Relationship between Teacher Trainees Subjective Norms and ICT Integration in Primary School Education in Rift Valley, Kenya

Abstract

The purpose of this study was to investigate the Relationship Between Teacher Trainee Subjective Norms and ICT Integration in Primary School Education in Rift Valley, Kenya. The study employed correlation research design. The researcher purposely selected five public TTCs in former Rift Valley Province for the study.  Stratified simple random sampling was used to select a total of 357 participants. Data was collected from trainee teachers in five TTCs, using a teacher trainee questionnaire. Descriptive statistics and inferential statistics were employed to analyze quantitative data. The descriptive statistics involved the use of frequencies, means and standard deviation, while the inferential statistics was Pearson Product Moment Correlation Coefficient. Data was presented in form of texts and tables. The findings showed that trainee teacher subjective norms significantly influenced ICT integration in teaching and learning at 0.05 level of significance.