CLASSROOM USE OF DIGITAL RESOURCES IN TEACHING AND

LEARNING OF ENGLISH LANGUAGE IN SECONDARY SCHOOLS IN

NYERI COUNTY, KENYA

JOTHAM THEURI MWANGI

E55/CE/24903/2012

A RESEARCH THESIS SUBMITTED IN FULFILLMENT OF THE

REQUIREMENT FOR THE AWARD OF THE DEGREE OF MASTERS OF

EDUCATION, SCHOOL OF EDUCATION, KENYATTA UNIVERSITY

MARCH, 2022
 DECLARATION

I confirm that this thesis is my original work and has not been presented in any other

university/institution for certification. The thesis has been complemented by

referenced works duly acknowledged. Where text, data, graphics, pictures or tables

have been borrowed, the sources are specifically accredited through referencing in

accordance with anti-plagiarism regulations.

Signature:…………………………… Date:…………….………………

Jotham Theuri Mwangi E55/CE/24903/2012

DECLARATION BY SUPERVISORS

We confirm that the work reported in this proposal was carried out by the candidate

under our supervision as university supervisors

Signature:…………………………… Date:…………….………………

Dr. Sophia M. Ndethiu

Department of Education Communication and Technology
Kenyatta University

Signature:…………………………… Date:…………….………………

Prof. Agnes W. Gathumbi

Department of Education Communication and Technology
Kenyatta University

ii
 DEDICATION

This work is dedicated to my family; my wife Margaret for her encouragement and

emotional support in the course of undertaking the work, my daughter Caroline and

son Mark for their patience and understanding as I took away precious family time to

undertake this study.

iii
 ACKNOWLEDGEMENT

I acknowledge my university supervisors; Dr. Sophia M. Ndethiu and the late Prof.

Agnes W. Gathumbi (May her soul rest in Eternal peace) for their dedication,

determination and sacrifice in evaluating this work and offering invaluable insights

and advice that shaped this research work.

iv
 TABLE OF CONTENTS

DECLARATION .........................................................................................................ii

DEDICATION ........................................................................................................... iii

ACKNOWLEDGEMENT ......................................................................................... iv

TABLE OF CONTENTS ............................................................................................ v

LIST OF TABLES ....................................................................................................... x

LIST OF FIGURES ....................................................................................................xi

ABBREVIATIONS AND ACRONYMS .................................................................xii

ABSTRACT ............................................................................................................. xiii

CHAPTER ONE .......................................................................................................... 1

INTODUCTION AND BACKGROUND TO THE STUDY ................................... 1

1.0 Introduction.............................................................................................................. 1

1.1 Background to the Study..........................................................................................2

1.2 Statement of the Problem......................................................................................... 9

1.3 Purpose of the Study .............................................................................................. 10

1.4 Objectives of the Study.......................................................................................... 10

1.5 Research Questions ................................................................................................ 11

1.6 Assumptions of the Study ...................................................................................... 11

1.7 Significance of the study........................................................................................12

1.8 Scope of the Study ................................................................................................. 13

1.9 Limitations of the Study.........................................................................................14

1.10 Delimitation of the Study..................................................................................... 15

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1.11 Theoretical Framework ........................................................................................ 15

1.12 Conceptual Framework ........................................................................................ 18

1.13 Operational Definition of Key Terms. ................................................................. 20

CHAPTER TWO ....................................................................................................... 22

LITERATURE REVIEW ......................................................................................... 22

2.1 Introduction ..........................................................................................................22

2.2 Use of Digital Resources in Teaching of English language in Secondary

School in Kenya ...................................................................................................22

2.3 Perceived Effect of the use of Digital Technologies in the Teaching and
Learning Process ..................................................................................................23

2.4 Use of Digital Resources in Teaching and Learning of English Language ......... 24

2.5 Digital Resources and Teaching of English Language in Kenyan Secondary

Schools .................................................................................................................26

2.6 Extent of Use of Digital Resources ......................................................................28

2.7 Teacher- Based Factors in Use of Digital Resources ........................................... 31

2.8 Student Factors and Use of Digital Resources ..................................................... 36

2.9 Attitude and Use of Digital Resources ................................................................. 37

2.10 School Preparedness and Use of Digital Resources ............................................ 39

2.11 Summary of Reviewed Literature and Knowledge Gaps ....................................41

CHAPTER THREE ................................................................................................... 46

RESEARCH DESIGN AND METHODOLOGY ................................................... 46

3.1 Introduction ............................................................................................................46

3.2 Research Design .................................................................................................... 46

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 3.2.1 Research Variables ....................................................................................... 46

3.2.2 Location of the Study ....................................................................................47

3.3 Target Population................................................................................................... 47

3.4 Sampling techniques and sample Size ...................................................................48

3.4.1 Sampling Grid ............................................................................................... 50

3.5 Research Instruments .............................................................................................50

3.5.1 Questionnaires...............................................................................................51

3.5.2 Interview Guides ...........................................................................................52

3.6 Pilot Study ............................................................................................................. 53

3.6.1 Validity of the Research Instruments .......................................................... 53

3.6.2 Reliability of Research Instruments ............................................................ 55

3.7 Data Collection Techniques ................................................................................... 56

3.8 Data Analysis and Presentation Techniques .......................................................... 57

3.9 Logistical and Ethical Considerations ................................................................... 57

CHAPTER FOUR ..................................................................................................... 58

PRESENTATION OF FINDINGS, INTERPRETATION AND DISCUSSION . 58

4.1 Introduction............................................................................................................ 58

4.2 General and Demographic Information ................................................................. 58

4.2.1 Response Rate ............................................................................................. 59

4.2.2 Gender of the Respondents ......................................................................... 59

4.2.3 Teaching Experience ................................................................................... 60

4.2.4 Age of the Teachers .................................................................................... 62

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 4.2.5 Academic Qualifications and ICT Training of Teachers ............................ 62

