Effectiveness of Technology Integration on Students' Academic Performance in Secondary Schools in Turkana County, Kenya

Abstract

The increasing integration of digital technologies into education has transformed teaching and learning processes globally; however, evidence on their effectiveness in improving students’ academic performance remains inconsistent, particularly in under-resourced and marginalized regions where infrastructural and capacity constraints persist. This study therefore examined the effectiveness of technology integration on students’ academic performance in secondary schools in Turkana County, Kenya. Specifically, the study investigated the influence of classroom technology integration and teacher ICT competence on students’ academic performance. The study adopted a descriptive survey and correlational research design. Data were collected from secondary school students and teachers using structured questionnaires, while students’ academic performance was measured using document analysis of school records, including continuous assessment tests and end-of-term examination scores. Data were analyzed using descriptive statistics, Pearson correlation, and multiple regression analysis. Findings revealed a significant positive relationship between technology integration and students’ academic performance. Teacher ICT competence emerged as the strongest predictor of academic performance, followed by classroom technology integration practices. The study further established that inadequate ICT infrastructure, limited access to digital devices, poor internet connectivity, and insufficient teacher ICT training hinder effective integration of educational technologies in schools.