PERCEPTION OF ICT INTEGRATION ON LEARNERS’ ACADEMIC ACHIEVEMENT IN GEOGRAPHY IN SECONDARY SCHOOLS: CASE EVIDENCE FROM GS NYAKINAMA, MUSANZE DISTRICT, RWANDA

Lionel Iradukunda, Jean Luc Uwimana, Yvette Umwari, Esron Mazimpaka, Azela Mukashyaka

Abstract


The aim of this study was to investigate perceptions of ICT integration and its impact on learners’ academic performance in geography in secondary schools. The research project was guided by three specific objectives. The first was to find out views on ICT integration during the teaching and learning process of Geography at GS Nyakinama I, before and after the integration of ICT in teaching and learning Geography. The second was to identify the level of students’ performance in Geography at GS Nyakinama I. The third objective was to investigate the relationship between ICT integration and students’ performance in Geography at GS Nyakinama. The target population was the students, teachers, and administration staff of GS Nyakinama I. The sample comprised 86 respondents from 571 community, containing 548 students, 20 faculty members, and 3 regulatory staff. The results revealed that Views on ICT are second-hand by students and coaches, while education and the education process of Geography pupils and teachers of GS Nyakinama I use ICT in the knowledge and education process as trial: Always 69.7%, consistently 10.4%, rarely 15.1% and only 4.6% never second-hand ICT while education and knowledge process of Geography.

Keywords


perception, ICT integration, learners’ test scores

Full Text:

PDF

References


Agranovich, Y., Amirova, A., Ageyeva, L., Lebedeva, L., Aldibekova, S., & Uaidullakyzy, E. (2019). The formation of self-organisational skills of students’ academic activity on the basis of ‘time management’ technology. International Journal of Emerging Technologies in Learning (iJET), 14(22), 95-110. https://doi.org/10.3991/ijet.v14i22.11755

Andiola, L. M., Masters, E., & Norman, C. (2020). Integrating technology and data analytic skills into the accounting curriculum: Accounting department leaders’ experiences and insights. Journal of Accounting Education, 50. https://doi.org/10.1016/j.jaccedu.2020.100655

Andriole, S. J. (2018). Skills and competencies for digital transformation. It Professional, 20(6), 78-81. https://doi.org/10.1109/MITP.2018.2876926

Bahodirovich, O. J., & Romilovich, B. R. (2021). Project for training professional skills for future teachers of technological education. Mental Enlightenment Scientific-Methodological Journal, 139-150. https://doi.org/10.51348/tziuj2021216

Beauchamp, M. R., Crawford, K. L., & Jackson, B. (2019). Social cognitive theory and physical activity: Mechanisms of behavior change, critique, and legacy. Psychology of Sport and Exercise, 42, 110-117. https://doi.org/10.1016/j.psychsport.2018.11.009

Bhardwaj, P. (2019). Types of sampling in research. Journal of Primary Care Specialities, 5(3), 157-163. https://doi.org/10.4103/jpcs.jpcs_62_19

Boyer, P. (2023). The naturalness of religious ideas: A cognitive theory of religion. University of California Press. https://doi.org/10.2307/3034712

Fadde, P. J., & Zaichkowsky, L. (2018). Training perceptual-cognitive skills in sports using technology. Journal of Sport Psychology in Action, 9(4), 239-248. https://doi.org/10.1080/21520704.2018.1509162

Fajaryati, N., Budiyono, A., M., & Wiranto (2020). The employability skills needed to face the demands of work in the future: Systematic literature reviews. Open Engineering, 10(1), 595-603. Retrieved from https://www.degruyterbrill.com/document/doi/10.1515/eng-2020-0072/html

Fawns-Ritchie, C., & Deary, I. J. (2020). Reliability and validity of the UK Biobank cognitive tests. PloS one, 15(4).