4.3 Extent of Use of Digital Resources ....................................................................... 63

4.3.1 Use of Computer in Learning Process .......................................................... 63

4.3.2 Teachers Using learning Materials from the Internet ................................... 64

4.3.3 Use of Various Types of Digital Resources ................................................. 66

4.3.4 Skills Taught Using Digital Resources ......................................................... 69

4.3.5 Use of Various Components of Digital Resources ....................................... 72

4.4 Teacher and Student Based Factors in Use of Digital Resources .......................... 74

4.4.1 Teachers Presentation Skills in Use of Digital Resources ............................ 74

4.4.2 Classroom Use of Digital Resources by Teachers ........................................ 77

4.4.3 Students Based Factors in Use of Digital Resources .................................... 79

4.5 Attitude and Use of Digital Resources .................................................................. 81

4.5.1 Teachers’ Attitude on Use of Digital Resources .......................................... 81

4.5.2 Students’ Attitude on Use of Digital Resources ........................................... 86

4.6 School Preparedness in Use of Digital Resources ................................................. 88

4.6.1 Administrative Support in Use of Digital Resources ................................... 92

4.7 Discussion of Findings .......................................................................................... 96

CHAPTER FIVE ..................................................................................................... 100

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS ......................... 100

5.1 Introduction.......................................................................................................... 100

5.2 Summary of Major Findings ................................................................................ 100

5.2.1 Extent of Use of Digital Resources ............................................................ 100

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 5.2.2 Extent of Use of Digital Content ................................................................ 100

5.2.3 Teacher and Student Factors in Use of Digital Resources ......................... 101

5.2.4 Attitude and Use of Digital Resources ....................................................... 101

5.2.5 School Preparedness on Use of Digital Resources ..................................... 102

5.3 Conclusions of the Study ..................................................................................... 103

5.4 Recommendations................................................................................................ 104

5.4.1 Recommendations for Practice ......................................................................... 104

5.5 Suggestions for Further Studies ........................................................................... 106

REFERENCES ........................................................................................................ 108

APPENDIXES .......................................................................................................... 114

APPENDIX I: QUESTIONNAIRE FOR STUDENTS ....................................... 114

APPENDIX II: QUESTIONNAIRE FOR TEACHERS ....................................... 120

APPENDIX III: INTERVIEW SCHEDULE ......................................................... 126

APPENDIX IV: LESSON OBSERVATION SCHEDULE ................................... 130

APPENDIX V: RESEARCH BUDGET ............................................................... 132

APPENDIX VI: THE WORK PLAN ..................................................................... 133

APPENDIX VII: LIST AND CODE FOR SECONDARY SCHOOLS .................. 134

APPENDIX VIII: RESEARCH PERMIT ................................................................. 135

APPENDIX IX: RESEARCH AUTHORIZATION LETTER ............................... 136

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 LIST OF TABLES

Table 3.1 Sampling Grid ............................................................................................. 50

Table 3.2 Reliability Test Results ............................................................................... 56

Table 4.1: Response Rate ............................................................................................ 59

Table 4.2 Use of Various Types of Digital Resources................................................ 66

Table 4.3 Skills Taught Using Digital Resources ....................................................... 70

Table 4.4 Components of Digital Resources .............................................................. 72

Table 4.5 Teachers’ Presentation Skills in Use of Digital Resources......................... 75

Table 4.6 Classroom Use of Digital Resources by Teachers ......................................77

Table 4.7 Students Based Factors in Use of Digital Resources .................................. 79

Table 4.8 Teachers’ Attitude on Use of Digital Resources ........................................82

Table 4.9 Students’ Attitude on Use of Digital Resources .........................................86

Table 4.10 School Preparedness in Use of Digital Content ........................................89

Table 4.11 Administrative Support in Use of Digital Resources ................................ 93

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 LIST OF FIGURES

Fig 1.1 Conceptual Frameworks .................................................................................18

Fig 4.1 Gender of the Students ................................................................................... 60

Fig 4.2 Working Experience of Teachers ...................................................................61

Fig 4.3 Age of Teachers .............................................................................................. 62

Fig 4.4 Studying Using Computers............................................................................. 63

Fig 4.5 Use of Internet Generated Materials ...............................................................64

Fig 4.6 Teaching of Debating Using Digital Resources .............................................72

Fig 4.7 Digital Resources and Students, Participation in Lessons ..............................85

xi
 ABBREVIATIONS AND ACRONYMS

ESP: Economic Stimulus Package

ICT: Information Communication Technology

KENET: Kenya Education Network

KICD: Kenya Institute of Curriculum Development

KNEC: Kenya National Examinations Council

MOE: Ministry of Education

SPSS: Statistical Package for Social Science

TSC: Teachers Service Commission

xii
 ABSTRACT
Integration and use of information, communication technology (ICT) have been
singled out to be the best strategies among many to use in teaching and learning in
schools across the globe. However, use of digital resources in classroom teaching and
learning of various subjects in Kenyan schools has been neglected by existing
research thus creating a gap in knowledge that this study filled. This study examined
classroom use of digital resources in teaching and learning of English language in
secondary schools in Nyeri County. The objectives of the study were to examine the
extent of use of digital resources and assess the role of teacher and student based
factors, attitude and school preparedness in the use of digital resources in teaching and
learning of English language in secondary schools in Nyeri County. The study was
guided by the technology acceptance theory that provides a framework for acceptance
of technology based on; attitude of users, ease of use of technology and believe in
importance of the technology. The study adopted descriptive research design. The
respondents in the study were 45 teachers of English and 135 form three students who
had been purposefully selected and sampled for the study conducted in 16 extra
county schools in Nyeri County. The 16 secondary schools represented 3.5% of the
population, teachers of English were 8.9% of the population and form three students
represented 1.3% of the population. Data was collected using questionnaires,
interview schedules and classroom observation schedules. Responses during piloting
were used to ascertain validity of the research instruments. Reliability was ascertained
using Cronbach Alpha Co-efficient. Drop and pick method was used to collect data
using questionnaires for teachers while the students filled the questionnaires on the
spot. Interview schedules were conducted with teachers of English who were heads of
Languages department in their schools. Observation of lessons taught using digital
resources was done using an observation schedule. Quantitative data was analyzed
descriptively with the aid of statistical package for social science (SPSS) version 21
software and presented using percentages, tables, figures and written narratives.
Qualitative data was analyzed using thematic analysis and presented in written
narratives organized according to the study variables. The study found that teaching
of English language using digital resources was popular especially among the students
who found the lessons attractive and richer in content than the ordinary talk and chalk
lessons. Teachers had positive attitude towards use of digital resources in teaching
English language lessons. The study found that a variety of digital resources including
computers, internet generated materials, television, radios and projectors were being
used during English language lessons which made lessons interesting, extended the
concentration span of learners and simplified complex concepts in English language.
The study noted that inadequacy of resources especially lacks of fittings and internet
access in the classrooms constrained the use of a variety of digital resources in the
classrooms. The secondary schools also lacked effective policies to promote use of
digital resources in teaching and learning of English language thus leaving the
practice of using digital resources at the discretion of the teachers. The study
recommended enactment of policies to ensure that all classrooms are equipped with
necessary facilities for use of digital resources. Some English language lessons should
be earmarked to be taught using digital resources. The training of teachers on use of
digital resources should emphasize on promoting teacher’s ability to manipulate the
resources to suit learners’ needs.

