Accessibility to Educational Technology and its Influence on Students’ Academic Achievement in Secondary Schools in Kenya

Joanne Nabwire Lyanda, Grace A. Koteng and Raphael Odhiambo Ong’unya
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Joanne Nabwire Lyanda: PhD. Student Kisii University
Grace A. Koteng: Senior Lecturer, Instruction and Media, Kisii University
Raphael Odhiambo Ong’unya: Senior Lecturer of Curriculum Evaluation, Masinde Muliro University of Science and Technology

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 1, 2275-2286

Abstract: This study examined the influence of accessing educational technology on students’ academic achievement in Kakamega County, Kenya. Using a mixed-method approach, data was collected from 77 principals, 461 teachers, 138 heads of departments (HoDs), and 67 technical staff through questionnaires, interviews, observation checklists, and document analysis. Participants were selected through multistage sampling techniques. Data was analyzed using descriptive statistics and multiple linear regression. The findings revealed a significant positive relationship between access to educational technology and improved academic performance. Regression analysis showed that access to educational technology accounted for a substantial proportion of variance in academic outcomes: 65.7% for teachers (𠑅² = 0.657, ð ‘ = 0.032), 81.4% for HoDs (𠑅² = 0.814, ð ‘ = 0.011), and 77.2% for technical staff (𠑅² = 0.772, ð ‘ = 0.017). Schools with access to community resource centers, which had some technology equipment, demonstrated better academic performance compared to school which had no access. The analysis of variance results confirmed that the influence of educational technology access was statistically significant across all categories (ð ¹ = 0.554, ð ‘

Date: 2025
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