Use of Computers in Supervision of Curriculum in Secondary Schools in Seme Sub-County, Kisumu County, Kenya

The purpose of the study was to explore the use of computers in supervision of curriculum in secondary schools in Seme sub-county, Kisumu County. Objectives that guided the study were: to find out challenges facing use of computers in supervision of curriculum in secondary schools and to find out mitigation measures on effective use of computer in supervision of curriculum in secondary schools. Descriptive survey research design was used. A Technology Acceptance Model Theory and Conceptual Framework were used. The study populations were 193 teachers, 95 HOD’s and 95 key school officials. Saturated random sampling technique was employed to pick out a sample of 19 principals, 193 teachers, 95HODs and 95 key school officials. The instruments of data collection were questionnaire, interview and document analysis. Reliability of the instruments was addressed through piloting in 4 schools within the sub-county. Test retest method of reliability was employed to ascertain the reliability co-efficient of the instruments at 0.6. Validity was conducted through expert judgment by the two supervisors. Quantitative data was analyzed using descriptive statistics while qualitative data was analyzed in an ongoing process as themes and sub themes of the study emerged. On the concern about challenges facing use of computers, the study found out that insufficient number of computers, lack of computer skills, resistance to change, shortage of power, lack of computer resources and lack of support from school management were real threats to the use of computers in supervision of curriculum. On the issue of mitigation measures, the study established that the government should be in the forefront to purchase computers for secondary schools, change of attitude in farvour of use of computers, training of staff and administration personnel and availing of computer resources. It was concluded that benefits on use of computers in curriculum supervision have not yet been tapped in secondary schools. It was recommended that schools should espouse the use of computers in implementing curriculum supervision as a yardstick of efficiency in curriculum delivery. A study on the extent of use of computers in supervision of curriculum supervision in secondary schools would broaden the understanding of the current study.