THE EFFECTS OF MODERN TECHNOLOGY ON PUPILS/STUDENT

ACADEMIC PERFORMANCE A CASE STUDY OF SELECTED

PRIMARY AND SECONDARY SCHOOLS IN THIKA
MUNICIPALITY, THIKA DISTRICT, KENYA

BY
MARY WANGARI MWANGI
BED/15741/71/DF

A RESEACH REPORT SUBMITTED TO THE INSTITUTE OF OPEN AND

DISTANCE LEARNING IN PARTIAL FULFILMENT OF
THE REQUIREMENTS FOR THE AWARD OF
BACHELOR DEGREE IN EDUCATION(ECPE)
OF KAMPALA INTERNATIONAL
UNIVERSITY

NOVEMBER2010

'
 DECLARATION

I Mary Wangari Mwangi declare that this project is my original work and has
never been presented to any other university for award of any academic
certificate or anything similar to such. I solemnly bear and stand to correct any
inconsistence

Candidate Name: Mary Wangari Mwangi

Signature:.
I
......... .......7.·.....

- ,
Date... .l.c..t..-.o..4........ . ..... . .....

1
 APPROVAL

This is to acknowledge this report has been under my supervision as a university

supervisor and is now ready for submission.

Supervisor Name: MISAGO PA ,..

Signature:....

Date... t. ....9..4.. J ?.-:-.f?.1.C!......

2
 DEDICATION

This work is affectionately dedicated to my beloved husband Peter Karanja and

my children Kevin, Gillian and Ryan John, for their support, patience and
understanding during this period of study not forgetting all those that constantly
wished me success.

I I

3
 ACKNOWLEDGEMENT

My gratitude first goes to God who has given me the strength and courage to
undertake this research

I also owe a lot of appreciation to those who assisted me. I am grateful to my

supervisor Mr. Paul Misago for his sacrifice in form of time, patience and
guidance in shaping my project to the successful completion. He tirelessly
inspired me to dig deeper into the core of the matter through his kind criticism,,
patience and understanding.

I also express my heartfelt gratitude to my dear father, John Mwangi Maina and
my late loving mother, Margaret Wanja Mwangi for their moral and material
support throughout this course.

Finally I would like to thank all my respondents and those within a short notice
never let me down but gave full cooperation to make this project a success.

4
 TABLE OF CONTENTS

CHAPTER ONE

Declaration.............................................................................................................................. i

Approval................................................................................................................................. ii

Dedication............................................................................................................................... iii

Acknowledgement.................................................................................................................. iv

CHAPTER ONE

1.0 Introduction....................................................................................................................... I

1.1 Background of the study................................................................................................... 1

1.2 Statement of the problem.................................................................................................. 3

1.3 Objectives of the study..................................................................................................... 4

1.3.1 General Objectives........................................................................................................ 4

1.3.2 Specific Objectives........................................................................................................ 4

1.4 Significance of the study................................................................................................... 4

1.5 Research Questions........................................................................................................... 5

1.6 Scope of the study............................................................................................................. 5

1.7 Limitations of the study.................................................................................................... 6

1.8 Conceptual framework...................................................................................................... 7

CHAPTER TWO

LITERATURE REVIEW....................................................................................................... 8

2.0 Introduction....................................................................................................................... 8

CHAPTER THREE

METHODOLOGY................................................................................................................. 14

3.0 Introduction....................................................................................................................... 14
3.1 Research Design................................................................................................................ 14

3.2 Research Environment...................................................................................................... 14

3.3 Instruments of data collection........................................................................................... 14

3.4 Sample size and sampling procedures..............................................................................15

3.5 Data analysis..................................................................................................................... 16

3.6 Statistical treatment of data...............................................................................................17

3.7 Data collection procedures................................................................................................ 17

CHAPTER FOUR

DATA PRESENTATION, ANALYSIS AND PRESENTATION........................................18

4.0 Introduction....................................................................................................................... 18

4.1 Demographic characteristic ofrespondents......................................................................18

4.2 Students/pupils response towards the effects of modern technology on academic

Attainment............................................................................................................................... 20

