scholarly journals Influence of Use of Learning Strategies in Information Communication Technology on Standard Seven Pupils’ Academic Self-Concept in Bungoma County, Kenya

2021 ◽  
Vol 11 (3) ◽  
pp. 120
Author(s):  
Fred Juma Wakasiaka ◽  
Chrispus Wawire ◽  
Edward Kigen
Keyword(s):  
Learning Strategies ◽  
Learning Theory ◽  
Communication Technology ◽  
Technology Use ◽  
Primary Schools ◽  
Learning Strategy ◽  
Information Communication Technology ◽  
Self Concept ◽  
Traditional Learning ◽  
Information Communication

Despite introduction of Information Communication Technology in schools by Government of Kenya, minimal research has been done on influence of learning strategies in information communication technology use on academic self-concept of pupils. Poor trends in academic achievement are associated with pupils’ low academic self-concept as an outcome of continued use of traditional learning strategies. The purpose of the present study was therefore to investigate the influence of learning strategies in the use of information communication technology on pupils’ academic self-concept. Multimedia Learning Theory, Collaborative Learning Theory and the Self Theory of Personality Development formed the theoretical framework of the study. A causal comparative ex post facto research design was used. The study employed mixed methods research by integrating qualitative and quantitative research. The study was done in Bungoma County. The target population was Standard Seven pupils in public primary schools in Bungoma County. A sample of 375 pupils was involved. Purposive sampling was used to select schools with computer program as treatment group and simple random sampling for schools using traditional learning strategies as comparison group. Independent and dependent variables were learning strategies and academic self-concept respectively. Data was collected through an adapted questionnaire with Academic Self-concept Scale and Learning Strategy Rating Scale for learning strategies. Oral interviews and non-participant overt observations were used to collect qualitative data from pupils and teachers who handled learners in the laptop computer programs. The reliability and validity of the instruments was established through a pilot study in 2 sampled schools which were not included in the main study. Data management and analysis was done using both inferential and descriptive statistics using Statistical Package for Social Sciences program. Pearson product moment correlation and t-test were used for inferential statistics. Results showed that significant differences in academic self-concept existed between pupils using traditional learning strategies and those using learning strategies in the use of ICT (t = 3.990, df = 238, p< 0.05), (t= 4.256, df = 238, p< 0.05) and (t= 2.014 df=251, p<0.05). Apart from Individual Learning Strategy in the use of computer, Child-to-Child and Child-teacher learning strategies were found to have significant relationships with academic self-concept [r(186)= 0.300, 0.275 and 0.311, p< 0.05]. Recommendations for adoption of learning strategies in information communication technology use in classroom teaching and learning, policy development in education and curriculum development were made. Further research using pre-test and post-test experimental design with control group using samples at other levels of education and on individual subject academic self-concept was recommended.

scholarly journals Gender Differences in Academic Self-Concept among Standard Seven Pupils Using Learning Strategies in the Use of Information Communication Technology in Bungoma County, Kenya

2021 ◽  
Vol 6 (2) ◽  
pp. 22
Author(s):  
Fred Juma Wakasiaka
Keyword(s):  
Academic Achievement ◽  
Gender Differences ◽  
Learning Strategies ◽  
Learning Theory ◽  
Communication Technology ◽  
Technology Use ◽  
Information Communication Technology ◽  
Self Concept ◽  
Traditional Learning ◽  
Information Communication

Despite introduction of Information Communication Technology in schools by Government of Kenya, minimal research has been done on influence of learning strategies in information communication technology use on academic self-concept of pupils. Academic self-concept has a reciprocal relationship with academic achievement. Poor trends in academic achievement are associated with pupils&rsquo; low academic self-concept as an outcome of continued use of traditional learning strategies. This may be alleviated by use of information communication technology in the learning process. The purpose of the present study was therefore to investigate gender differences in academic self-concept among pupils using learning strategies in the use of information communication technology. Multimedia Learning Theory, Collaborative Learning Theory and the Self Theory of Personality Development formed the theoretical framework of the study. A causal comparative ex post facto research design was used. The study employed mixed methods research by integrating qualitative and quantitative research. The study was done in Bungoma County. The target population was Standard Seven pupils in public primary schools in Bungoma County. A sample of 375 pupils was involved. Purposive sampling was used to select schools with computer program as treatment group and simple random sampling for schools using traditional learning strategies as comparison group. Independent and dependent variables were learning strategies and academic self-concept (measured in 3 dimensions) respectively. Data was collected through an adapted questionnaire with Academic Self-concept Scale and Learning Strategy Rating Scale for learning strategies. Oral interviews and non-participant overt observations were used to collect qualitative data from pupils and teachers who handled learners in the laptop computer programs. The reliability and validity of the instruments was established through a pilot study in 2 sampled schools which were not included in the main study. Data management and analysis was done using both inferential and descriptive statistics using Statistical Package for Social Sciences program. Pearson product moment correlation and t-test were used for inferential statistics. Results showed that there were no significant gender differences in academic self-concept among pupils using traditional learning strategies and those using learning strategies in the use of ICT (t=1.151, t=1.03,-1.494 df=168.191, 182.979 and 165.341, p&gt; 0.05 and (t= 1.422, -0.178 and 0.386, df=178.3 94,180.903 and 175.616, p&gt; 0.05) for treatment and comparison groups respectively. Recommendations for adoption of learning strategies in information communication technology use in classroom teaching and learning, policy development in education and curriculum development were made. Further research using pre-test and post-test experimental design with control group using samples at other levels of education and on individual subject academic self-concept was recommended.

