Barekye Barisigara2025-09-232025-09-232024-09http://hdl.handle.net/20.500.12284/792The study assessed internet accessibility and ICT use in teaching and learning in government aided secondary schools of Sheema District. The study used a cross-sectional research design with both quantitative and qualitative approaches. The study population comprised 12 headteachers, 360 teachers, and 440 students, with a sample size of 268 respondents. Purposive and simple random sampling techniques were used for participant selection. Data were collected through a questionnaire survey for teachers and students and interviews for headteachers. Data analysis involved sorting, coding, and summarizing qualitative data and using Pearson coefficient correlation for quantitative data. The findings showed positive perceptions among students regarding internet accessibility, with an overall mean score of 3.62. Most students reported favorable experiences with internet availability, data sufficiency, internet speed, affordability, and access to electricity at schools. Similarly, a significant majority of participants recognized the benefits of ICT in enhancing teaching and learning, with an overall mean score of 3.70. The study also found a statistically significant correlation (p-value of 0.001, r=0.6) between internet accessibility and ICT use teaching and learning, suggesting that improvements in internet accessibility positively impact the teaching and learning process. In conclusion, students in Sheema District have positive perceptions about internet accessibility, and there is a significant correlation between internet accessibility and ICT use teaching and learning. As recommendations, the government should invest in improving internet connectivity and digital resources for a conducive learning environment, and stakeholders should promote the integration of ICT in teaching methodologies.en-USArticle