4.3 Teachers response towards the effects of modern technology on academic attainment .22

4.4 Parents response towards the effects of modern technology on academic attainment.....25

CHAPTER FIVE

SUMMARY............................................................................................................................ 27

5.0 Introduction...................................................................................................................... 27

5.1 Summaiy of the major findings........................................................................................ 27

5.2 Conclusion........................................................................................................................ 28

5.3 Recommendations............................................................................................................. 29

5.4 Areas offorther reseai·ch.................................................................................................. 29

REFERENCES....................................................................................................................... 30
APPENDICES........................................................................................................................ 32
1.0 Introduction
CHAPTER ONE
This study will be undertaken in order to examine the effects of modern
technology on the performance of both primary and secondary school students.
This chapter will give an overview of the study. It will present an outline of the
background of the study, research objectives and questions that will guide the
study. It will also state the significance of the study.

1.1. Background of the study

Today, everyone is left mouth agape by the speed at which technology is
advancing. As Pollack et all (2005) observes, one advance in technology paves
way for another. From first generation computers through to fifth generation
computers; from printing press to photocopying machines; from cable telephones
to cell phones among other advancements.

The technology revolution has not spared our schools and educational system in
general either. The use of technology for the purpose of improving and enriching
traditional instructional practices has received a great deal of attention in recent
years. This includes the shift from states to chalkboards and to white boards. Of
the most common technologies to the learners are; the radio, TV, the satellite,
the computer, the internet all of which are there mainly for instant and intimate
communication.

In her effort to express the speed at which the world is changing because of
technology, Piper (1998) says that five years ago in a chapter on technology and
education, she would have talked about television. She-would have talked about
the educational benefits and risks of having computers in the classroom. She
would have mused about how the process of writing has changed and will

5
continue to change since the word processor has mad_e editing and revision so
much easier and publications so much faster. Referring to an article by Daniel
Lake that described children's classroom work as augmented by computers,
Piper, just like most of us wonders whether we are really being better served by
what often amounts to electronic workbooks. Many of us are questioning the
wisdom of putting young children, many of whom already spend four hours or
more a day in front of a TV set, in front of a computer monitor for any appreciable
length of time.

The question on whether the introduction of modern technologies has produced

or will help produce substantial improvements in the performance of elementary
and secondary students is still lingering in the minds of many educational
stakeholders. While some welcome and embrace use of computers, multi media
and other evolving digital technologies as a substantial approach to school
reforms, educators confront many questioris and challenges with respect to the
introduction of new and emerging technologies as part of reform effort in schools.

A foul blame game is evident amongst various educational stakeholders

concerning the relationship between modern technology and students
performance. Those who cherish the modern technology blame the government
for not providing schools with the relevant technologies e.g. computers. They
blame the curriculum developers for not fully including the study of this
technology in the school programmes and syllabus and also not training enough
personnel to handle this area.

On the other hand, those who are skeptical about the modern technology blame
the scientists in general who come up with such things as computers, TVs,
mobile the programmes especially of the TVs who they believe do not consider
what to put in the screen and for who. Ironically, these programmers will blame

6
 the parents and the guardians for not guiding these children as they use these
technologies.

Teachers are also blaming the curriculum developers for introducing such
technologies in schools and expect them to help learners use them while they
themselves lack the skills and knowledge of the same.

It is therefore on this background that this research is limited. It concentrates

mainly on the effects of modern technology on performance of learners in both
elementary and secondary schools in Thika Municipality zone in Thika district.

1.2 Statement of the problem

Controversy has taken root on whether modern technology impacts positively or
negatively on learners' performance, in both elementary and secondary schools.
It is therefore important to explore the effects of modern technology from both
perspectives so as to come up with a solution to the controversy while at the
same time give suggestions on how to handle the shortcomings that may arise in
the course of introduction and sue of these modern technologies by learners
both at home and in school.

It is important to compare learners performance may be five years ago with

today's when more technologies have been exposed to more learners. This will
assist in establishing whether the technology impacts positively or negatively and
at what level. However, caution should be observed not to undermine other
factors that have greatly affected learners' performance.

7
1.3 Objectives of the study
The objectives of the study were as follows:

1.3.1 General objectives

The general objectives of this study is to examine the effects of modern
technology on the academic attainment of pupils/students in both elementary
and secondary schools in Thika municipality zone in Thika district.