xiii
 CHAPTER ONE

INTODUCTION AND BACKGROUND TO THE STUDY

1.0 Introduction

The chapter contains a background section that contextualizes the research problem

on use of digital resources in teaching and learning of English language and literature

globally, regionally and locally leading to the research problems by elucidating the

pertinent gaps in existing literature and practice thus providing the basis for this study.

The background section is systematically organized so as to provide pertinent and

recent developments in use of technology in teaching and learning and expose gaps

that this study filled. The background is followed by a succinct statement of the

problem that summarizes the knowledge gaps and provides the direction the study

took.

The chapter also presents the objectives of the study and the research questions the

study sought to answer after analysis of the data. An explanation on how the study

overcame salient limitations especially on data collection phase is contained as well as

how the assumptions made in the proposal were either validated or invalidated after

collection and analysis of data. Also included in the chapter is a theoretical framework

that explains how the theory aided in discussion and interpretation of research

findings, a conceptual framework showing graphic relationship of study variables

replete with indicators that showed measurability of the variables and explanations on

the indicators of measuring all the variables and a section on definition of key terms

that were not used in their conventional way in the study.

1
1.1 Background to the Study

The importance of integration of technology in all aspects of life can no longer be

gainsaid in modern life including the education sector. Indeed, it is now being

authoritatively asserted that use of technology in teaching and learning is a global

requirement to replace traditional methods of teaching using technology based

facilities (Ghavifekr & Rosdy, 2015). Use of diverse information technology and

communication tools has variously been hailed as the knowledge transfer highway

where technological innovations are transforming our society and totally changing the

way people think, learn, work and live (Grabe, 2016; Chien, 2015).

It is from this understanding of the importance of technology that there has been a call

for schools to take cue and prepare students to live in this knowledge society by

integrating technology in the curriculum (Afshari & Salleh, 2012). It is not the

availability of digital resources in schools but the extent of use, determination of the

most effective ICT resources and nature of incorporation of computer based

instruction in classrooms in a dynamic and proactive way that is being debated

nowadays (Arnseth & Hatlavik, 2012). This has given rise to use of diverse

information communication tools and applications in schools and classroom

instruction that are referred to as digital resources.

The term digital resource is a compound as well as a complex terminology with

diverse meanings and definitions. However, there appears to be consensus that digital

resources refer to both the components of hardware and software as used together to

deliver desired user experiences. In use of technology in teaching and learning,

software resources refer to the digital content contained in applications and appliances

2
or transmitted online from different producers and vendors. Hardware resources refer

to the delivery tools and machines such as computers, internet connection, projectors,

smart white boards, LCD and other equipment (Hamidi, Meshkat, Rezae & Jafari,

2015). Various digital resources especially hardware have been found to be used in

teaching and learning of English language in schools across the world. In most

secondary schools in developing countries like Kenya, there has been use of video

discs, radio, televisions, projectors and smart phones. In some developed countries,

use of advanced facilities such as video streaming, Skype conferencing, and use of

discussion boards is widespread (Sanchez & Aleman, 2011).

Use of ICT in teaching and learning is both innovative and revolutionary practice in

that it marks a shift from learning about technology to learning with technology and

enabled use of technology as learning and teaching media with attendant benefits in

learning outcomes during English language lessons (Broadley, 2012). The benefits of

integrating information communication technology (ICT) in teaching and learning

include; simplifying difficult concepts, making learning fun and easy for both teachers

and learners, stimulating interest in content being taught, encouraging practical

learning and acquisition of additional subject information (Simkin. Cole, Tavalin &

Miam, 2013; Patra, Alam & Sobhan, 2009).

Use of several digital resources is invaluable in teaching various skills in English

language as has been reported from experience in the developed world which has

widespread and established use in schools. Fadel and Lemke (2008) reported that use

of computer based cross word puzzles and word scrabble were invaluable in building

vocabulary among second language learners of English. Changhong (2010) reported

3
that use of ICT improved teaching of phonics, phonetic awareness, fluency,

comprehension and acquisition of vocabulary. Noytim (2006) noted that some apps

were good in teaching pronunciation in English language than teachers. Nomass

(2013) observed that some computer based games, animation, audio-visual displays

and online repositories were invaluable in teaching grammar, vocabulary, writing,

listening and other higher order skills.

Additional benefits of use of digital resources in teaching English language to second

language learners in other parts of the world are as follows; Stuterant and Kim (2010)

reported that use of digital resources led to increased educational outcomes and

proficiency while Parvin and Salam (2015) found that use of digital resources

promoted classroom interaction. According to Zhao (2013) use of digital resources

boosted pronunciation, Kapp (2012) found that it promoted use of interactive teaching

methods while Eaton (2010) found that digital learning not only promoted

collaborative learning but also avoided domination of class discussions by the teacher

or a few vocal students. Leakey (2011) noted that use of digital resources in teaching

and learning of English language motivated teachers and learners by not only

providing additional information but also making lessons exciting and enjoyable.

