https://kerd.ku.ac.ke/handle/123456789/136 Thu, 01 Oct 2026 23:54:26 GMT 2026-10-01T23:54:26Z https://kerd.ku.ac.ke/handle/123456789/1703 Determinants of Digital Learning Implementation in Public Primary Schools: A Case of Nairobi County Schools Qamar, Hussein; Abayo, Robert; Mugambi, Hellen Digital learning has become a widely accepted learning module in recent years and has been linked with positive, cumulatively progressive gains in learning outcomes. This study sought to assess the Digital Learning Strategy Implementation in public primary schools in Nairobi County. Records in the County Education Office indicate that there are 196 public primary schools within Nairobi County that have implemented the digital learning strategy. Specifically the study sought to assess and determine the influence of digital content, digital infrastructure, security of ICT infrastructure and equipment and resource allocation on the digital learning implementation strategy. To achieve these objectives the study adopted a descriptive research design. The target population were the users of the digital learning system in these schools. Three users from each school were identified from the stakeholders who interact with the platform on a regular basis by the nature of their jobs. These were the ICT Teachers the Deputy Head Teacher and Head teachers. The data collection instrument of choice used to collect primary data was questionnaires. These were administered through a drop and pick methodology because of it was convenient for the respondents to complete at their pace. The data collected was analyzed using descriptive statistics, correlation and regression analysis. The results of the correlation analysis indicated that there was a weak correlation between the digital content and ICT infrastructure, but a stronger correlation between the was also done to establish the relationship between the implementation strategy as the dependent variable and digital content, ICT infrastructure, Security and Resources as the independent variables. Results of the study gave a strong positive correlation between the independent and dependent variables. The results of this study will be of immense benefit to the teachers, students and the government bodies charged with its implementation such as the ICT Authority. An article published in International Academic Journal of Human Resource and Business Administration Tue, 01 Jan 2019 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1703 2019-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1702 Effect of Digital Learning Program on the Academic Performance in Public Primary Schools in Kenya Njambi, Edward Kariuki; Oluoch, Oluoch Computing was being introduced into the curriculum in Kenya. Teachers’ perspectives enabled us to discover what challenges they presented, and also the strategies teachers claimed to be using successfully in teaching the subject across primary education. The study described in this project report was carried out in Kenya, Kiambu County in 2017 where teachers were prepared for the mandatory inclusion of Computing into the curriculum An article published in International Journal of Social Sciences and Information Technology Mon, 01 Jan 2018 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1702 2018-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1700 Head Teachers’ Computer Competency and Computerized Management Systems Adoption in Public Primary Schools, Kadibo Division, Kenya Aila, Fredrick Onyango; Momanyi, Gideon; Omoga, Charles Omoga Introduction of education management information systems may contribute to improved management and academic performance. Kenyan schools however still use manual record keeping for daily managerial activities. Relationship between head teacher computer competencies and computerized managerial systems adoption in Kadibo, Kisumu County, Kenya is not known. This study aimed at determining relationships between head teacher computer competencies and adoption of computerized management systems in public primary schools in Kadibo division. A descriptive survey design was employed on a target population of42 schools. Simple random sampling was used to select 20 schools out of which respective head teachers responded. Spearman`s correlation analysis was used to determine the relationships. The instrument was reliable (𝑎=.86) using test-retest. Found that level of head teachers computer competency as low (60%);and level of computerized managerial systems adoption equally low(50%). Correlation between head teacher computer competency and computerized managerial systems adoption 𝑟𝑠=−.092was negative and nonsignificant. Study evidenced both low head teacher computer competencies and low adoption of computerized managerial systems. This low head teacher computer competencies tended to reduce computerized managerial systems adoption though the relationship was insignificant. Concluded that the relationship between head teacher computer competencies and adoption of computerized management systems was negative and nonsignificant. Recommended training of head teachers and other key school staff on ICTs in order to enhance computerized management systems adoption. The study has school managerial implications in public primary schools. An article published in Scholars Journal of Economics, Business and Management Thu, 01 Jan 2015 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1700 2015-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1699 Laptops for Pupils Project: Challenges and Opportunities in Public Primary Schools in Eldoret Municipality Barmao, Catherine The Kenya Vision 2030 is the country’s long–term development blueprint which aims to create a globally competitive and prosperous country providing a high quality of life for all its citizens by transforming it into a newly industrializing, middle income country. Millennium Development Goals (MDGs) on Information and Communication Technology (ICT) skills play a key role in promoting economic development of a country, However, there are still deficiencies in our understanding of the principles behind the design and implementation of computer learning environments and the development of associated pedagogies in schools and as such, the study sought to investigate the challenges and opportunities in the” Laptops-for- Pupils” project in teaching and learning in public primary schools and to find out the potential gap between the intended, implemented and attained curriculum studies. The study was guided by the implementation evaluation model (Jansen, 2000) which examined the differences or gaps between what is intended, what has actually happened and or other aspects of the program that should be accepted. Descriptive survey design was adopted in the study. The study adopted mixed methods approach research that emerged alongside quantitative and qualitative approaches. The study employed simple random, stratified and proportionate probability sampling techniques. There are 40 public primary schools and the researcher sampled 2 teachers in every school hence the target populationcomprised80 teachers and the sample size for this study was66 teachers, a recommended sample size from a given population (adapted from Krejcie& Morgan, 1970). Using simple random sampling, the head teachers and teachers were stratified into stratas as head teachers and assistant teachers. The questionnaires were administered to teachers while interview schedule was administered to head teachers. Data collected was processed, coded and analyzed to facilitate answering the research questions. This was done using descriptive statistics. The findings of this study would be useful to teachers and other stakeholders on the need to embrace technology in their pedagogy. The study would also be significant to both scholars as well as policy-makers in the government with a view to raising a tech-savvy generation that would fit better in the modern world. An article published in Research on Humanities and Social Sciences Wed, 01 Jan 2014 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1699 2014-01-01T00:00:00Z