1.3.2 Specific objectives

The specific objectives are:
(i) To investigate the negative effects of modern technology on
pupils/students academic attainment
(ii) To find out if there are any visible. positive effects of modern technology
on learners academic performance.
(iii) To establish how best to apply modern technology for effective
teaching/learning.

1.4 Significance of the study

The study brings the teachers, parents, students and the public at large into a
better understanding of the relationship between modern technology and
students/Pupils' academic achievements in schools. It reflects on both positive
and negative impacts of these technologies on students' academic attainment.

This study has defined the roles of the parents and the community at large in
guiding children as they deal with modern technology

The education department will use this study to streamline the curriculum so as
to accommodate modern technology effectively

8
 The government will benefit in that it will see the need to pull its resources
together towards improvement of learning through the use of modern technology
in schools by:
(i) Training teachers on the effective use of the tools
(ii) Sensitizing parents
(iii) Purchasing of modern technologies equipment and tools.

1.5 Research questions

There has been a notable drop in academic achievement of learns both
elementary and secondary schools in Thika municipality of Thika district. This
has made many educational stakeholders lay blame on the fast emerging
technology and its access to learners.
The researcher therefore decided to investigate this issue basing his objectives
on the following questions:

1. What are the negative effects of modern technology on pupils/students

educational attainment
2. Are there any visible positive effects of modern technology on
pupils/students academic attainments?
3. What are the opinions of educational stakeholders on modern technology
4. How best can modern technology be applied in school teaching
effectively?

.6 The scope of the study

The study was concerned with the impact of modern technology on performance
in schools. It concentrates on Thika municipality (zone) in Thika district. This is
mainly because, being one of the fast growing towns in Kenya, especially in

9
 industrialization, modern technology is widely being adapted not only in homes
but also in schools and other learning institutions.

The study was conducted from December 2009 to March 2010. This was when
the schools were on session in order to access the intended groups.

The researcher made use of pupils from lower and upper classes in primary
schools, students in all levels of secondary, teachers, parents and other leaders
in Thika municipality. This was to help the researcher come up with on all
inclusive conclusions.

1.7 Limitations of the study

(i) Thika municipality being a division is quite extensive and with many
schools and therefore the researcher will sample only a few of those
schools
(ii) Being largely an urban area, this method may not bring out a true picture
of the situation since most of the respondents used rely on these
technologies and therefore likely to support their use
(iii) Financial limitations may hinder the efforts of the researcher
(iv) Another limitation could be time factor which may affect both the
researcher and the respondents.

1
 1.8 Conceptual framework

Modern technology
Computers Mobile phones Internet Digitial TVNegative
JCT
DVDs Digital divide·
CDs
Antisocial
behavior
Pornography
Health risk

Positive
Autonomy to learners

Serve more students

Link with outside world

Make work easier

Students le.am at own pace company &

homework helper to latchkey kids

ative
y teacher/pupil interaction Positive
·e fan than learning
Arouses
Jurage laziness in students antage of rich over the poor JUrage students
exam interest Make the world classroom Open for future jobs
teaching
eraI low grade in performance More senses involved in learning
General high grades in performance

1
 CHAPTER TWO
LITERATURE REVIEW

2.0 Introduction
This section will contain a literature review of what other personalities have
stated about the impact of modern technology on students in both elementary
and secondary schools. It will also include their suggestions that they have
put forward as possible solutions the negatives that may come up with
modern technology.

Roblyer et al (1997) says for many of today's teachers, and a higher

percentage of public of course, any mention of modern educational
technology brings to mind the use of some device or a set of equipment,
particularly computer equipment. Roblyer quotes Muffoleto (1994) as having
said that, "technology is commonly thought of in terms of gadgets,
instruments, machines and devices

In his definition of the term 'technology' Rudi Volti (2001) quotes Jacob
Bigelow (1831) as having defined, "technology" as the principles, processes
and nomenclatures of the move conspicuous arts, particularly that involve the
use of science.