Research output from developing countries in Africa has not been as rich as the above

cited examples from the developed world where the practice has taken root. In Africa,

for instance, use of information communication technology in teaching and learning

of English language has been reported to be an enterprise with limited use in schools

but one with numerous benefits across African continent. For example, Mafuruga and

Muremi (2017) reported that although teachers in Botswana understood and

4
appreciated the invaluable benefits of use of technology in teaching of English

language, technology was rarely used in classroom because of lack of tools and

knowledge. Nongueh (2016) noted lack of widespread use of digital resources in

classroom teaching and learning despite the promise of technology in language

learning in Cameroun. The limited use of technology in teaching and learning in the

developed countries was attributed to lack of localization of the content and poor

skills of the teacher in manipulating digital resources whenever they were availed

(Chowdhurry, Mahmoud, Bashar, Ahmad, 2011).

The same triple challenge of lack of computers, accessories and digital content seem

to also be curtailing use of technology in schools in Kenya. This remains so despite

some noticeable effort by the government to invest in technology in schools and

actualize implementation of Kenya ICT strategy (2006). Various technology based

investment programmes like one called Economic Stimulus Package (ESP) was rolled

out by the government of Kenya in 2008 that equipped selected secondary schools

with the technological infrastructure dominated by computers and internet

connectivity with the Kenya Institute of Curriculum Development (KICD) providing

the digital content for teaching (Gesai, 2009). The effectiveness of use of these digital

resources by the secondary schools that benefited from the program in actual

classroom teaching remain largely unknown as this issue has been shunned by

existing literature with reports that integration of ICT in actual teaching and learning

in Kenyan secondary schools remains very low (Mwunda, 2014).

An increasing number of factors within and without the school have been found to

affect integration of technology in schools and limit use of digital resources in

5
classroom teaching and learning in Kenyan schools. For example, Mlitwa (2010)

blamed lack of proper alignment of educational technologies with pedagogy; Laaria

(2013) cited disjointed and incompetent implementation of National ICT policy in

schools by authorities. Mbithi (2016) found that there was lack of teacher

participation in development of ICT programs by KICD.

Other scholars identified personal characteristics of both teachers and learners as

factors contributing to low integration of ICT in classroom teaching and learning. For

example, Wambaria (2014) attributed this scenario to reluctance by teachers to

embrace technology with most of them preferring the traditional teacher-centered

methods of teaching. Personal attitudes, preferences, perceptions and competencies on

the part of both teachers and students have been reported as significant determinants

of use of ICT in teaching and learning activities (Ouma, Awour & Kajambo, 2013).

Existing studies on integration of technology in schools in Kenya have not

investigated use of technology in actual instruction of various subjects. Invariably,

almost all the studies were pre-occupied with investigating availability, use and

acceptance of technology at school level and hardly on use in classroom teaching and

learning of various subjects and attendant benefits and learning outcomes of lessons

taught using digital resources. The studies generally referred to information

communication technology without unpacking the term into the actual hardware and

software used in teaching and learning (Ouma, Awour & Kyambo, 2013; Mbithi,

2016; Mwunda, 2014; Owino, 2013).

The few existing studies that investigated use of ICT in teaching and learning of

English language in Kenyan secondary schools reported a plethora of challenges that

6
limit frequency, extent of use and effectiveness of use of technology to teach English

language in a classroom set up. For example, Okenyuri (2016) found that use of ICT

to teach various skills in English language such as reading, writing, listening and

speaking was limited to very few secondary schools. Lack of effective teacher

preparedness in secondary schools in Kenya and school based challenges of lack of

accessibility to ICT resources by teachers of English were reported as other crippling

challenges (Maina, 2018).

Lack of technical competence, negative attitude and heavy workload among teachers

of English language were other factors that affect use of ICT in secondary schools in

Kenya (Kadiri, 2015). Tenai (2017) reported that gender, personal characteristics of

the teacher, attitude and training on digital literacy affected integration of technology

in teaching and learning of English language in secondary schools in Eldoret area of

Kenya. Kay (2014) noted that gender of the teacher influenced use of technology. All

these studies conducted among secondary schools in Kenya were surveys of factors

affecting use of digital resources in the schools with limited investigation of

classroom experiences in use of digital resources.

The manifest lack of accurate and current information on actual use of digital

resources in teaching and learning in public secondary schools in Kenya has been

interpreted as a pointer to limited use of existing digital resources in teaching and

learning in schools. This was aptly captured by Luhumbu (2015) who lamented lack

of use of digital resources despite massive investments in procuring ICT facilities in

Kenyan secondary schools and faulted the trend in many schools where there was

7
investment in acquisition of computers and other ICT infrastructure but there was

hardly any use of the digital resources in actual teaching and learning.

There was an apparent lack of clarity on classroom use of digital resources in teaching

and learning in public secondary schools in Nyeri County as a result of contradictory

findings by previous researchers and thus clarity was an overriding imperative. For

example, Wanjohi (2011) reported that secondary schools in Nyeri County that had

benefitted from Computer for Schools Programme were posting better academic

performance than secondary schools that did not benefit although the study did not

investigate use of ICT resources in actual teaching and learning.

On the other hand, Ngatia (2015) investigated preparedness in public secondary

schools in Nyeri on use of ICT and found that although teachers had positive attitude

on use of ICT in teaching and learning, teachers rarely used computers in classroom

teaching and learning and reported low level of school preparedness in use of ICT in

teaching and learning activities. The study made a confounding finding that teachers

had low confidence in use of ICT in teaching and learning as a result of lack of

training and experience without investigating use of digital resources in classroom

teaching and learning by way of lesson observation as this study did. Indeed most of

the studies done in secondary schools in Nyeri County in respect to state of readiness,

acceptance, integration, availability and use of ICT used questionnaires only and

hardly investigated classroom experience by teachers and learners in relation to

specific learning outcomes in lessons taught using these digital resources.

