scholarly journals Status of Digital Literacy Programme in Public Primary Schools in Homa Bay County, Kenya

2021 ◽  
Vol 4 (1) ◽  
pp. 37-47
Author(s):  
Ouma Omito
Keyword(s):  
Sample Size ◽  
Content Validity ◽  
Digital Literacy ◽  
Computer Use ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Reliability Coefficient ◽  
Descriptive Statistics ◽  
Literacy Programme ◽  
Educational Activities

The study assessed the readiness levels of public primary schools in Homa Bay County for the integration of digital teaching and learning. A population of 556 teachers in public primary schools that had already received Digital Literacy Programme (DLP) devices for teaching and learning were used whereby a sample size of 56 teachers was reached at. 12 teachers were also interviewed. A reliability coefficient of 0.962 was obtained. Interview questions that were unclear were either modified or removed. Content validity confirmed the appropriateness of the content and the research tools used during the study. Findings from observation checklists were analysed quantitatively by use of descriptive statistics. Data from interviews were transcribed, coded and grouped into major themes and then reported. The study found that majority of the sample schools (55.4%) had not started teaching using DLP. The study also showed that teachers who were practicing using the DLP devices were more proficient in computer use compared to those who either kept or feared using such devices for educational activities. The study concluded that the government’s initiative of digitalizing schools was a noble idea that needed to be embraced by all sectors of the economy.

scholarly journals Gender and teacher attitude toward digital literacy programme in Kisii county primary schools

2021 ◽  
Vol 10 (4) ◽  
pp. 383-390
Author(s):  
Edwin Obwoge Makworo ◽  
George Morara Nyakoe ◽  
Teresa Kwamboka Abuya
Keyword(s):  
Digital Literacy ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Learning Experiences ◽  
Digital Technologies ◽  
Simple Random Sampling ◽  
Literacy Programme ◽  
Student Centered ◽  
Student Centered Learning

Digital technologies have been associated with improved and enriched learning experiences which include more student-centered learning. These technologies have made teaching and learning experiences more interesting. In view of the crucial role of digital technologies in enhancing learning, this study sought to assess teacher attitudes towards the Digital Literacy Programme (DLP) in Kisii County based on gender differences. Does the gender of the teachers involved in the Digital Literacy Programme in Kisii County affect their readiness to uptake and implement the program? A survey research design was applied in the study. The population of the study constituted of 1,420 standard one and two teachers selected from randomly sampled schools of the county. The sample size was determined using the Fisher formula and the sample consisted of 302 standard one and two teachers. Purposive sampling was used to select the specific teachers. Simple random sampling was used to select the specific schools to include in the study and proportionate sampling was used to determine the number of respondents from each school. Self-administered questionnaires were used to collect data. To ascertain the reliability of the research instruments, a pilot test was carried out and a Cronbach’s alpha coefficient of 0.76 was realized. Data were analyzed quantitatively using descriptive statistics in SPSS. The study established that difference in gender has no effect on the teachers’ attitude to the Digital Literacy Programme.

Tapping into Digital Literacy with Mobile Devices

2009 ◽  
pp. 436-456 ◽  
Author(s):  
Mark van‘t Hooft
Keyword(s):  
Mobile Devices ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Literacy Skills ◽  
Learning Activities ◽  
Digital Tools ◽  
Full Potential ◽  
Educational Activities ◽  
Pedagogical Changes ◽  
Wireless Mobile

This chapter describes the use of wireless mobile devices for teaching and learning, and their impact on digital literacy. Following a brief description of these digital tools for education, a sampling of short narratives is used to illustrate what types of educational activities are possible above and beyond what is possible without them, what pedagogical changes need to be made to effectively integrate wireless mobile devices in teaching and learning activities, how these devices can be adapted to harness their full potential as ubiquitous devices for teaching and learning, and how digital literacy skills influence and are being influenced by this technology. The ultimate goal of this chapter is to provide evidence of the potential that wireless mobile devices have for teaching and learning.

scholarly journals The Relationship between Headteachers’ Supervision of Professional Documents and Academic Performance in Primary Schools in Embu and Murang’a Counties

2020 ◽  
Vol 4 (2) ◽  
pp. 92
Author(s):  
Muchiri Jane Muthoni ◽  
Margaret Wanjiru Gitumu ◽  
John Mwaruvie
Keyword(s):  
Academic Performance ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Simple Random Sampling ◽  
Target Population ◽  
Descriptive Statistics ◽  
Education Administration ◽  
Alpha Coefficient ◽  
Descriptive Survey ◽  
The Relationship

