Vol. 6, Issue 1, January 2019 – April 2019
ALAN ODHIAMBO OMONDI, DR. SUSAN WERE, DR. WAWERU KAMAKUDownload Complete Paper
Abstract:Digital involvement in provision of teaching and learning resources has been associated with positive achievements in educational outcomes. This study was carried out in public and private primary schools in Nairobi city. The study conducted a Cross-Sectional Survey on a defined population and employed Simple random sampling technique to select 39 schools. Proportionate random sampling was used to select 35 teachers and 150 class 7 pupils. The study used purposive sampling to select 15 head teachers who served as respondents. Primary data and secondary data were collected by the study. The study used structured and unstructured questionnaires to collect data from the respondents. Data collected was analyzed quantitatively and qualitatively. The study employed Statistical Package for Social Sciences (SPSS) version 21.0. as a tool for data analysis. Descriptive Statistics such as frequency distributions, percentages, means and standard deviations were used by the study during data analysis. Inferential statistics employed by the study included Pearson Correlation and regression analysis. Data was presented in the form of figures, tables, and charts. This study sought to determine the impact of digital learning acceptability on learners’ educational outcomes. The study was conducted in primary schools in Nairobi City County. The study sought to establish how accessibility of ICT learning resources, integration of digital instructional tools, acceptability of ICT tools and methods and how usability of ICT tools influenced learners’ educational outcomes. 185 respondents filled and returned the questionnaires. The study revealed that acceptability of ICT learning resources, integration of digital learning tools, acceptability of ICT methods & tools and usability of ICT tools significantly influenced learners’ educational outcome. The study recommended that the government of Kenya and other policy makers in the education sector need to stipulate policies that can improve accessibility to ICT learning resources, integration of digital instructional tools, acceptability of ICT methods and tools and the usability of ICT tools in a bid to improve learners’ educational outcomes. The study suggests that further studies should focus on determining the influence of other digital learning acceptability variables not captured in the study.
Keywords:Acceptability, Accessibility, Clarity, Digital Learning, Educational outcome, ICT Facilities, Integration, Skills, Usability.