ICT Policy Implementation in Physics Instruction: The Status of Tools, Resources, and Technologies Currently used in Public Secondary Schools in Matayos Sub County

In the year 2021 the Ministry of Education enacted the policy on information and communication technology in education and training. The policy spells the whole process of implementation of ICT in teaching and learning in all the secondary schools. However, despite the significant investment in ICT infrastructure and the formulation of national policies to promote the use of technology in teaching, the actual implementation of these policies at the local level remains inconsistent. In some counties overall performance of the subject falls short of the national one (Murei, 2016). In Matayos Sub County, most secondary schools are day replete with infrastructural challenges. Similarly, being close to the border of Kenya and Uganda there are numerous roaming networks which presents diverse challenges related to the effectiveness of some infrastructure for ICT policy implementation. There is also limited research on how the policy is being implemented in public secondary schools, particularly in relation to ICT infrastructure available in schools for the teaching of Physics. The findings indicate that most schools did not have adequate ICT tools and resources while a few that were available were hardly utilized during Physics lessons. The results showed that ICT infrastructure was not sufficient and the frequency of use varied by nature of resource and also by the school type. The sub county schools had a higher mean percentage use of six (6) ICT tools compared to county schools.