According to Korublum (2006), technology is much older than science but the
discoveries of modern technologies at a rapid rate and have greatly
expanded the human capacity to live in and exploit different habitats.

Introduction of computers (one of the most recent technologies) in schools,

classroom and homes was a mixed blessing. According to Piper (1998), while

1
they undoubtedly simplified the more routine aspects of reaching, they
brought with them a variety of new and potential problems. Central among
these was the year that the quality of classroom interaction would suffer as
children spent more time with machines. Internet chat rooms and electronics
mail cannot substitute for real, live talk among children and between
teachers.
Ornstein et al (2000) observed that computers among other technologies
detract from learners creativity by constraining them with prescribed
boundaries of thought and action. This denies students chance for industrial
arts, art and music and other 'frills'.

Use of modern technologies, especially television and computers has led to

schools where students seem to suffer from an epidemic of attention deficit
disorders, diminished language skills and poor reading comprehension.
Hiebert (1998) says that today more than ever, children lack analytic powers,
creativity and persistence.

Sadkar (2005) observes that modern technology can sometimes hamper

learning. For example, students who become too much dependent on the
calculator can see their mathematics score tumble.

According to Gorski (2001) modern technology has led to a digital divide

whereby access to these technologies is not equitably distributed. This is in
terms of wealth, race, gender and geography.

Technology changes may destroy a career in which one has invested his or
her whole life. Rudi Volti (2001). This will indirectly impact negatively on
children's education attainment.

13
Sadkar (2005) attributes such health risks as increased eye strain, repetitive
motion injury and obesity to modern technology especially computers and
televisions.

Disposal to modern technology is also being blamed for the rise of aggressive
behavior in children. A devics like television presents an image that is not
only violent but distorted. By the time an average student reaches eighteen
years of age, he, she will have watched fifteen thousand hours of television
as estimated by Sadkar (2005)

Though modern technology has demonstrated only limited educational

effectiveness, support for technology in schools remains high. According to
Sadkar 2005, most adults believe that computers among others offer
essential workplace skills an important, if non academic goal. The public also
believes that computers ad the internet provide a window on the latest
information and also make education both more efficient and more enjoyable.
Piper (1998) to some extent agrees on this as she notes Connie Seifart, a
school principal having attributed improved attendance rates to greater
interest on the part of the students and less stress on the part of teachers
with modern technology.

According to Sadkar (2005) modern technology, put into good use, will impart
positively on learners performance. He believes that such equipment as
computers can teach more effectively by offering individualized instruction,
grant students autonomy and empower him/her to learn at own pace.

Computers and internet access can expand the educational horizons of

children in isolated rural communities, children with limited community

1
resources or those children who are bound because of disability or illness,
Sadkar (2005)

Piper (1998) on her support for technology on literacy, sees technology as a

device that will call for need to users to be better readers in order to be able
to deal with unfamiliar or missing contexts and unedited texts that sometimes
come with computers. This is because effective use of the computer requires
high degree of literacy.

Internet access makes the would our classroom where learners can directly
tap resources in their communities or venture beyond their neighbourhood to
the regions, nations or cultures. This technology enables the learner to draw
from limitless books, articles, pictures and sound clips.

Modern technology especially computers and television will turn latchkey kids
into connected kids. The internet offers a homework helper, a companion at
the end of school day ad a chat room for friends, Sadkar, 2005

According to Volti (2001) technologies are applied so that we can do things

not otherwise possible, or so that we can do them cheaper, faster and easier.

Given the number of technological advances, Sadkar (2005) then wonders

why today's schools look so remarkably similar to the schools of a century
ago. Why has technology had such a modest impact on education.

Ornstein et al (2000) says that technology will not by itself transform a

mediocre school into a good one. Success depends on a number of factors

1
including curriculum instructions leaderships, personnel evaluations, staff
development ands school environment.

According to Volti (2001) the inability to understand technology and perceive

its effects on our society and on ourselves is one of the greatest, if most
subtle, problem of an age that has been so heavily influenced by
technological damage. He therefore calls upon the educators and the public
to come to a better understanding of the major causes and consequences of
technological change in education.

Sadker (2005) recommends the supports and training for teachers most of
whom are suffering from technophobia, so that they can adapt to the modern
technologies in education.

