Title: The Impact of ICT Integration in Ugandan Secondary Schools on Student Learning Outcomes. Case of Metropolitan International University
Authors: Mutesi Wilbrod, Dr Namulondo Veronica
Volume: 9
Issue: 2
Pages: 54-60
Publication Date: 2025/02/28
Abstract:
This study aimed at investigating the impact of ICT integration on student learning outcomes at Metropolitan International University (MIU), Uganda, with a focus on understanding how ICT resources, teacher training, and student engagement contribute to academic performance. Using a quantitative research design, data was collected through surveys distributed to students and faculty at MIU. Multiple linear regression analysis was conducted to examine the relationships between ICT integration variables (such as ICT usage frequency, teacher ICT training, and access to ICT resources) and student learning outcomes. The regression results revealed that ICT usage frequency (coefficient = 0.473, p-value = 0.000), access to ICT resources (coefficient = 0.242, p-value = 0.000), and teacher ICT training (coefficient = 0.358, p-value = 0.000) all had a significant positive effect on student academic performance. Additionally, classroom technology integration (coefficient = 0.198, p-value = 0.006) was found to improve learning outcomes. However, challenges such as lack of infrastructure (coefficient = -0.384, p-value = 0.000), insufficient teacher training (coefficient = -0.296, p-value = 0.001), and high ICT costs (coefficient = -0.257, p-value = 0.000) were identified as major barriers to effective ICT integration. The perceptions of both students and educators towards ICT also significantly influenced the integration process, with student perception of ICT (coefficient = 0.512, p-value = 0.000) and educator perception (coefficient = 0.428, p-value = 0.000) positively correlated with improved learning outcomes. Based on these findings, the study concluded that while ICT integration at MIU has a significant positive impact on student learning outcomes, substantial investments in infrastructure, teacher professional development, and technical support are required to overcome existing barriers. The study recommends a comprehensive strategy that includes infrastructure enhancement, continuous training for educators, and fostering a positive ICT culture among students and staff.