| 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 |