He continues to say that technology shall be seen as a teacher' tool and not
the other way round. The first step is to decide how to use that tool. In
support of this, Piper (1998) says that as with any educational tool, whether
computer, television, video tape or worksheet, there's the possibility for
misuse if the teachers do not know how to use it effectively.

Many of the bad practices and negatives behaviours promoted by television

can be prevented by attentive adults-. Again when teachers and parents
regulate television viewing, children improve their vocabulary, cognitive and
social skills. (Sadker (2005).

On weighing the negatives and positives of modern technology on learners

attainment, Volti (2001) states - no matter how advanced or benign our
technology, human life will always have its insecurities, disappointments and
tragedies. There is something inhuman about a society that cannot tolerate

1
the fact that life does not always go according to plan. Technological
development has been characterized as an ongoing search for the best way
and an inventor may on occasion produce an elegantly satisfactory solution
to a technological problem

1
 CHAPTER THREE
METHODOLOGY
3.0 introduction
This chapter discusses the operational framework within which the facts of
the study are gathered. It covers sections on the study design, study
environment, the nature and composition of the respondents, instruments of
data collection, sampling design, data collection procedures and statistical
treatment of data.

3.1 Research design

This research is a both descriptive and qualitative cross section survey. The
objective of descriptive research is to accurately portray a profile of persons,
situations or events (sounders et al 2000). It is not possible to access all the
information in all the districts, so the researcher will obtain information from a
representative sample from Thika Municipality in Thika district.

3.2 research environment

The research was conducted in Thika municipality· of Thika district, Central
Province, Kenya. Thika municipality has eleven public primary schools and
five public secondary schools.

3.3 Instruments of data collection

Questionnaires were used for the literate respondents i.e. teachers, learners
and parents. These helped to get their perception and opinions.
A documentary review guide was also used. The instruments will be
developed basing on the research questions.

1
3.4 Sample size and sampling procedure
The research used purposive sampling for respondents. Teachers, students
and parents will be selected for this study. A few other leaders will also be
interviewed

1
 Figure I: A BAR GRAPH SHOWING THE TYPE AND NUMBER OF
RESPONDENTS

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The graph indicates that the researcher targets a total of fourty respondents.
Pupils in primary schools were chosen from upper classes for they are
believed to be able to express themselves well hence giving relevant
information.

3.5 Data analysis

The data will be tabulated using frequency counts and percentages.
Qualitative data will be analyzed basii:ig on themes derived from objectives
of study. The information got from the qualitative data will be used to
supplement and complement that which will be obtained from quantitative
data.

2
3.6 Statistical treatment of data
Quantitative analysis: data will be edited and categorized according to the
research variables. Quantitative data generated from questionnaires will be
computed into frequency counts and percentages.
Quantitative analysis: Data from semi° structured observations and in-depth
interviews will not be standardized hence will not require categorization.
Such data will be presented in a descriptive form and will be used to discuss
the results of qualitative data.

3.7 Data collection procedures

After the research proposal is approved, the researcher will obtain a letter of
introduction from the faculty of social sciences to facilitate in the data
collection exercise. The letter will be presented to the town authorities before
the questionnaires are given out._ Participants will be assured of
confidentiality. Questionnaires will be administered and interviews
conducted. The data will be sorted, categorized and analyzed. Conclusions
and recommendations will be made.

2
 CHAPTER FOUR.
DATA PRESENTATION, ANALYSIS AND INTERPRETATION

4.0 Introduction
This chapter generally presents the findings of the research, analysis and the
interpretation of the findings. The research was conducted in Thika
municipality in Thika district, Central province of Kenya. The specific
objectives of the study were to investigate the negative effects of modern
technology on students academic attainment, to find out whether there are
any visible positive effects of modern technology on students academic
performance and to establish how best to apply modern technology for
effective teaching and learning. The researcher has used tables and graphs
to help present the information in a more elaborate manner.

