical
The study also sought to establish whether students were
adequately exposed to computer project/practical activities
as a mechanism of enhancing their computer skills. The
results were as summarized in Table 4.2.
Table 3.2:Students’ response on the extent of their
exposure to computer projects/practical
Computer studies students
Public schools n=100
Computer studies students
Private schools n=100
Responses
Frequency
(F)
Percentage
(%)
Frequency
(F)
Percentage
(%)
Very adequate
20
20
34
34
Adequate
58
58
60
60
Not adequate
22
22
6
6
Total
100
100
100
100
Data contained in Table 4.2 indicated that only 6 percent of
the students from private secondary schools were not
adequately exposed to computer projects as opposed to 22
percent from public secondary schools. This could be
attributed to the findings that private secondary schools had
more computer facilities compared to public secondary
schools. Students from both public and private secondary
schools were relatively adequately exposed to computer
practical at 58 percent and 60 percent respectively. This
implied that computer studies should be taught using the
guided discovery method because mastery of concepts
cannot be achieved fully without the practical use of
computers. Thus, well-equipped computer laboratories
influenced students’ choice of computer studies in both
public and private secondary schools. This finding affirmed
the views of Olubor (1998).
3.1.3 Students’ response on the influence of availability
of computer facilities on their choice of computer studies
The study further sought student’s views on the influence of
various computer facilities on their choice of computer
studies. They were requested to indicate their responses as;
LI=Less Influential, I=Influential, and VI=Very
Influential. The results were as presented in Table 4.3.
Table 3.3: Students’ response on the influence of availability of computer facilities on their choice of computer studies
Computer studies
Public schools
students
n=100
Computer studies
Private schools
students
n=100
Responses
LI
F %
I
F %
VI
F %
Total
F %
LI
F %
I
F %
VI
F %
Total
F %
Computer laboratory
0
0
40
40
60
60
100
100
0
0
42
42
58
58
100
100
Source of power
0
0
33
33
67
67
100
100
0
0
31
31
69
69
100
100
Availability of desktops
0
0
35
35
65
65
100
100
0
0
30
30
70
70
100
100
Availability of laptops
42
42
30
30
28
28
100
100
25
25
39
39
36
36
100
100
Availability of tablets
97
97
2
2
1
1
100
100
42
42
48
48
10
10
100
100
Availability of smart phones
96
96
4
4
0
0
100
100
40
40
52
52
8
8
100
100
Availability of Ipads
70
70
30
30
0
0
100
100
40
40
55
55
5
5
100
100
Availability of modems
40
40
30
30
30
30
100
100
30
30
40
40
30
30
100
100
The data captured in Table 4.3 revealed that 60 percent, 67
percent and 65 percent of students from public secondary
schools felt that, computer laboratory, source of power and
availability of desktops were very influential towards their
choice of computer studies. While 58 percent, 69 percent
and 70 percent of students from private secondary schools
felt the same respectively. This implied that availability of
computer facilities highly influenced student’s choice of
computer studies in both public and private secondary
schools. Other facilities that were less influential on
student’s choice of computer studies were availability of lap
tops, modems, tablets, I pads and smart phones respectively
in both public and private secondary schools. These results
concurred with the findings of the study conducted by
Paper ID: IJSER15940
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International Journal of Scientific Engineering and Research (IJSER)
www.ijser.in
ISSN (Online): 2347-3878, Impact Factor (2015): 3.791
Volume 4 Issue 9, September 2016
Licensed Under Creative Commons Attribution CC BY
Lukalo (2008) who argued that provision and improvement
of infrastructure for teaching technical subjects in schools
increased students’ participation in the subjects. Students to
a larger extent failed to choose computer studies due to
inadequate computer infrastructural facilities; teaching and
learning cannot be meaningful without educational materials
(Smyth & Hannan, 2006).
3.1.4 Teachers response on the adequacy of computer
facilities/equipment in secondary schools
The study sought views of computer studies teachers’ on the
adequacy of facilities/equipment for teaching computer
studies. Out of the 12 and 13 teachers questionnaires issued
to the public and private secondary schools only 11 and 12
were returned respectively. The questionnaire return rate
was 92 percent for both the public and private secondary
schools. The results were as presented in Table 4.4.
