Factors influencing E-learning readiness in public primary schools of Nairobi County, Kenya

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dc.contributor.authorKarijo, E. K.
dc.date.accessioned2024-09-10T16:37:22Z
dc.date.available2024-09-10T16:37:22Z
dc.date.issued2024
dc.descriptionFull - text thesis
dc.description.abstractAfrica is rising in the use of information communication technology (ICT) to accelerate social economic growth and benefit from technological advancements. To harness this digital dividend, many nations have developed policies particularly in the education sector as an enabler of E-learning. Kenya has recognized this potential and through the Digital Literacy Program (DLP), the country aims to integrate technology into the teaching and learning processes. However, public primary schools continue to grapple with low levels of E-learning readiness stemming from insufficient ICT infrastructure and a limited skill base that hinders the effective utilization of technology. This study sought to examine factors influencing E-learning readiness in public primary schools of Nairobi County, Kenya. The research was directed by the following specific objectives: to assess the impact of ICT infrastructure on the readiness for E-learning; to investigate the influence of ICT skills on the readiness for E-learning; to analyze the effect of teaching content on the readiness for E-learning; and to evaluate the influence of administrative support on the readiness for E-learning in public primary schools within Nairobi County. A descriptive research design was adopted with a total of 161 public primary schools in Nairobi County having 6,150 teaching staff formed the target population. Since the study area was within a school setup, the target population focused on the following categories: head of the school, head of departments, and ICT teachers identified through stratified and simple random sampling. To collect primary data, a structured questionnaire was employed, successfully engaging 153 respondents. Analysis of the gathered data indicated that ICT infrastructure plays a crucial role in determining E-learning readiness, significantly enhancing the adoption of E-learning in schools. Additionally, the findings demonstrated that ICT skills, teaching content, and administrative support positively influence E-learning readiness, with statistically significant correlations observed. The study concludes that the level of E-learning readiness among primary schools in Nairobi County remains low. The schools do not have sufficient infrastructure and lack adequate equipment and labs, as well as reliable internet connectivity and power. The low E-learning readiness was also attributable to a lack of adequate training for teachers on ICT skills such as data security and privacy. E-learning content was also a factor. The content was not easily accessible, not easy to use, not relevant and interactive, and was not up to date with the curriculum. Additionally, the study concluded that there was a lack of administrative support and that the schools lacked policies to guide the teachers and staff on the use of ICT for enlightenment and learning. These findings underscore the critical significance of the Technology adoption theory and Engholm’s readiness model, which encompass essential factors for evaluating an organization's E-learning readiness. These factors include organizational culture, individual learner characteristics, technological infrastructure, content quality, and broader organizational and industry-specific elements. The study recommends that sustainable availability and access to E-learning equipment are needed in public primary schools, including reliable internet connectivity, electricity, and ICT labs. The study recommends that teachers be equipped with necessary ICT skills and the government should prioritize updating the teaching and learning curriculum. Regarding administration support, the study recommends that teachers be offered adequate technical support, capacity building, be encouraged to adopt E-learning and the administration should ensure that there are policies that offer teachers guidance and processes on how to use ICT for teaching and learning. Keywords: E-learning readiness, ICT infrastructure, ICT skills, teaching content, administration support.
dc.identifier.citationKarijo, E. K. (2024). Factors influencing E-learning readiness in public primary schools of Nairobi County, Kenya [Strathmore University]. http://hdl.handle.net/11071/15532
dc.identifier.urihttp://hdl.handle.net/11071/15532
dc.language.isoen
dc.publisherStrathmore University
dc.titleFactors influencing E-learning readiness in public primary schools of Nairobi County, Kenya
dc.typeThesis
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