The Influence of Trainee Teachers' Gender on Integration of ICT into Future Teaching Practices, in Rift Valley, Kenya

Abstract

This study sought to determine the Influence of Trainee Teachers' Gender on Integration of ICT into future Teaching Practices 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 gender had no significant influence on ICT integration in teaching and learning at 0.05 level of significance.