<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>Supervision is a vital administrative tool employed by headteachers in ensuring </span><span>teachers’ effectiveness and competence in teaching and learning in schools. Over </span><span>time, pupils</span><span>’ </span><span>academic performance in examinations has been consistently low in public primary schools and has created concern among education stakeholders in Kenya and the world over. The objective of this study is assess the relationship </span><span>between headteachers’ supervision of professional documents and academic </span><span>performance in primary schools in </span><span>Embu and Murang’a counties. </span><span>A descriptive survey research design was used. The target population was 14,786 respondents; simple random sampling was used to select 256 of these. Data were collected using questionnaires, interviews and an observation checklist. To ascertain reliability, the instrument was piloted, a</span><span>nd Cronbach’s alpha coefficient was </span><span>calculated as 0.93. The data were analysed using descriptive statistics involving frequencies, percentages, means and standard deviations and inferential statistics, precisely, correlation. The results show that the development of professional documents was common in primary schools and that the best documents supervised by headteachers were schemes of work. The null hypothesis tested was not rejected based on the correlation of r=-.044&lt;0.05 and P=0.732&gt;0.05 between headteachers</span><span>’ </span><span>supervision of professional documents and academic performance. The study recommends that headteachers should guide teachers on the importance of consistency in professional documents. However, h</span><span>eadteachers’ supervision of teachers’ preparat</span><span>ion of professional documents did </span><span>not impact positively on pupils’ academic performance at KCPE in </span><span>Embu and </span><span>Murang’a counties. </span><span>The findings of the study will serve as a reference for similar studies in education administration and management. </span></p></div></div></div>

scholarly journals E-Readiness Status of Primary Schools Implementing Digital Devices in Kisii County

2020 ◽  
Vol 8 (1) ◽  
pp. 24
Author(s):  
Edwin Obwoge Makworo ◽  
Abuya Teresa Kwamboka ◽  
Nyakoe George Morara
Keyword(s):  
Primary School ◽  
Digital Literacy ◽  
Primary Schools ◽  
Simple Random Sampling ◽  
Global Changes ◽  
Literacy Programme ◽  
Head Teachers ◽  
Digital Devices ◽  
School Head ◽  
The Government

<p>Delivery of education content to learners in many learning environments has greatly been enhanced by the deployment and implementation of Information Communication Technologies (ICTs) in the world today. Many developing countries are putting in place strategies to ensure their education systems use ICT to improve and diversify learning to meet the global changes in technology. In Kenya, ICT Integration in Primary Education is one of the key flagship programmes that has received keen attention by the government in the past few years through the primary schools Digital Literacy Programme (DLP). This research endeavoured to establish the e-readiness of primary schools implementing use of digital devices in Kisii County. Survey research design was applied in the study. The population of the study constituted of 710 primary school head teachers, 1,420 standard one and two teachers and 71,000 standard one and two pupils. Sample size was determined using the fisher formula and the sample consisted of 249 primary school head teachers, 302 standard one and two teachers and 381 standard one and two pupils. Purposive sampling was used to select schools, head teachers and teachers. Simple random sampling was used to select the specific schools to include in the study and proportionate sampling was used to determine the number of respondents from each school. The research instruments applied in the research included self-administered questionnaires for teachers and head teachers and interview schedules for pupils. To ascertain the reliability of the research instruments, a pilot test was carried out and a Cronbach’s alpha coefficient of 0.76 was realized. Data was analysed qualitatively and quantitatively using descriptive statistics in SPSS.The research established that the main impediment to implementation of the DLP was the psychological and financial readiness within the schools. There should be a well planned training schedule for teachers and a budget be put in place for the primary schools for the DLP.</p>

scholarly journals Supervision and Teachers’ Work Performances in Primary Schools in Konye Sub-Division in Cameroon

2018 ◽  
Vol 8 (2) ◽  
pp. 115-124
Author(s):  
Ngemunang Agnes Ngale Lyonga
Keyword(s):  
Primary Schools ◽  
Teaching And Learning ◽  
Survey Design ◽  
Descriptive Statistics ◽  
Learning Activities ◽  
Instructional Supervision ◽  
Head Teachers ◽  
Supervision Practices ◽  
Descriptive Survey ◽  
The Impact

Abstract This study examined the impact of head teachers’ instructional supervision practices on teachers’ performances in selected primary schools in Konye Sub-Division in Cameroon. The study used a descriptive survey design to explain the impact of head teachers’ classrooms visits and checking of teaching log-books (records) on teachers’ job performances. The sample size was made up of six head teachers and twenty-eight teachers selected from six schools from Konye Sub-Division, which included two state own, two confessional, and two lay private schools. A five section questionnaire was developed to collect data on head teachers’ and teachers. The questionnaire was administered during one of the researcher’s contact visits at the institutions. The researcher explained to the respondents who filled out the information on the questionnaire and returned after completion. The data was analyzed using SPSS version 20.0 for descriptive statistics that included the use of frequencies and percentages. Findings among others revealed the aspects that influence teachers’ performances during instructional supervision by head teachers was not only classroom visits but also observation of teaching (82% and 83.3%), examination of teaching and learning methods used by teachers during supervision (71.4% and 66.6%), regularly checking of records of work covered by teachers (92.9% and 83.3%), regularly checking and correcting of teachers’ lesson plans (89.3% and 100%), and holding sessions with teachers to guide on how to improve teaching and learning activities in primary schools.

scholarly journals Perceived Impact of Entrepreneurship Education on Career Development among Undergraduates in South-South Universities in Nigeria: Implication for Counselling

