Classroom Use of Digital Resources in Teaching and Learning of English Language in Secondary Schools in Nyeri County, Kenya
| dc.contributor.advisor | Sophia M. Ndethiu | en_US |
| dc.contributor.advisor | Agnes W. Gathumbi | en_US |
| dc.contributor.author | Mwangi, Jotham Theuri | |
| dc.date.accessioned | 2022-09-14T10:45:43Z | |
| dc.date.available | 2022-09-14T10:45:43Z | |
| dc.date.issued | 2022 | |
| dc.description | A Research Thesis Submitted in Fulfillment of the Requirement for the Award of the Degree of Masters of Education, School of Education, Kenyatta University, March, 2022 | en_US |
| dc.description.abstract | Integration and use of information, communication technology (ICT) have been singled out to be the best strategies among many to use in teaching and learning in schools across the globe. However, use of digital resources in classroom teaching and learning of various subjects in Kenyan schools has been neglected by existing research thus creating a gap in knowledge that this study filled. This study examined classroom use of digital resources in teaching and learning of English language in secondary schools in Nyeri County. The objectives of the study were to examine the extent of use of digital resources and assess the role of teacher and student based factors, attitude and school preparedness in the use of digital resources in teaching and learning of English language in secondary schools in Nyeri County. The study was guided by the technology acceptance theory that provides a framework for acceptance of technology based on; attitude of users, ease of use of technology and believe in importance of the technology. The study adopted descriptive research design. The respondents in the study were 45 teachers of English and 135 form three students who had been purposefully selected and sampled for the study conducted in 16 extra county schools in Nyeri County. The 16 secondary schools represented 3.5% of the population, teachers of English were 8.9% of the population and form three students represented 1.3% of the population. Data was collected using questionnaires, interview schedules and classroom observation schedules. Responses during piloting were used to ascertain validity of the research instruments. Reliability was ascertained using Cronbach Alpha Co-efficient. Drop and pick method was used to collect data using questionnaires for teachers while the students filled the questionnaires on the spot. Interview schedules were conducted with teachers of English who were heads of Languages department in their schools. Observation of lessons taught using digital resources was done using an observation schedule. Quantitative data was analyzed descriptively with the aid of statistical package for social science (SPSS) version 21 software and presented using percentages, tables, figures and written narratives. Qualitative data was analyzed using thematic analysis and presented in written narratives organized according to the study variables. The study found that teaching of English language using digital resources was popular especially among the students who found the lessons attractive and richer in content than the ordinary talk and chalk lessons. Teachers had positive attitude towards use of digital resources in teaching English language lessons. The study found that a variety of digital resources including computers, internet generated materials, television, radios and projectors were being used during English language lessons which made lessons interesting, extended the concentration span of learners and simplified complex concepts in English language. The study noted that inadequacy of resources especially lacks of fittings and internet access in the classrooms constrained the use of a variety of digital resources in the classrooms. The secondary schools also lacked effective policies to promote use of digital resources in teaching and learning of English language thus leaving the practice of using digital resources at the discretion of the teachers. The study recommended enactment of policies to ensure that all classrooms are equipped with necessary facilities for use of digital resources. Some English language lessons should be earmarked to be taught using digital resources. The training of teachers on use of digital resources should emphasize on promoting teacher’s ability to manipulate the resources to suit learners’ needs. | en_US |
| dc.description.sponsorship | Kenyatta University | en_US |
| dc.identifier.uri | http://ir-library.ku.ac.ke/handle/123456789/24207 | |
| dc.language.iso | en | en_US |
| dc.publisher | Kenyatta University | en_US |
| dc.subject | Classroom Use | en_US |
| dc.subject | Digital Resources | en_US |
| dc.subject | Teaching | en_US |
| dc.subject | Learning | en_US |
| dc.subject | English Language | en_US |
| dc.subject | Secondary Schools | en_US |
| dc.subject | Nyeri County | en_US |
| dc.subject | Kenya | en_US |
| dc.title | Classroom Use of Digital Resources in Teaching and Learning of English Language in Secondary Schools in Nyeri County, Kenya | en_US |
| dc.type | Thesis | en_US |