Ict Infrastructure and Implementation of Digital Literacy Programmes in Public Primary Schools in Uasin Gishu County, Kenya
| dc.contributor.author | Kogei Stephen | |
| dc.date.accessioned | 2024-09-09T12:05:23Z | |
| dc.date.available | 2024-09-09T12:05:23Z | |
| dc.date.issued | 2024-06 | |
| dc.description | A Research Project Submitted to the School of Business, Economics and Tourism in Partial Fulfilment of the Requirements for the Award of the Degree of Master of Business Administration in Management Information Systems Kenyatta University June, 2024 supervisor, Lydia Gachengo | |
| dc.description.abstract | The aim of this research was to evaluate the readiness of public primary schools in Uasin Gishu County, Kenya, to implement a digital literacy program. The goal of the digital literacy program was to give pupils the knowledge and abilities they would need to succeed in the contemporary digital environment. Incorporating information and communication technology (ICT) into primary school education is a significant component of educational progress, particularly at this stage when students are keen to learn new abilities. By integrating ICT into learning, students can actively and independently participate in the curriculum, transforming the learning process. The study aimed to achieve several objectives, including determining the accessibility of infrastructure for public primary schools in Uasin Gishu County to facilitate the digital literacy program, examining the impact of teacher skills on the implementation of the digital literacy program, and assessing general perceptions towards the digital literacy program's implementation. Additionally, the study sought to evaluate the accessibility of digital resources essential for the successful implementation of the digital literacy program in Uasin Gishu County. The research used a descriptive research design, drawing on the Unified Theory of Acceptance and Use of Technology (UTAUT), Cognitive Theory, and Theory of Reasoned Action to establish the interrelation between independent and the dependent variables. A sample of 152 participants, including 109 teachers and 43 head teachers were surveyed from a total of expected 242 responses. The study's dependability was assessed using test-retest methods, and the data collected through questionnaires, including both open-ended and closed-ended questions, was analyzed by use of the Statistical Package for Social Sciences. The results of the study were presented using frequency tables, percentages, and regression analyses. The study's conclusions highlighted the crucial role that infrastructure preparedness played in determining how the digital literacy program was implemented in public primary schools throughout Uasin Gishu County. The program's effectiveness was further hampered by inadequate internet access and a lack of necessary resources for classroom instruction and student learning. Furthermore, the success of the digital literacy programme was found to be significantly influenced by the competency of teachers. The report also emphasized how important teacher perception was in influencing how the program was implemented in the county's primary school system. | |
| dc.description.sponsorship | Kenyatta University | |
| dc.identifier.uri | https://ir-library.ku.ac.ke/handle/123456789/28740 | |
| dc.language.iso | en | |
| dc.publisher | Kenyatta University | |
| dc.title | Ict Infrastructure and Implementation of Digital Literacy Programmes in Public Primary Schools in Uasin Gishu County, Kenya | |
| dc.type | Thesis |