4.1 Demographic characteristics of respondents

The research was conducted in three primary and three secondary schools.
It also included some randomly selected parents who are stakeholders in the
selected schools. It covered forty randomly selected students, teachers and
parents whose category was also shown in the table below

Table 1: Category of the respondents

Category Frequency Percentage

Students/pupils 20 50%

Teachers 10 25%

Parents/leaders 10 25%

Total 40 100

Source: Primary data

2
 Statistics in the area DEO's office indicated a series of drop in students/pupils

academic attainment since year 2000 to around 2004 where scores starts

registering a rise up to year 2008. This is demonstrated in the given graph

Figure 2: Graph showing students/pupils academic performance from

2000-2008

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2
However, some attributed the highs cores in secondary school especially from
the year 2005 to exam cheating through use of mobile phones and computers.
Those who were optimistic related high scores realized from the year 2005 to
learners exposure to more technology and its access in schools.

4.2 Students/pupils response towards the effects of modern technology on

academic attainment
The researcher found out that learners from both primary and secondary
schools greatly cherished modern technology, though for varying reasons.
While the primary schools learners welcomed it as a tool of entertainment,
their favourite being computers, TVs and mobile _phones form which they
enjoy computer games, play stations and cartoons on TVs, the secondary
school students adored it not only as a source of entertainment but also
making school work easier and interesting. They gave examples of
computers and use of calculators during maths lessons as a great boost to
their school academic performance. According to most learners, most of the
technological devices enhances motivation and creativity, grant them
autonomy and empowers them to learn at their own pace and also prepares
them for future careers.
The findings on the positive impact of modern technology on students
academic performance are presented in table 2 below

2
 Table II: Positive impacts of modern technology in students academic
performance

Item Agree Not sure Disagree

Enhanced motivation and creativity 80% 0% 20%

When confronted by learning environment
Grant autonomy and allows students to 60% 20% 20%
Learn at their own pace
Prepare students for future careers 75% 15% 10%

A greater disposition to research and problem 60% 2% 38%

Solving focused on real social situations
Source: Field survey

The findings were that some students especially in the primary schools know
very little about their relationship between technology and academic
performance.
Further still, the researcher discovered that male learners embrace modern
technology more than their fellow female learners. This results to a gender
divide where boys are attracted by male-oriented video games, cyber
athletics, cyber combat, combat violence against women among others.
This causes a great disparity in the level of interest between the two sexes.
Hence, asked whether it was necessary to introduce ICT in schools,
response as per each gender was as indicated in the pie chart below

Figure: Pie chart showing disparities on gender interest in the

introduction and use of modern technology in school

2
 GENDER INTEREST

11 Positive males II Positive females

,m Males not sure II Females not sure

Source: Field survey 2009

Going by the above findings, it is clear that for whichever reasons learners

embrace modern technology as a great boost to their exposure which according

to educators translates into good academic performance either directly or

indirectly.

4.3 Teachers response towards the effects of modern technology on

academic attainment.
On the five interviewed teachers at least agreed on one thing, that modern
technology, especially ICT, could assist a great deal in raising the academic
standards of learners if only some of the underlying shortcomings could be
dealt with. Teachers had observed that not all children (learners) had access

2
to modern technology devices like computers at school nor at home. This
resulted to a digital divide in terms of wealth race and geography.
Teachers also pointed fingers at parents who provided children with every
emerging technology.

Teachers noted that wealthier students use the modern technology especially
the internet more frequently and perhaps more productively, than poorer ones
as shown below:

2
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educational purposes
Playing games
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1 s t grade from low income families

st
1 grade from middle income families

st
1 grade from high income families

Source: field data 2009

The above graph illustrated that 1st grade, 80% of children from high income
families use their home computers on weekly basis compared with 60% of
children from low income families. There are also disparities in how those
children use the modern technology not even caring its impact on child's
performance in class. They recommended that parents guide learners on
what they use at home since its there_ that learners get the freedom to use
those technological equipment, unlike at school where their usage is

2
 controlled. They advocated that parents censor all that their children use or
watch before hand.

4.4 Parents response towards the effects of modern technology on

academic attainment
The researcher found out that most parents were completely ignorant of the
effects of modern technology on academic achievements of learners. With
some assistance, they cam to perceive it as mobile phones, computers, TVs
and calculators which most thought that were only distracting children from
true learning. They related it with moral decay, laziness, immorality, drug
abuse and violence. The pie chart below shows parents response to whether
modern technology should be encouraged in schools or not.

