Availability and Accessibility of Computers and ICT Resources in Teaching and Learning Chemistry in Secondary Schools in Nyamira County, Kenya

Abstract

This study investigated the availability and accessibility of computers and ICT resources for teaching and learning Chemistry in public secondary schools in Nyamira County, Kenya. The study adopted a descriptive survey design involving 404 Form Three students, 21 Chemistry teachers, and 15 school principals selected through stratified, purposive, and simple random sampling techniques. Data were collected using questionnaires, interviews, and observation schedules, and analyzed using descriptive statistics and thematic analysis. Findings revealed that most schools had inadequate ICT infrastructure, including limited numbers of functional computers, insufficient internet connectivity, lack of subject-specific software, and constrained access to computer laboratories. Students and teachers reported limited opportunities to use ICT during Chemistry lessons due to lab congestion, inadequate technical support, and competing departmental demand for the same ICT facilities. The study concludes that availability and accessibility of ICT resources remain significantly below the level required for effective computer-integrated Chemistry instruction. The study recommends increased ICT investments, targeted allocation for technological based instruction in science subjects, and enhanced support systems to expand access and promote meaningful technology use in Chemistry teaching.