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dc.contributor.authorWerimo, Fredrick
dc.contributor.authorMuthee, Daniel
dc.date.accessioned2022-05-12T11:18:18Z
dc.date.available2022-05-12T11:18:18Z
dc.date.issued2022
dc.identifier.citationWerimo, F., & Muthee, D. (2022). Efficacy of Digital Literacy Programme in Promoting Access to Electronic Information Resources by Public Primary School Teachers, Kakamega County, Kenya. International Journal of Current Aspects, 6(1), 46-61. https://doi.org/10.35942/ijcab.v6i1.239en_US
dc.identifier.issn2707-8035
dc.identifier.otherDOI 10.35942/ijcab.v6i1.239
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/23733
dc.descriptionResearch article in International Journal of Current Aspects, Volume 6, Issue 1, 2022 PP 46- 61, ISSN 2707-8035 46en_US
dc.description.abstractGoing by the observation made by advocates of digital learning, digital technologies can increase the effectiveness of teachers. If digital technologies are made good use of, they can lead to increased access to data for learners, teaching materials, mentorship opportunities, and professional development. Successful incorporation of modern technologies into the classroom can be achieved if teachers work collaboratively to create modern learning environments and embrace technology in teaching. For this to be realised, a different set of teachers’ skills is essential to ensure frequent use of technology while encouraging a new approach where technology is made use of. The researcher carried out an investigation of the efficacy of DLP to uncover the underlying issues that could be hindering access to electronic information resources by public primary school teachers in Kenya’s Kakamega County. The objectives were to ascertain digital literacy skills possessed by public primary school teachers, establish availability and status of the necessary infrastructure for ICT in public primary schools, establish the relationship between teacher competence and access to and use of electronic information resources, and identify challenges faced by teachers in their endeavor to make use of useful electronic information resources. This research adopted descriptive approach because the intention was to describe the existing conditions with respect to variables which are, digital literacy, ICT infrastructure and teachers’ competence that affect access to electronic information resources. Proper data analysis was enabled by the researcher applying Statistical Package for Social Sciences (SPSS). Analysis of open-ended questions, which formed part of the qualitative data, was done by use of conceptual content before being presented in prose. Pie charts, tables, percentages and bar graphs were used in presentation of quantitative data. Since previous studies have shown that primary school teachers obtain low scores in integration of digital technologies in the classroom, the researcher sought to identify unique challenges that schools could be facing that require homegrown solutions. From the results of the study, digital literacy, ICT infrastructure and teacher competence have significant effect on online academic resources being used by public primary school teachers in the County of Kakamega. From the findings, the study concluded that managements of public primary school teachers in Kakamega County should ensure computer teachers are trained on a regular basis to acquire the needed knowledge and skills. There is an advocacy to managements of public primary school teachers in Kakamega County to ensure availability of the required ICT infrastructure to facilitate access to electronic information resources. Further, teachers should undertake professional development trainings to enhance their ICT knowledge and skills.en_US
dc.language.isoenen_US
dc.publisherIJCABen_US
dc.subjectDigital Literacy Programmesen_US
dc.subjectAccess to Electronic Informationen_US
dc.titleEfficacy of Digital Literacy Programme in Promoting Access to Electronic Information Resources by Public Primary School Teachers, Kakamega County, Kenyaen_US
dc.typeArticleen_US


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