ICT can be used to access and promote equity in education through providing educational opportunities to a larger number of people of all ages that include the underserves or the traditionally unserved for example those in rural and remote areas and people with disabilities. It can be used to enhance the quality of learning and teaching through providing access to a greater variety of the current educational resources and enabling the participatory pedagogies. Kiambu County has a high secondary school learner population in the country, however, the levels performance of most of these schools remains significantly low. The purpose of this study was to investigate the influence of ICT integration projects on performance in public secondary schools in KCSE in Kiambu County Kenya. The study sought to investigate the following objectives: to assess the influence of ICT infrastructure on performance of public secondary schools in KCSE in Kiambu County, Kenya; to examine the influence of development of digital content on performance of public secondary schools in KCSE in Kiambu County, Kenya; to determine the influence of capacity building of teachers on performance of public secondary schools in KCSE in Kiambu County, Kenya; to examine the influence of procurement of ICT devices on performance of public secondary schools in KCSE in Kiambu County, Kenya. The study adopted a descriptive survey research design. The target population of the study of 4403 was drawn from the head teachers, ICT head of departments and teachers from Kiambu County. A sample size of 351 participants was extrapolated from the target population using FISHERS formula from which a proportionate stratified sampling was used to obtain a sample for each stratum. Data was collected using questionnaires. The data collection instrument was tested using 35 questionnaires that were administered to headteachers, ICT head of departments and teachers in Nairobi County which had similar characteristics with the study area. The Cronbach’s alpha coefficient of 0.762 was obtained through the test-retest technique to check reliability of the research instruments. Descriptive statistics in the form of frequencies, percentages, mean and standard deviation was used to analyze the data. The analysed data using SPSS was presented in the form of tables. Pearson correlation coefficient was used to determine the relationship between the variables in the study. The study revealed that there was a positive moderate correlation between ICT infrastructure and performance of public secondary schools in KCSE (r=0.552, p=0.000), development of digital content and performance of public secondary schools in KCSE demonstrated a positive weak correlation (r=0.436, p=0.000), capacity building for teachers and performance of public secondary schools in KCSE indicated a positive weak correlation (r=0.232, p=0.000) and procurement of ICT devices and performance of public secondary schools in KCSE indicated a positive moderate correlation (r=0.502, p=0.000). The study concluded that that the independent variables under the study influence the performance of public secondary schools in KCSE. The study recommends that public secondary schools should be adequately equipped with more ICT infrastructure, digitize classroom content, increase capacity development for ICT and allocate more funds to procure ICT devices to improve KCSE performance. The study further suggests that research should be carried out to investigate the influence of ICT integration projects on the new curriculum goals of public secondary schools in KCSE.

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