A study by Ndirangu, Sossion and Wambugu (2015) investigated the use of ICT in

teaching and learning in public secondary schools in Nyeri County and found that

8
teachers and students had a positive attitude towards use of ICT in teaching and

learning, and that teachers and students had notable skills in use of ICT facilities but

were facing challenges in access to ICT resources in schools. The study reported that

teachers had difficulties in use of some ICT facilities such as power point presentation

although the study did not conduct any lesson observations. The studies on use of ICT

in public secondary schools in Nyeri County were conducted among secondary

schools at all levels, classification and ICT resources adequacy. There was hardly any

study conducted among established public secondary schools in the county with the

requisite ICT facilities and tradition of use resulting in differential findings on status,

extent of use, attitude and level of school preparedness to use ICT in teaching and

learning. There was hardly any published study that investigated classroom use of

ICT in teaching and learning of various subjects in secondary schools in Nyeri County

thus providing the most salient gap that this study filled.

1.2 Statement of the Problem

English is the language of communication and instruction in Kenyan schools

according to MOE hence ability of the students to master the language is quite

important. Despite English being the main language of teaching in the Kenyan

curriculum, students’ performance in the subject is still displeasing. This calls for

innovation in its teaching and learning (KNEC 2019). One of the major steps that

have been taken to enhance the performance in English is use of digital resources. It

is however not clear how use of ICT adds value to teaching and learning of English

language and especially with regard to attainment of learning outcomes and ultimately

performance, as this has not been adequately researched in Kenya. Nonetheless,

research outputs from the developed countries have stridently reported that use of
9
digital resources improves teaching and learning of English mainly through

simplification of complex concepts, boosting learner participation and understanding

and making English language lessons interesting to learners. However, studies done in

Kenya almost invariably did not investigate classroom use of digital resources and did

not link use of digital resources to specific teaching and learning outcomes during

English language lessons. There is lack of clarity on the exact practices in respect to

use of digital resources in classroom teaching and learning among secondary schools

with digital resources (MOE, 2019). It is based on this merit that this study sought to

examine the value added by digital resources in terms of specific outcomes when

used in teaching and learning of English language and the school based factors that

influence the use of these digital resources among well-established secondary schools

in Nyeri County with the requisite facilities.

1.3 Purpose of the Study

The key purpose of the study was to examine classroom use of digital resources in

teaching and learning of English language in secondary schools in Nyeri County,

Kenya

1.4 Objectives of the Study

The study had the following specific objectives

a) To find out the extent of use of digital resources in teaching and learning

English language in secondary schools in Nyeri County, Kenya

b) To assess the role of student and teacher based factors on use of digital

resources in teaching and learning of English language in secondary schools in

Nyeri County, Kenya

10
 c) To assess the role of attitude on use of digital resources in teaching and

learning of English language in secondary schools in Nyeri County, Kenya

d) To examine the effect of school preparedness on use of digital resources in

teaching and learning of English language in secondary schools in Nyeri

county, Kenya

1.5 Research Questions

The study sought to answer the following research questions:

a) What is the extent of use of digital resources in teaching and learning English

language in secondary schools in Nyeri County, Kenya?

b) How do student and teacher based factors affect use of digital resources in

teaching and learning English language in secondary schools in Nyeri County,

Kenya?

c) How does attitude affect use of digital resources in teaching and learning

English language in secondary schools in Nyeri County, Kenya?

d) What is the role of school preparedness on use of digital resources in teaching

and learning English language in secondary schools in Nyeri County, Kenya?

1.6 Assumptions of the Study

The study confirmed the assumption made at the proposal development stage that one

of the anticipated challenges was to be differing levels of adequacy of ICT facilities in

secondary schools in Nyeri County as well as differing capabilities in training

teachers on use of technology in the classroom.

The study also assumed that there was hardly any secondary school that had fully

institutionalized use of various digital resources at the classroom level with most of

11
the secondary schools using other places such as laboratories, halls and computer

rooms depending on the digital resource being deployed in teaching and learning of

English language and literature.

The study further assumed that most of secondary school teachers are trained in

regards to utilizing digital resources; and these teachers have a positive attitude in

regards to adoption of digital resources as far as learning and teaching of English

language is concerned.

More so the study assumed that the respondents would cooperate and willingly give

true responses to enable the researcher draw well grounded conclusions and

recommendations of the study.

1.7 Significance of the study

The findings and recommendations of this study may be of invaluable benefits to

many players and stakeholders in the education sector in Kenya. The findings and

recommendations may be of particular importance to teachers of English language in

secondary schools in Kenya who may benefit from more effective use of technology

in the classes. Equally, the administrators in the secondary schools may learn the

value and benefit of investing in various ICT components in teaching of English

language and the critical role of having effective ICT policies in the secondary

schools for their effective use.

Those who develop digital content to use in teaching and learning of English language

may get valuable insights on how to tailor digital resources to the particular needs of

the students and other nuanced realities of use of technology in teaching and learning.

The Kenya Institute of Curriculum Development (KICD) may benefit from the

findings and recommendations of the study in respect to production of quality digital

12
resources for effective use in classroom set up. In addition, they will gain insights on

how to tweak curriculum development in respect to English language to accommodate

use of technology and police production of digital content and avert the growing trend

where there is proliferation of poor quality digital content that is at variance with

classroom and lesson realities. Future scholars and researchers interested in the area

of use of technology in teaching and learning of English language may find this study

a valuable reference point.

1.8 Scope of the Study

The study had a geographical scope in that it was conducted among secondary schools

in the area geographically and administratively delineated as Nyeri County in Kenya.