DETERMINANTS OF SUCCESSFUL IMPLEMENTATION OF DIGITAL LITERACY PROJECT IN PUBLIC PRIMARY SCHOOLS IN BARINGO COUNTY, KENYA

2019 ◽  
Vol 4 (1) ◽  
pp. 96-117
Author(s):  
Florence Sutter ◽  
Dr. Allan Kihara
Keyword(s):  
School Leadership ◽  
Communication Technology ◽  
Digital Literacy ◽  
Primary Schools ◽  
Information Communication Technology ◽  
Successful Implementation ◽  
Information Communication ◽  
National Union ◽  
Head Teachers ◽  
Upper Echelons Theory

Purpose: The study aimed at finding out the determinants of successful implementation of digital literacy project in public primary schools in Baringo County in Kenya. The specific objectives of the study were to determine the effect of school leadership, information communication technology teacher competence, and teacher workload and information communication technology infrastructure. The study was founded on Technology Acceptance Theory, Resource Based Theory, Upper Echelons Theory and the Technology, Organization and Environment Model theories. This study adopted a descriptive survey research design. Methodology: The study targeted 612 stakeholders in the implementation of the Digital Literacy Project in public schools including the Ministry of education Science and Technology representative who is the Sub county Directors, the TSC Sub County Directors, curriculum support officers in the County, the Kenya Institute of Special Education Sub County coordinators, the Kenya Primary Schools Head Teachers Association Sub County coordinators, the Kenya National Union of Teachers Sub County coordinators  and the  head teachers of the public primary schools in Baringo county. Yamane formula was used to determine a sample size of 150 respondents. Structured questionnaire presented in likert scale were used in collecting primary data. Descriptive statistics such as percentages, mean and frequency was used to analyze the collected data. The study also used inferential statistics such as correlation and regression. Results: The study found that school leader of technology encourage use of technology in teaching and learning and help teachers establish goals to implementation of technology in achieving their instructional strategies and that school leader’s interest; their commitment and championing implementation of ICT programs in schools positively influenced the whole process. The study concluded that school leadership had the greatest influence on implementation of digital literacy project in public primary schools in Baringo County in Kenya in Kenya followed by ICT infrastructure, then teachers ICT competence while teachers’ workload had the least influence on the implementation of digital literacy project in public primary schools in Baringo County in Kenya.Contribution to policy and practice: The study recommends that the school leaders should increase their compliance with the various policies so as to ensure more effective integration of learning and teaching in primary schools and that school administration and stakeholders in education needs to be more supportive towards implementation of ICT programs.

scholarly journals Information Communication Technology Use Related Challenges and their Coping Strategies in Monastic Religious Life

2021 ◽  
Vol 3 (4) ◽  
pp. 23-39
Author(s):  
Catherine A. Muthoki Mutuku ◽  
◽  
Chrispine Ouma Nyandiwa ◽  
Bibiana Ngundo ◽  
◽  
...  
Keyword(s):  
Coping Strategies ◽  
Information And Communication Technologies ◽  
Communication Technology ◽  
Technology Use ◽  
Group Discussion ◽  
Information Communication Technology ◽  
Religious Life ◽  
Communication Technologies ◽  
Target Population ◽  
Information Communication

The study attempted to investigate the challenges that the monastic religious encounter in the use of information communication technologies with reference to internet, mobile phones, computers/laptops and digital televisions; and their coping strategies, a case of the Missionary Benedictine Sisters of Tutzing (MBST) in Nairobi Priory, Kenya. The world today is witnessing tremendous changes and development in the information and communication technologies. However, there is scanty literature that addresses the challenges and the strategies that can be used by religious consecrated men and women, to cope up with the modern communication technologies effectively. The study employed sequential explanatory mixed methods. The target population included the perpetually professed sisters, junior sisters in the leadership team (superiors, formators and administrators) of the monastic religious congregation of the MBST Nairobi Priory, Kenya. Questionnaires, interviews and focus group discussion (FGD) were the instruments used to collect data. The findings of the study in which both the challenges and the strategies were presented in a 4-point Likert scale and respondents were asked to indicate their choices from; 4=Strongly agree, 3=Agree, 2=Disagree, 1=Strongly disagree revealed that: With the challenges the use of ICTs pose to the monastic lifestyle (community life and the evangelical counsels); majority of them in all the 14 challenges presented, agreed and strongly agreed to them. Likewise the interviews and FGD had similar experiences with the same challenges. The strategies for coping up with the challenges too showed similar responses to a greater extent in agreement. From the study it is clear that, as monastic religious, the MBST cannot not afford to be alien to the modern means of communication as they are the chief means of information and education, of guidance and inspiration. Since they are unavoidably embedded in daily life, the religious consecrated should use them conscientiously and responsibly to become a factor of humanization, which calls for a proper formation of conscience. Keywords: Information Communication Technology, Challenges, Coping Strategies, Monastic Religious Life, Missionary Benedictine Sisters of Tutzing, Kenya

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