Abstract:
Information and communication technology (ICT) is increasingly playing an important role in the economies of all nations. Educationists are advocating for the use of ICT in teaching and learning due to its potential to overcome many education problems such as, low learning achievement, and motivation. The performance of agriculture students in the Kenya Certificate of Secondary Education examinations has not been satisfactory. Computer based-instruction has been shown to positively contribute to learning outcomes. Schools in Kenya have focused their attention on acquisition of computers but there has been limited use in actual teaching and learning. The purpose of this study was to examine the factors influencing the use of computerbased instruction in the teaching of secondary school agriculture in Bomet District. The study was based on the technology acceptance model. Cross-sectional research design was adopted in the study. The population of study was 162 teachers of agriculture in Bomet District from which a sample size of 118 was selected using purposive sampling technique. A questionnaire was used
to collect data from the agriculture teachers. Validity of the instrument was enhanced by
subjecting the instrument to examination by three experts in the Department of Agricultural Education and Extension of Egerton University. Analysis of piloting results using Cronbatch’s coefficient alpha method yielded a reliability index of 0.896 indicating the instrument was reliable. The collected data were analyzed using both descriptive and inferential statistics. Regression analysis and t-test were used to test the hypotheses. Statistical Package for Social Sciences version seventeen was used in data analysis. The hypotheses were tested at a significance level of 0.05. The study revealed statistically significant relationship between, adequacy of computers, teacher preparedness, and practical teaching, on the use of computerbased instruction (CBI) in teaching agriculture. There was no statistically significant difference by gender on the use of computers in teaching agriculture, while teaching experience had a statistically significant influence on the use of CBI in teaching agriculture. It was recommended that computers be availed in sufficient quantities to schools and agriculture teachers be trained in computer-based instruction in agriculture
