Public Primary Schools’ Readiness for Digital Literacy Integration for Development of Learners’ Digital Skills in Rachuonyo South, Homabay County, Kenya
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Date
2024-11
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Publisher
Kenyatta University
Abstract
The digital literacy integration in teaching and learning institutions is important
because it encourages classroom instructors to train learners in essential skills such
as the acquisition, preservation, and dissemination of knowledge. This integration
underscores the importance of developing digital skills, which are vital for learning,
working, and living effectively in the 21st century. This study aimed to investigate
how prepared public primary schools in Rachuonyo South are to incorporate digital
literacy into their instructional practices and develop digital skills among learners.
The following objectives guided the study: To assess the availability of digital
infrastructure in public primary schools for development of learners’ digital skills, to
determine teachers’ competencies in digital literacy to support learners in public
primary schools in learning process, and to examine digital policy implementation in
public primary schools for development of digital skills among learners. The
research was guided by constructivist learning theory. A concurrent embedded
approach was used, targeting a population of 5713. The sample consisted of 8 head
teachers, 78 teachers and 485 grade six learners, totaling 571 participants. Stratified
random, simple random, and purposive sampling procedures were used to select
head teachers, teachers, and grade six learners. Interview, questionnaire, and focused
group discussion were employed to gather information from head teachers, teachers
and sixth-grade learners. The research tools were first tried out in two public
primary schools. Descriptive statistics and thematic analysis were employed to
analyse data. The results indicated that only 37.5% of public primary schools in
Rachuonyo South had a computer laboratory. Additionally, the findings also showed
that only 23.2% of teachers have undergone training organised by the Teacher
Service Commission or the Ministry of Education to acquire digital literacy skills.
Furthermore, 50.1% of teachers reported that between 1 and 10 pupils are able to use
a tablet in the classroom. The study recommended that Ministry of Education may
conduct a comprehensive needs assessment to identify the specific number of digital
learning devices required by each public primary school.
Description
Supervisors:
1. Martin Ogola
2.Peter Muchanje
A Research Thesis Submitted In Fulfillment of the Requirements for the Award of the Degree of Master of Education (Educational Administration) in the School of Education and Lifelong Learning, Kenyatta University November, 2024