There was further narrowing of scope even in this research site in that the study was

conducted among secondary schools in Nyeri County that are classified as Extra

County secondary schools. These are secondary schools with fairly large

establishment in student numbers and teachers as well as in size of available facilities

as they are old schools which have made some improvements in all areas to earn the

classification. In sampling of the respondents to participate in the study, the scope

narrowed to form three students who were taken to be suited for this study because

they were knowledgeable enough on the teaching of English language in their

respective schools; also were available to participate in this academic work as they

were not as busy as their counterparts in form four who were busy preparing for

national examination.

On conceptualization of study variables, the major scope was that the measures and

indicators of teaching and learning of English language were confined to lesson

13
experiences that were based on aspects such as making lessons interesting, interactive

and informative. On the technical scope of the study and in cognisance of the fact that

there are many school based factors that affect classroom use of technology, the study

only investigated extent of use, teacher and student based factors, attitude and school

preparedness to the exclusion of other factors. These were the study objectives that

were converted to research questions and further widened to the data collection

instruments. In the methodological scope: the study adopted a descriptive research

design. The study targeted all 456 secondary schools, 506 teachers of English in the

secondary schools and 17,600 students in the secondary schools. The study had a

sample size of 278 drawn from teachers and form three students respondents.

1.9 Limitations of the Study

There was a challenge of observing English language lessons being taught using

digital resources that were the interest of this study. The challenge was compounded

by the fact that most of the secondary schools lacked the needed installations in the

classrooms for use of digital resources and used halls and laboratories instead. The

researcher surmounted this challenge by organizing with the teachers in advance so

that observations could take place in the venues with the requisite installations.

To surmount the challenge of reluctance by teachers and students on offering the

accurate account of use of ICT in teaching and learning of English language or

offering what they thought the researcher wanted to hear, the purpose of the study was

explained to them with emphasis of confidentiality and anonymity by the researcher.

The researcher assured the respondents regarding the fidelity to use the information

offered for academic purposes only. The study adopted drop and pick method of data

14
collection in respect to teachers of head of department of English language from each

school that participated in study, since are usually quite busy in the course of a

working day to accord the researcher sufficient time to comprehensively respond to

the data collection instruments.

1.10 Delimitation of the Study

The study investigated use of digital resources that were deemed available in

secondary schools in Nyeri County such as use of internet materials, recorded lessons

on television and excluded use of sophisticated digital resources such as video

conferencing and animation. This delimitation was considered valid as the secondary

schools in Nyeri County lacked the technical resources to use these sophisticated

digital resources. The study was only conducted among sixteen extra county

secondary schools in Nyeri County that had the benefit of having digital resources

such as internet connectivity and computer laboratories posing the risk of limited

generalization of the findings of this study. Descriptive analysis was deemed

sufficient to explain and describe the phenomenon of classroom use of digital

resources in teaching and learning of English language and offer comprehensive

responses to the research questions. As such, the study did not use inferential statistics

to determine the strength of each of the independent variables on the dependent

variable.

1.11 Theoretical Framework

The study was guided and informed by the technology acceptance theory popularly

known as TAM. The theory was propounded by Davis (1989) and became a landmark

theory on use and acceptance of technology in various arenas. The theory was deemed

15
suitable to guide this study because it advanced the factors that guide rational users of

technology such as digital resources in accepting and using technology. The salient

premises of the theory are that attitude as manifested in end user’s behaviours in

interaction with technology; perceived usefulness and ease of use of technology are

the key factors that guide acceptance and use of new technology.

The posits of this theory resonated well with both the topic and objectives of the study

in that the study was in part investigating the factors in a school setting that either

promote or limit use of digital resources defined as both the physical infrastructure

and digital content. The findings of the study validated the premises of the theory by

Davis (1989) as follows; attitude was the key determinants of use of digital resources

in teaching and learning of English language in secondary schools in Nyeri County. It

was found that the numerous benefits of technology use such as the additional

information offered, new ways of presentation and an alternative voice to the teachers

were the factors that promoted the positive attitude by both teachers and students that

the study found as advocated for by the theory. Conversely, for the teachers who

doubted the importance of ICT in teaching and learning of English language, there

was infrequent and non-effective use of technology.

The study also validated the other premise of the theory that ease of use of technology

was a driving factor in use and acceptance of new technology. It was found that there

was more frequent use of digital hardware that was easy to operate such as television

and radio and fairly diminished use of gadgets such as projectors that were a bit

sophisticated for teachers of English in secondary schools in Nyeri County. Likewise,

the perceived benefit of technology as a driver of use and acceptance of new

16
technology was evidenced and validated in respect to nature and frequency of use of

various types of digital content by teachers. It was found that most of the teachers

only used recorded lessons to teach a narrow range of skills such as literature because

of manifest and deeply held belief that technology cannot help in teaching of other

skills in literature apart from pronunciation, vocabulary, grammar and analysis of

literature set books. This was informed by lack of knowledge of existence of other

components of digital resources by teachers.

Using the framework provided by this theory, it was found that students were

inhibited from using technology by the state of infrastructure in their schools and the

teachers hesitancy and lack of competence. On theory development, this study added

to the theory by establishing other factors that were drivers and barriers in acceptance

and use of new technology such as digital resources in schools to include: competence

and confidence in use of technology by end users, ease of access of technology in

institutions and the quality of the technology as evaluated by end users.

17
1.12 Conceptual Framework

The nature of relationship among study variables, direction of influence and

measurability of variables are presented in figure 1.1

Independent Variable

Digital Resources
Dependent variable
 Computer instructions
 Internet materials Teaching and Learning of
 Digital content English language
 Recorded lessons
 Improved Students’
 Radio lessons
Concentration
 Television lessons
 More teacher-student
interactions
 Simplified difficult
concepts
 Interesting Lessons

Intervening Variables

School Based Factors

 Teacher’ competence and attitudes

 Students’ competence and attitudes
 Administrators’ support and attitudes
 Adequacy of digital resources
 Adequacy of manpower

Students Factors

 Students attitudes
 Students interest
 Students capacity to use computers

Fig 1.1 Conceptual Frameworks

Source: Researcher (2022)
18
The conceptual framework is explained as follows: The independent variable is

classroom use of digital resources while the dependent variable is teaching and

learning of English language. The digital resources are the hardware and software

used in classroom teaching and learning of English language. The software includes

the digital content used in teaching of various skills in English language and procured

from various sources including KICD, other vendors and online sources. The

hardware are the machines used in delivery of the content namely; radios, television,

overhead projectors, computers, DVDs and other devices.