Table 3.4: Teachers response on the adequacy of computer
facilities/equipment in schools
Computer studies teachers
Public schools n=11
Computer studies teachers
Private schools n=12
Responses
Frequency
(F)
Percentage
(%)
Frequency
(F)
Percentage
(%)
Very adequate
1
9
2
17
Adequate
3
27
9
75
Not adequate
7
64
1
8
Total
11
100
12
100
The analysis contained in Table 4.4 revealed that 75 percent
of the computer studies teachers from private secondary
schools felt that their schools had adequate computer
facilities/equipment. While, 64 percent of their counterparts
from public secondary schools were of the view that their
schools had inadequate computer studies
facilities/equipment. From computer studies teachers views,
this showed that public secondary schools lacked adequate
computer equipments compared to private secondary schools
which greatly influenced students’ choice of computer
studies.
3.1.5 Teachers response on the adequacy of computer
studies books in secondary schools schools
The study further sought the views of computer studies
teachers on the adequacy of books for teaching computer
studies in secondary schools. The results were as contained
in Table 4.5.
Table 3.5:Teachers response on the adequacy of computer
studies books in secondary schools
Computer studies teachers
Public schools n=11
Computer studies teachers
Private schools n=12
Responses
Frequency
(F)
Percentage
(%)
Frequency
(F)
Percentage
(%)
Very adequate
2
18
7
58
Adequate
4
36
5
42
Not adequate
5
46
0
0
Total
11
100
12
100
As indicated in table 4.5, 58 percent of the computer studies
teachers from private secondary schools were of the opinion
that the computer studies books were very adequate
compared to 46 percent of their counterparts from public
secondary schools who felt that the computer studies books
were not adequate. This implied that private secondary
schools were more endowed with computer studies books
than public secondary schools. This attested to the findings
of the study conducted by Lippman, Burns & McArthur
(1996) who found that the teaching of computer studies had
been left to those schools and geographical regions where
appropriate infrastructures were available especially in well-
structured public and private secondary schools.
3.1.6 Teachers response on the availability of internet
connectivity in secondary schools
The other computer facility that supported the teaching of
computer studies was the availability of internet
connectivity. The teachers were asked to indicate whether
their schools had internet connectivity for purposes of
enhancing their teaching of computer studies. The results
were as summarized in Table 4.6.
Table 3.6 Teachers response on the availability of internet
connectivity in secondary schools
Computer studies teachers
Public schools n=11
Computer studies teachers
Private schools n=12
Frequency
(F)
Percentage
(%)
Frequency
(F)
Percentage
(%)
Yes
6
55
8
67
No
5
45
4
33
Total
11
100
12
100
The data in Table 4.6 revealed that 67 percent of the
computer studies teachers from private secondary schools
indicated that their schools had internet connectivity
compared to 45 percent of those from public secondary
schools who indicated that their schools had no internet
connectivity. This meant that more private secondary
schools had higher internet connectivity than public
secondary schools. These results mirrored studies conducted
by Coleman & Hoffer ( 1989) who alluded that majority of
public secondary schools were located in low income
minority communities with limited resources hence could
not offer a wide curriculum due to lack of access to internet
connectivity because of their geographical location.
3.1.7 Head teachers response on the adequacy of
computer equipment’s in schools
The study therefore, sought the views of the head teachers
on the adequacy of computer equipment’s in their schools.
With regard to head teachers in both public and private
secondary schools, out of the 12 and 13 head teachers
questionnaires issued to the public and private secondary
schools only 11 and 12 were returned respectively.
Therefore, the questionnaire return rate was 92 percent for
the public and private secondary schools and this was
considered satisfactory for data analysis and interpretation.
The results were as presented in Table 4.7.
