Effects of ICT-Integrated Instruction on Learners' Attitudes Towards Reading and English Grammar in County Secondary Schools in Kenya

The study investigated the effects of ICT integration on the attitude of Form Three learners towards grammar and reading skills in English. The study used a Solomon four-group non-equivalent design. Four groups of learners were involved in the study, of which two were taught using ICT integration while the other two were taught using conventional approaches. The reading and grammar content covered over the four weeks of the intervention was the same across the groups. The availability of ICT infrastructure determined assignment to instructional approach. The sample used in the study comprised 186 Form Three learners from county schools in Kuria East Sub-County. Experimental Group 1 (E1) and Control Group 1 (C1) were pre-tested using the Learner Attitude Questionnaire (LAQ). After the four-week intervention, all four groups were post-tested using the LAQ. Data were analysed using means, standard deviations, one-way ANOVA, and independent-samples t-tests. The findings showed that ICT integration had a significant effect on the attitude of learners. Learners in the experimental groups outperformed their counterparts in attitude. These results inform policies relevant to ICT integration in English language instruction