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Factors Influencing Implemntation of Computer Aided Electronic Learning in Public Secondary Schools in Nandi South District, Kenya

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dc.contributor.author OLOO, John Edwin
dc.date.accessioned 2021-05-07T08:22:07Z
dc.date.available 2021-05-07T08:22:07Z
dc.date.issued 2014
dc.identifier.uri https://repository.maseno.ac.ke/handle/123456789/3696
dc.description.abstract ABSTRACT Introduction of Free Primary Education in Kenya contributed to increased enrolment in secondary schools. Reports from the District Education Office, Nandi South indicated that the district had 8016 pupils against 251 secondary school teachers between 2002 and 2007. This created an over stretch in teaching and learning resources due to low teacher: pupil ratio. Due to this, the District Education Board, (DEB) adopted electronic learning using computers as an alternative lnstructional tool in support of the traditional face to face method. This study therefore sought to establish factors influencing the implementation of computer aided electronic learning in Public Secondary schools of Nandi South district. Objectives of the study were to; establish availability of computers; identify factors influencing implementation of computer aided electronic learning; determine the relationship between the head teachers' computer qualifications and the number of computers acquired and find out the level of computer awareness among teachers. The study was based on Collis & Moonen model that proposes a triad relationship between the teacher, school environment, and application of computer technology. Descriptive and correlational research designs were adopted. Study population comprised of 70 head teachers, 30 computer teachers and 189 non- computer teachers. Saturated sampling was used to select 63 head teachers whereas Simple random sampling technique to select 27 computer teachers and 170 non- computer teachers. Questionnaires and interview schedules were used to collect data. A pilot study was carried out among 7 head teachers, 3 computer teachers and 19 non- computer teachers using test- retest method of reliability. The reliability index was determined at O.81.Face Validity of the instruments was ascertained by experts in the' area from the Department of Educational Psychology, Maseno University. Quantitative data was analyzed using frequency counts, ratios and percentages. Pearson's r correlation was used to determine the relationships between the head teachers' computer Qualifications and the number of computers acquired. The study revealed that 12% of the schools had acquired computers to implement electronic-learning, however over 15% of the available computers were diverted for other non-intended purposes. Schools found significant barriers and influences in electronic learning implementation which included; low computer student ratio, inadequate internet connectivity and low computer awareness. The study showed that there was a positive correlation between head teachers' computer qualifications and the number of computers acquired. The study further indicated that computer aided electronic learning at the district was still at infancy stage, therefore schools needed to acquire more computers; source for relevant subject content; improve internet connectivity and expose teachers to computer training. Findings of the study may benefit the Government in reducing costs and improving teaching efficiency in schools. en_US
dc.publisher Maseno University en_US
dc.title Factors Influencing Implemntation of Computer Aided Electronic Learning in Public Secondary Schools in Nandi South District, Kenya en_US
dc.type Article en_US


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