Table 3.7: Head teachers’ response on the adequacy of
computer facilities/equipment in secondary schools
Head teachers
Public schools n=11
Head teachers
Private schools n=12
Responses
Frequency
(F)
Percentage
(%)
Frequency
(F)
Percentage
(%)
Very adequate
1
9
2
17
Adequate
4
36
9
75
Not adequate
6
55
1
8
Total
11
100
12
100
Paper ID: IJSER15940
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International Journal of Scientific Engineering and Research (IJSER)
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ISSN (Online): 2347-3878, Impact Factor (2015): 3.791
Volume 4 Issue 9, September 2016
Licensed Under Creative Commons Attribution CC BY
The head teachers’ results revealed the same sentiments
expressed by the teachers. 75 percent of the head teachers
from private secondary schools were of the opinion that they
had adequate computer equipments compared to 55 percent
of those from public secondary schools who said that the
computer equipments were inadequate. These views showed
that public secondary schools lacked adequate computer
equipments compared to private secondary schools which
influenced greatly students’ choice of computer studies. In
the eyes of the head teachers in public secondary schools,
this would have had an effect on the choice of computer
studies by students in their schools.
3.1.8 Head teachers’ response on the adequacy of
computer studies books in schools
The study also sought to establish the views of the head
teachers on the adequacy of books for teaching computer
studies. The results were as presented in Table 4.8.
Table 3.8:Head teachers’ response on the adequacy of
computer studies books in secondary schools
Head teachers
Public schools n=11
Head teachers
Private schools n=12
Responses
Frequency
(F)
Percentage
(%)
Frequency
(F)
Percentage
(%)
Very adequate
2
18
8
67
Adequate
5
46
4
33
Not adequate
4
36
0
0
Total
11
100
12
100
The results presented in table 4.8 showed that 67 percent of
the head teachers from private secondary schools indicated
that the computer studies books were very adequate. On the
contrary 36 percent of the public secondary schools head
teachers felt that the computer studies books were not
adequate. The finding that private secondary schools had
more computer facilities than private secondary schools,
agreed with the findings a study by Erickson, (1986) who
posited that private secondary schools’ proprietors equipped
their schools with adequate computer facilities hence high
ratio of students’ to computers which influenced students’
choice of the subject. In this regard therefore, more students
in private secondary schools would choose computer studies
than in public secondary schools that had less computer
facilities according to the head teachers.
3.1.9 Head teachers’ response on the availability of
internet connectivity in secondary Schools
The other computer facility that supports the teaching of
computer studies was the availability of internet
connectivity. The head teachers were asked to indicate
whether their schools had internet connectivity. The results
were summarized in Table 4.9.
Table 3.9:Head teachers’ response on the availability of
internet connectivity in secondary schools
Head teachers
Public schools n=11
Head teachers
Private schools n=12
Responses
Frequency
(F)
Percentage
(%)
Frequency
(F)
Percentage
(%)
Yes
6
55
8
67
No
5
45
4
33
Total
11
100
12
100
The findings revealed that 67 percent of the head teachers
from private secondary schools indicated that their schools
had internet connectivity compared to 55 percent of their
counterparts from public secondary schools. Thus, public
and private secondary schools were relatively equally
equipped with internet connectivity which enhanced the
teaching of computer studies. However, more private
secondary schools had higher internet connectivity than
public secondary schools. These findings affirmed the study
conducted by Kiptalam & Rodriquez (2010) who established
that many private secondary schools were situated near
towns where there was internet connectivity which ensured
access to educational information thus influencing students’
choice of computer studies.
4. Study Conclusion and Recommendations
From the findings of the students, computer studies teachers
and head teachers, by and large this study concluded that
computer facilities highly influenced student’s choice of
computer studies in both public and private secondary
schools. Overall therefor, the study established that private
secondary schools were well equipped with computer
facilities/equipment, computer studies books and internet
connectivity unlike public secondary schools. This therefore
meant that students from private secondary schools were
adequately exposed to projects/practical activities as a
mechanism of enhancing their computer skills compared to
their counterparts from public secondary schools. The study
recommended that there was need to equip public secondary
schools with adequate computer facilities so as to enable
more students choose computer studies and ensure quality of
the skills impacted. Students whose choose computer studies
should be adequately exposed to computer projects/practical,
in order to help them interact and adapt to the world work
environment that is currently dominated by information
technology.
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Paper ID: IJSER15940
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International Journal of Scientific Engineering and Research (IJSER)
www.ijser.in
ISSN (Online): 2347-3878, Impact Factor (2015): 3.791
Volume 4 Issue 9, September 2016
Licensed Under Creative Commons Attribution CC BY
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