Knowledge Sharing ICT Tools in the Managing Explicit Knowledge in Secondary Schools in Meru Central Sub County

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Harriet Karwitha Arimi
Paul Maku Gichohi
Dorothy Bundi

Abstract

Kenya’s Vision 2030 acknowledges the centrality of the role of knowledge management systems in boosting international competitiveness, wealth creation and improving the general social welfare. However, the influence of ICT tools for knowledge sharing has not been investigated in Kenyan secondary schools. The purpose of this study was to assess the influence of ICT tools in knowledge sharing for managing explicit knowledge in secondary schools in Meru Central Sub County. Mixed methodology was used to collect data from 16 secondary schools. The schools were sampled using simple random sampling method to sample 30% of the 51 private and public secondary schools to obtain 16 sampled secondary schools. 16 secondary school principals, 143 secondary school teachers, 16 school board chairpersons, and 16 head prefects participated in the study. The teachers were sampled using proportional simple random sampling method. Interviews and questionnaires were used to collect data. Pre-testing was done in Nkuene Girls’ Secondary School, Nkubu High School and Ntharene Day Secondary School in Imenti South Sub-County in Meru. These secondary schools were selected using simple random sampling method. Content, criterion and face validity were observed throughout the study. SPSS software version 25 was used to analyze the data. Descriptive statistics such as percentages, frequencies and mean were utilized in analyzing data and the findings presented in tables and explanations. The results showed that many opportunities were lost due to lack of explicit knowledge mechanisms in secondary schools in Meru Central Sub-County. The study recommended adoption of developed ICT framework for knowledge sharing.

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Arimi, H. K., Gichohi, P. M., & Bundi, D. (2022). Knowledge Sharing ICT Tools in the Managing Explicit Knowledge in Secondary Schools in Meru Central Sub County. International Journal of Professional Practice, 10(2), 55–69. https://doi.org/10.1234/ijpp.v10i2.141
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