Optimizing the delivery of digital skills in public schools: an analysis of cost factors and stakeholder engagement perspective in Nairobi City County

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dc.contributor.authorMwaniki, M.
dc.date.accessioned2024-11-11T09:04:04Z
dc.date.available2024-11-11T09:04:04Z
dc.date.issued2024
dc.descriptionFull - text thesis
dc.description.abstractConsidering the government of Kenya’s efforts to integrate ICT into education, this study explored the cost factors affecting the delivering digital skills in Nairobi County's public schools. Identified costs factors include resource acquisition, technical skills, and digital curriculum development. The effect of stakeholder relationships on program sustainability was also investigated. The study focuses on technical related cost factors, resource related cost factors, and curriculum-related costs factors alongside stakeholder involvement. It adopts a quantitative descriptive design grounded in technology acceptance model and stakeholder theory. The study employed a deductive descriptive approach due to the mixed nature of the collected data. It surveyed 187 principals and four critical informants from 353 public primary and secondary schools. Data was collected using a structured questionnaire, and descriptive and inferential analyses were conducted to analyse the collected survey data. Correlation tests found a moderate positive correlation between technical-related factors and digital skill delivery and a strong positive correlation between curriculum-related factors and skill delivery in Nairobi County's public schools. Additionally, a weak positive correlation existed between resource-related factors and skill delivery. Regression analysis indicated a positive and statistically significant relationship between related cost factors and skill delivery. Technical-related cost factors were positively correlated with skill delivery. However, resource-related cost factors showed an insignificant relationship. Curriculum-related cost factors positively influenced skill delivery, while stakeholder involvement had no significant effect. Findings further showed a weak positive moderating effect of stakeholder involvement on the relationship between selected optimization cost factors and the delivery of digital skills within public primary and secondary schools in Nairobi County. The study recommends continuous investment in improving infrastructure to ensure adequate support for the utilization of digital learning content. The study also recommends that the schools and the necessary government agencies address the current staffing shortages by recruiting and training skilled personnel. The study further recommends that public schools in Nairobi should continue fostering the inclusion of digital learning in the curriculum, ensuring alignment with national standards and guidelines for digital education. Keywords: Digital skills, digital literacy, cost, IT Infrastructure, technical-related cost, resource-related cost, curriculum-related cost, stakeholder
dc.identifier.citationMwaniki, M. (2024). Optimizing the delivery of digital skills in public schools: An analysis of cost factors and stakeholder engagement perspective in Nairobi City County [Strathmore University]. http://hdl.handle.net/11071/15636
dc.identifier.urihttp://hdl.handle.net/11071/15636
dc.language.isoen
dc.publisherStrathmore University
dc.titleOptimizing the delivery of digital skills in public schools: an analysis of cost factors and stakeholder engagement perspective in Nairobi City County
dc.typeThesis
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