Habibi, A., Yusop, F. D., & Razak, R. A. (2020). The role of TPACK in affecting pre-service language teachers’ ICT integration during teaching practices: Indonesian context. Education and Information Technologies, 25, 1929-1949. https://doi.org/10.1007/s10639-019-10040-2

Harerimana, A., & Mtshali, N. G. (2018). Implementing e-learning in resource-constrained nursing education institutions in Rwanda. Research and reviews: journal of nursing and health sciences, 4(1), 1-14. Retrieved from https://www.researchgate.net/publication/324771765_Implementing_E-Learning_in_Resource-Constrained_Nursing_Education_Institutions_in_Rwanda

Kuning, D. S. (2019). Technology in teaching speaking skill. Journal of English Education, Literature and Linguistics, 2(1), 50-59. Retrieved from https://scispace.com/pdf/technology-in-teaching-speaking-skill-2czilz6duj.pdf

Levine, M. (2022). A cognitive theory of learning: Research on hypothesis testing. Taylor & Francis. https://doi.org/10.4324/9781003316565

Malik, S., Rohendi, D., & Widiaty, I. (2019). Technological pedagogical content knowledge (TPACK) with information and communication technology (ICT) integration: A literature review. In 5th UPI International Conference on Technical and Vocational Education and Training (ICTVET 2018) (pp. 498-503). Atlantis Press. https://doi.org/10.2991/ictvet-18.2019.114

Mekala, S., Harishree, C., & Geetha, R. (2020). Fostering 21st century skills in the students of engineering and technology. Journal of Engineering Education Transformations, 75-88. https://doi.org/10.16920/jeet/2020/v34i2/150740

Mugisha, M., Uwitonze, A. M., Chesire, F., Senyonga, R., Oxman, M., Nsangi, A., ... & Rosenbaum, S. (2021). Teaching critical thinking about health using digital technology in lower secondary schools in Rwanda: A qualitative context analysis. PLoS One, 16(3). https://doi.org/10.1371/journal.pone.0248773

Perienen, A. (2020). Frameworks for ICT integration in mathematics education: A teacher’s perspective. Eurasia Journal of Mathematics, Science and Technology Education, 16(6). Retrieved from https://www.ejmste.com/article/frameworks-for-ict-integration-in-mathematics-education-a-teachers-perspective-7803

Raja, R., & Nagasubramani, P. C. (2018). Impact of modern technology on education. Journal of Applied and Advanced Research, 3(1), 33-35. Retrieved from https://doi.org/10.21839/jaar.2018.v3iS1.165

Rana, K., & Rana, K. (2020). ICT Integration in Teaching and Learning Activities in Higher Education: A Case Study of Nepal's Teacher Education. Malaysian Online Journal of Educational Technology, 8(1), 36-47. http://dx.doi.org/10.17220/mojet.2020.01.003

Salam, S., Zeng, J., Pathan, Z. H., Latif, Z., & Shaheen, A. (2018). Impediments to the Integration of ICT in Public Schools of Contemporary Societies: A Review of Literature. Journal of Information Processing Systems, 14(1). https://doi.org/10.3745/JIPS.04.0062

Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social cognitive theory. Contemporary educational psychology, 60. https://doi.org/10.1016/j.cedpsych.2019.101832

Umubyeyi, B., Nyiringango, G., Rutayisire, R., Kayiranga, D., Ryamukuru, D., Nyirazigama, A., ... & Oluyinka, A. (2022). Motivators and Barriers for Using E-learning During the COVID-19 Pandemic among Students at the College of Medicine and Health Sciences, University of Rwanda. Rwanda Journal of Medicine and Health Sciences, 5(1), 99-112. https://doi.org/10.4314/rjmhs.v5i1.11

Uwizeyimana, D. E. (2022). Analysing the importance of e-government in times of disruption: The case of public education in Rwanda during Covid-19 lockdown. Evaluation and program planning, 91. https://doi.org/10.1016/j.evalprogplan.2022.102064




DOI: http://dx.doi.org/10.46827/ejsss.v12i2.2185

Copyright (c) 2026 Lionel Iradukunda, Jean Luc Uwimana, Yvette Umwari, Esron Mazimpaka, Azela Mukashyaka

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

The research works published in this journal are free to be accessed. They can be shared (copied and redistributed in any medium or format) and\or adapted (remixed, transformed, and built upon the material for any purpose, commercially and\or not commercially) under the following terms: attribution (appropriate credit must be given indicating original authors, research work name and publication name mentioning if changes were made) and without adding additional restrictions (without restricting others from doing anything the actual license permits). Authors retain the full copyright of their published research works and cannot revoke these freedoms as long as the license terms are followed.

Copyright © 2016 - 2026. European Journal Of Social Sciences Studies (ISSN 2501-8590) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library. All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All the research works published on this journal are meeting the Open Access Publishing requirements and standards formulated by Budapest Open Access Initiative (2002), the Bethesda Statement on Open Access Publishing (2003) and  Berlin Declaration on Open Access to Knowledge in the Sciences and Humanities (2003) and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License. Copyrights of the published research works are retained by authors.