A pie chart showing parents response to introduction of modern technology

in schools

Introduction of modern technology

111 Not sure

111 Agree Disagree

Source: Field Study 2009

29
Findings reveal that the 30% parents who supported the introduction of this
technology in schools were the literate ones.

The researcher therefore summarized the response of the three category of

respondents as shown in the graph below:
FIGURE: A BAR GRAPH SHOWING THE RESPONSE OF LEARNERS,
TEACHERS AND PARENTSS ON POSITIVE NEGATIVE ATTITUDES ON
MODERN TECHNOLOGY

100

80

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Source: Field data

30
 CHAPTER FIVE
SUMMARY

5.0 Introduction
The study looked at the effects of modern technology on students academic
attainment in selected schools in Thika municipality in Thika district in Kenya.
In an attempt to achieve the above, three objectives were developed. This
chapter presents the summary, conclusions and recommendations of the
findings.

5.1 Summary of the major findings

The first objective sought to investigate the negative effects of modern
technology on pupils/students academic performance. The finds revealed
that most respondents are positive about modern technology and the
mentioned negatives could be minimized through training of both teachers
and parents, guidance to the teachers, censorship of used/watched
materials and equal distribution of this technology to all learners.

The second objective sought to find out whether there are any visible
positive effects of modern technology on learners academic achievements.
The findings were that 80% of the respondents recommended the use of
modern technology in schools while 15% were not for it. 5% were not sure of
whether to encourage or discourage its use.

The third objective sought to establish how best to apply modern technology
for effective teaching/learning. The findings revealed that with both parents
and teachers (adults) playing their roles on guiding children in the use of this
technology, learning can become more interesting and easier. Other

31
 stakeholders including the government have a role to play towards the
success of this technology in schools.

5.2 Conclusions
The findings indicated that modern technology could be used to redefine
teaching/learning. Through the use of the internet, email and other
technological tools, students and teachers in different geographical areas
and time zones can work together. Virtual teaching offers tomorrows
teachers another type of instructional c·areer.

The findings also discovered that students have a positive attitude towards
modern technology especially ICT, although for the wrong reasons, fun

The findings finally indicated that modern technology is here to stay and as
they say it, if you cannot beat them, join them, measures should therefore be
put in place to curb the negative and device ways of effective use of
technology

5.3 Recommendations
The government should put up policy that ensures all schools get access to
modern technology. This will help minimize the problem of digital divide.

The education ministry should ensure that teachers are offered in service
training on how to use the technology especially computers. This will equip
them with the knowledge required in even assisting the learners. Its
important to remember that you cannot give what you don't have.

3
 It is also the responsibility of the education ministry to ensure that parents
and public at large are educated on the importance of modern technology
and how to ensure effective use of the same at home through guidance of
students and censorship of technological materials. This will help curb the
problem of immorality.

The school authorities should make sure that they have put in place reliable
source of energy to facilitate the use of modern technological devices in
schools.

5.4 Areas of further research

Research should be done on why schools have remained a remarkably

unchanged through the years, despite the rapid emergence of modern
technology.

3
 REFERENCES

Aguyo S (2004). The real cost of computers in schools, "In Getau and
Werner (Eds) Power up with Information technology, Archway Technology
Management, Nairobi

Duncan Grey ( 2002) The Internet in schools Cassel London, New York
Effective teaching in higher education

Kenya School Net (2003) Preparating a workforce for the evolving

information economy. A survey on JCT Access and use in Kenya Secondary
Schools, Summit Strategies Ltd, Kenya

KIE (2002) Teachers Preparation Guide for the New Secondary School.
Education Curriculum, Volume 4, K.I.E, Kenya

KM Shrivastava (1998) Media towards 21st century sterling publishers

Private Limited India
McGraw Hill Higher Education, New York, USA

MD Robylyer, Jack Edwards, Mary Ann Hauriluk (1997) Integrating

Educational Technology into Education: Merill - Prentice Hall- New Jersey
Myra Pallack Sandker (2005), Teachers, school and society
Nkumba University