The study investigated how the digital resources were used to produce various

learning outcomes in teaching and learning of English language which was the

dependent variable of the study. The learning outcomes included; improved learner

acquisition of knowledge in English language, improved students’ participation in

lessons, and simplification of complex concepts in English language, provision of

better presentation of content thus making lessons interesting and improving the

concentration of students.

School based factors are the intervening variables in the study. These were various

factors in the school environment that affected the extent of use of digital resources

and classroom teaching and learning of English language and thus affected the level

of attainment of the aforementioned learning outcomes.

19
1.13 Operational Definition of Key Terms.

Attitude: refers to the mental disposition of students, teachers

and administrators in regard to the effectiveness of

digital resources in producing needed learning

outcomes in teaching and learning of English

language and that determines how serious they

perceive use of digital learning

Classroom Use: refers to the process in which both teachers and

students use of digital resources such as internet,

projectors, computers, radio and television in

classrooms is tailored to enhance the learning and

teaching of English language.

Digital Resources: refers to the combined software and hardware used in

classroom teaching and learning of English language

and include; computers, internet, digital content,

televisions, radios, DVDs and projectors

Extent of Use: refers to the range of hardware and software used

and range of skills in English language that is taught

using digital resources

Internet Materials refers to use of materials either downloaded from

internet such as notes, audio as well as video which

are rich in language content and can be used in

learning and teaching of English language.

20
School Preparedness: refers to the capacity for secondary schools to use

digital resources to teach English as evidenced by

adequacy of facilities, policies, man power and

administrative support

Student Factors: refers to issues of attitude, preferences, perceptions,

experiences and responses to teaching using digital

resources held by secondary school students that

affect the use of digital resources in teaching and

learning of English language

Teacher Factors: refers to issues of attitude, preferences, perceptions,

experiences and responses to teaching using digital

resources held by secondary school teachers of

English that affect the use of digital resources in

teaching and learning of English language

21
 CHAPTER TWO

LITERATURE REVIEW

2.1 Introduction

The chapter contains a presentation and analysis of relevant literature on use of digital

resources in classroom teaching and learning of English language replete with gaps

left by the previous studies and filled by this study. The chapter introduces the

practice of teaching English language using technology and the benefits and

challenges embedded in the enterprise. Then there is a presentation of studies on

factors affecting the use of digital resources in teaching and learning of English

Language as guided by the study variables namely; extent of use of the digital

resources and the skills in English language they are deployed to teach, role of teacher

based factors, student based factors, attitude and various aspects of schools’ level of

preparedness in using the digital resources. The chapter ends with an exposition on

the salient gaps that the study filled.

2.2 Use of Digital Resources in Teaching of English language in Secondary

School in Kenya

English language acts as a means of teaching from primary school level to the

university in Kenya. It is also the language of instruction from primary school level to

the university in Kenya. It is also the language of examinations, the official language,

the regional language of communication in East Africa, and an international language.

According to Kisilu and Lelei (2008), language has numerous uses: it is used to build

relationships, convey ideas, information, as well as experiences; express attitudes and

feelings, opinions and; instruct, direct and create expressions. Language also enables

22
national and international interaction between people. It is common for individuals to

identify with those who speak the same language as themselves

(Gathumbi&Masembe, 2008). New technology is making the world smaller and

smaller (global village). This technological knowledge is passed through language.

2.3 Perceived Effect of the use of Digital Technologies in the Teaching and

Learning Process

According to Elia, (2015) “ICT is important in providing intercultural competence”,

which form a part of learning English language. ICT also provides a different kind of

enjoyment which is an ingredient of effective learning. It is enchanting not only to

learners’ interest but also increases personal discovery and generates enthusiasm

alongside the desire to learn hence inculcating an interest from within to enhance the

learners’ motivation.

Okenyuri (2016) points out that few learners in Kenya enjoy computer assisted

lessons and ICT influenced learning of English skills in terms of writing, listening and

speaking. Most secondary schools do not have adequate ICT tools and infrastructure;

also most teachers do not have advanced training in computers which was found to

hinder smooth transferring of such skills to students. Okenyuri (2016) further points

out that ICT is an important tool which if well utilized can enhance teaching and

learning of English as a subject. It is also a key resource and most effective when

driven in the curriculum and integrated into units of work hence teachers of English

can maximize their impact if ICT is available in their classrooms by ensuring that they

and their students use ICT as an integral part of teaching and learning of English

lessons. Furthermore, the use of well- designed ICT environments can assist the

23
learners comprehend abstract concepts for example imagery, morphology and literary

relations. Teachers are encouraged to adopt different teaching tools and approaches

for example use of discussion boards, videos and forums as tools when delivering

lessons, (Kinzie, 2015).

2.4 Use of Digital Resources in Teaching and Learning of English Language

Use of digital resources in teaching and learning of English language has been

reported as limited in secondary schools around the world but it accords learners

numerous benefits whenever it is used. For example, Hennessey (2005) found that

technology supported learning of English language, fostered increased student and

teacher interaction and discussion, stimulated more peer discussion, led to more

exploration, reflection, probing and feedback to learners which are critical avenues for

the development of more autonomous and independent thinkers.

Eaton (2010) contends that computer based instruction and communication has some

advantages as compared to traditional methods of teaching. The study found that

technology mediated teaching and learning of English language promoted more

learner participation and learners were exposed to more authentic and comprehensible

materials. Parvin and Salam (2015) found that multimedia software for teaching and

learning of English language had enormous benefits to teachers and learners

especially in promoting the quality of interaction between students and teachers.