2018 ◽  
Vol 7 (3) ◽  
pp. 102
Author(s):  
Grace Omejevwe Akpochafo ◽  
Ijeoma Henrietta Alika
Keyword(s):  
Career Development ◽  
Sample Size ◽  
Teaching And Learning ◽  
Entrepreneurship Education ◽  
Descriptive Statistics ◽  
Research Questions ◽  
Perceived Impact ◽  
Main Instrument ◽  
Level Of Significance ◽  
Effective Teaching And Learning

This study investigated the perceived impact of entrepreneurship education on career development among undergraduates in south-south universities in Nigeria. To guide the study four research questions were generated and one hypothesis formulated, which was tested at 0.05 level of significance. The study employed an expost facto research design. The population of the study consists of all undergraduates in south-south universities in Nigeria. Sample size consists of 150 students who were randomly drawn and who had undertaken entrepreneurship studies. The main instrument for the study was a questionnaire titled Entrepreneurship Education and career development scale (EECDS). Data was analyzed using descriptive statistics for the research questions and t-test for hypothesis. The result showed that there are inadequate facilities and effective teaching and learning of entrepreneurship education in Nigerian universities. Moreover, it was also found that the students were of the view that entrepreneurship education will provide training that would make undergraduates creative and innovative if the programme is properly implemented.

scholarly journals Evaluating the Content Validity of Digital Literacy Instrument for School Teachers in Malaysia through Expert Judgement

2021 ◽  
Vol 11 (7) ◽  
pp. 71-78
Author(s):  
Mohammad Fazli Baharuddin ◽  
◽  
Mohamad Noorman Masrek ◽  
Shamila Mohamed Shuhidan ◽  
Mohammad Hudzari bin Haji Razali ◽  
...  
Keyword(s):  
Content Validity ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Literacy Skills ◽  
Face Validity ◽  
Measuring Instruments ◽  
Social Emotional ◽  
School Teachers ◽  
Validity Index ◽  
Content Validity Index

— In the development of digital technology, schools must equip students with digital literacy skills to develop thinking both critically and creatively and make teaching and learning relevant to the students. There are various measuring instruments that have been developed to assess digital literacy for various target groups. However, quality and valid instruments are still limited and lacking. It is important to apply a valid measuring instrument for digital literacy based on its results in the case of overlapping and ambiguous constructions in the name of digital literacy. Thus, to assess the content validity of the questionnaire that had been generated to evaluate digital literacy of the school teachers is the main focus. The validity of the content was used as a criterion to confirm that the questionnaire was of high quality. The instrument's content validity was assessed according to the feedbacks of six professional in the field. The item content validity index and scale content validity index were implemented for content validity. Three (3) constructs namely; technical, cognitive, and social-emotional contain 6 items each were identified. The results of content validity index (I-CVI) showed between 0.97 to 1 and the scale content validity index (S-CVI/Ave) for the technical, cognitive, and social-emotional dimension of digital literacy was 1.00, 0.97, and 0.97 respectively. The questionnaire was identified with acceptable content validity. Further research able to guarantee that the questionnaire is checked for reliability as well as the other types of validity, including as face validity, construct validity, and criterion validity, in order to improve the assessment instrument's usefulness. Keywords— Instrument Assessment, Scale Content Validity Index, Content Validity Index, Digital Literacy, School Teachers.

scholarly journals Ranking challenges facing digital literacy programme in primary schools in Kisii County, Kenya

2020 ◽  
Vol 9 (5) ◽  
pp. 302-306
Author(s):  
George Nyakoe Morara ◽  
Edwin Owboge Makworo ◽  
Teresa Kwamboka Abuya
Keyword(s):  
Digital Literacy ◽  
Primary Schools ◽  
New Technologies ◽  
Survey Design ◽  
Pilot Project ◽  
Pedagogical Practices ◽  
Digital Learning ◽  
Literacy Programme ◽  
Data Collection Instrument ◽  
Almost All

Educational institutions are globally adopting new technologies in their pedagogical practices in order to stay in tandem with changes in the ICT sector. Many developing countries are moving towards adopting current technologies in their education systems. On September 30, 2016, after the successful completion of a pilot project, Kenya launched the nation-wide rollout of its DigitalLiteracy program (DLP). The program was meant to provide laptops to the standard one and two pupils in public primary schools together with e-content for learning. The program has been adopted in almost all schools in the country. After rolling out of the program, there are various complaints that have been put forward by the users and other stakeholders and this has necessitated studies to establish the challenges experienced and their possible mitigation. This study evaluated the challenges facing the Digital Learning Programme for Primary Schools in Kisii County, Kenya. A descriptive survey design was used in this study and a self-administered questionnaire was the main data collection instrument used. Stratified random sampling was used to select a sample of 250 primary school teachers in Kisii County. The data was analyzed using SPSS version 22 and presented in tables in form of frequencies and percentages. Training, access to computers, facilities and equipment, funds, and technical support were the main challenges the DLP is facing in Kisii County. The study recommends enhanced training for the teachers, equipping well-furnished computer rooms in the schools among other measures to counter the challenges. Further, enough funds should be provided for in the budget to enable address the challenges facing the program.

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