Ornstein /Levine (2000) Foundation of education,· Houghton Mifflin Camp,

USA

Paul Gorski (2001) Multicultural Education and the Internet

34.
Ray Eldon Hiebert (1998) Impacts of Mass Media Hangman, USA

Rudi Volti (2001) Society and Technology Change, North Publishers, USA

Terry Piper (1998) Language and Learning, The home and School years,
Merrill Prentice Hall, USA

William Kornblum (2006) Sociology in a Changing World. Thompson

Wadworth,USA

Wilson Muyinda Mande (2001)

Effective Teaching in Higher Education, Nkumba University, Entebbe,
Uganda

3
 APPENDICES

Dear respondents,
I am a student of Kampala International University carrying out an academic
research on the topic 'The effects of modern technology on student
academic performances", in Thika municipality in Thika district Kenya. You
have been randomly selected to participate in the_ study and are therefore
kindly requested to provide an appropriate answer by either ticking the best
option or give explanation where applicable. The answers obtained will only
be used for academic purposes and will be treated with utmost
confidentiality.

NB: Do not write your name anywhere on this paper:

(A) Personal information

1. Gender
Male D
2. Age

□
Female
□
8-14

20 and above D
15-19
□
□
3. Class
St4-8 Form 1-4 D

3
 Evaluate the following statement on the effects technology on
learners academic performance using the following table:

I gree I isagree I ot sure

No Item Response
1 Most learners use modern technology and
not learning
2 ICT denies the students a personal
connection with the teacher· who facilitated
good learning
3 Technology widens economic disparities
between the rich and the poor
4 Magnified anti social behavior among
students
5 Some equipment like computers and TVs
can be a health risk e.g. obesity
6 Contributes to moral decay, violence,
laziness among other vices among youth
7 Make learning more efficient and enjoyable
8 Offers a homework helper and companion to
latch key kids
9 Grant students autonomy and empower
them to work on their own pace

3
 C: INTERVENTION
Use the table below to respond to given
statements by inserting the appropriate
numbers
Yes No Don't know
1 2 3
1 Modern technology is an educational asset
2 Modern technology is an educational liability
3 Most teachers lack training in ICT hence its
misuse by students
4 The government has failed in making modern
technology an effective tool in education

3
 Karnpa!a International Unive-rsity
Institute of Open and Distance
Learning
PO Box 20000 Kansanga, Kampala, Uganda
256 41 373 498/ 256 41 373 889 (Ug) 254 20246275 (Ke)
e-mail: [email protected] Tel: 0753142725

Office if the Director

3RD DECEMBER 2009

..
TO WFiOM IT MAY CONCERL'-1:

Dear Sir/Ivfadam,

RE: INTRODUCTION LETTER ROR MS/l\1RS/MR .......................................

.................................... REG.#.....................................................................
The above namelis our student in the Institute of Open and Distance Learning (IODL), pursuing,a Diploma/Bachelv,.s deg

He/she wishes to cin-y out a research in your Organization on:

Tht: research is a requirement for the Award o,. a Diploma/Bachelors degree in Education. Any assistance accorded to him

Kule, J.W r.. zr. g v,

Deputy Director ::g1ui.:L,JU ::j
<
':£. -<:
lnst.ofC &/ *
* !)l!;tnnce Slu 7 /

-l''J,/:,;:r:r.::;.,-':-,':-./
 KampB!a lntern2:tional University
Institute uf Open and Distance Learning
PO Box 20000 Kansanga, Kampala, Uganda
256 41 373 498/ 256 41 373 889 (Ug) 254 20246275 (Ke)
e-mail: [email protected] Tel: 0753142725

Office ef the Director

3RD DECEMBER 2009

..
TO WFiOM JT MAY CONCERN:

Dear Sir/Madam,

RE: INTRODUCTION LETTER FOR MS/MRS/MR .......................................

....................................REG.#...................................................,.................
The aoove nnmect'is our student in the Institute of Open and Distance Learning (IODL), pursuing, a Diploma/Bachel

He/she wishes to cury out a research in your Organization on:

The research is a requirement for the Award of a Diploma/Bachelors degree in Education.

Any assistance accorded to him/her regarding research will bo highly upp!'eointed,