Abstract:
The purpose of this study was to investigate information communication technology utilization and its
Contribution to Students’ Academic Achievement in preparatory school of Borena zone, Oromia regional
state. To conduct the study, a descriptive survey design was employed and qualitative research was used to
enrich data. The study was carried out on 4 preparatory schools which were selected through simple random
sampling techniques. Then, a total of 196 individuals participated in the study. All the sample respondents
were selected through available sampling technique. Questionnaire was used to collect the necessary data
regarding the issue. Interview and document analysis were also used to substantiate the data gathered
through questionnaires. The analysis of the quantitative data was carried out by using percentage, mean,
standard deviation, independent sample t-test and while qualitative data, which were obtained through
interview and document analysis, were analyzed using narration. The result of the study revealed that, the
extent of ICT utilization such as manipulating graphs or images using graphs software, using the Internet to
obtain educational resources, downloading educational materials or software from the Web were not
effectively implemented and classroom teachers teach by themselves without opening PTV during classroom
instruction in preparatory schools of study area. Unavailability of some ICT tools such as internet
connection, laptop, fax machine, printer, projectors and projector screen made ICT more unproductive in
improving the quality of teaching-learning. Moreover, the study found out that, ICT highly supported both the
teachers and students to making teaching-learning more interesting and positively changed the learning
climate in their classroom, teaching-leaching very easy and increased student motivation while there are
several factors that hindered the implementation of ICT at the preparatory schools. These include
infrastructure problem, Lack of fund, lack short term train and of training facilities, shortage of electric
power and resistance of teachers. This in turn negatively affected provision of quality education. To minimize
the problems of ICT utilization and to improve quality of teaching-learning, it is recommended that Woreda
Education Offices in collaboration with Zonal Educational Offices, and Regional Education Bureau should
provide short training programs and facilitate experience sharing for the effectiveness of ICT utilization at
the school level, regional, zonal and woreda educational stakeholders need to follow up the progress of
school principals’ extent (status) of providing their support and arrange special training program for
teachers and principals in collaboration with school officials should encourage teachers to use all ranges of
active learning methods and have to motivate teachers to utilize appropriate IT materials. Moreover, Woreda
Education Offices should be provide the necessary ICT tools and technical supports by participating the
community, non-governmental organizations (NGO’s) and parents of students