However, the potential benefits of technology were being hampered by limited use in

the classroom because of technical limitations of teachers in effective use of the

technology. The actual situation in Kenyan secondary schools in respect to the extent

of technical limitation of teachers has not been adequately researched.

24
Other salient and landmark research outputs from the developed countries with fairly

long and proven track records in use of technology in teaching and learning of English

language report other tangible benefits to both teachers and learners when technology

is taken to the classrooms. Buabeng and Andoh (2012) reported that use of technology

in teaching language enhances the motivation to learn more, increases the

independence of learners who are prompted to learn on their own through interaction

and manipulation of technology based learning platforms and promote rapid

acquisition of skills in English than it would have been the case with traditional

teacher centred methods of teaching. Use of technology was hailed as superior in both

acquisition of vocabulary, mode of presenting content and being more learner friendly

(Cheng, 2012; Dalton, 2011; Altimer, 2011).

Other studies have compared use of technology in teaching and learning of English

language to traditional methods of teaching that are teacher- centred. There appears to

be consensus among the studies that use of technology is superior to the traditional

methods in various respects that include; enabling learners to acquire skills in

language at their own pace through individualized manipulation of the provision of

technology based platforms for rapid forward and backward plays to reinforce and

promote comprehensive learning at the pace of learners that is difficult to achieve in a

teacher driven classroom (Pour, 2013; Madhavaiah, et al., 2013).

Some regions in the world reported some advanced use of technology in teaching and

learning of English language. For example, Yi (2017) investigated the use of social

media in teaching of various languages including English language in China. The

study found that students were using social media platforms such as face book, blogs,

25
wiki and other platforms to share information on language. However, use of social

media was mostly done as unofficial learning mostly at the university and not other

lower levels of learning.

Most of the studies on use of digital resources in teaching and learning of English

language were concerned with comparing performance in examinations and tests for

students using technology and those not using technology. The studies consistently

showed students using technology outperformed those who did not use technology in

classroom teaching and learning (Somekh et al. 2014; Higgins, 2012; Jewitt et al,

2011). These studies were not carried out in Kenya and they did not investigate the

effect of use of digital resources on other outcomes of teaching and learning.

Use of technology in teaching of English language is not one without misgivings and

criticism from scholars and researchers. For example, Johanna (2017) reported that

use of technological gadgets alone did not translate into gains in learning of English

language. A study that investigated the role of use of I-pads in learning of English

language found that use of the gadgets led to cognitive growth in learning of English

language on both learners and teachers. However, the benefits were limited by lack of

a common vision and purpose on use of technology in the curriculum and lack of

guiding policies for use of technology.

2.5 Digital Resources and Teaching of English Language in Kenyan Secondary

Schools

Studies done on use of digital resources in teaching and learning of English language

in secondary schools in Kenya reported massive potential and benefits of use of

technology in producing favourable teaching and learning outcomes such as improved

26
learner participation in lessons and provision of additional knowledge in language

acquisition. For example, Okenyuri (2016) investigated integration of ICT in teaching

and learning of English language in secondary schools in Kisii County and found that

learning using computers improved students’ skills in listening, speaking, reading and

writing in English. However, the study reported low use of ICT resources in teaching

and learning of English language in secondary schools because of lack of tools and

technical training among teachers.

Other studies found that use of digital resources in teaching and learning of English

language in secondary schools in Kenya was low because of several challenges. For

example, Tenai (2017) found that integration of information communication

technology in secondary schools in Eldoret was being influenced by personal

characteristics of the teacher that included gender, teaching experience and also the

level of teachers’ training in digital literacy which was found to be inadequate.

Unavailability of required hardware, software and negative attitude by some teachers

were also significant factors affecting integration of technology in teaching and

learning in secondary schools.

Maina (2018) investigated integration of information communication technology in

teaching and learning of English language in secondary schools in Kirinyaga county

and found that lack of teacher preparedness, inaccessibility of ICT resources, limited

technical support accorded to teachers, lack of installation of educational software in

computers and faltering belief among teachers that technology is beneficial in

teaching and learning of languages were factors responsible for low levels of

integration of ICT in teaching and learning of English language.

27
Kadiri (2015) investigated the influence of teacher based actors of integration of ICT

in teaching and learning of English language in public secondary schools in Vihiga

County and found that; inadequate competency of teachers in ICT, negative attitude

towards ICT by teachers and heavy workload by teachers of English language

hampered effective use of ICT in teaching and learning of English language although

teachers appreciated the need and benefits of using digital resources.

It is noteworthy that all these studies were basically surveys that investigated the

factors affecting use of ICT in teaching and learning of English language in secondary

schools in Kenya but did not investigate the classroom use of the digital resources or

unpack what they called information communication technology to specific hardware

and software used in teaching and learning of English language like this study did.

The current study investigated the effect of the following factors on use of digital

resources in teaching and learning of English language in secondary schools in Nyeri

County.

2.6 Extent of Use of Digital Resources

Use of different components of digital resources in teaching and learning as well as

use of digital resources to teach various skills in English language define the extent of

use of the resources. Zhao (2013) found that technology supported learning of English

language was as effective as human teaching of the language although the use of

technology was limited to few skills especially teaching of vocabulary and grammar

and mostly done in the institutions of higher learning and hardly in secondary schools.

Chien (2014) found that use of digital resources such as video games had provided

students with skills in communication, aesthetics and technical skills of becoming

28
successful digital citizens as well as skills in critical thinking and problem solving.

Chowdhurry, Al-Mahmoud, Bashar and Ahmed (2011) found that schools in

Bangladesh had extensive use of digital resources that included localization of digital

content and widespread use of audio-visual materials that were reported to expand

teachers and learner’s horizons of knowledge and enabled them understand concepts

that would be otherwise difficult to explain using words alone.

Warscchauer and Meskill (2014) found that use of audio laboratories in teaching of

English language exposed learners to native voices that boosted pronunciation of

English language words. The study explored how teachers used other digital resources

in boosting pronunciation in the absence of these laboratories in Kenyan secondary

schools. Computer games have also been reported as another digital resource used

sparingly in teaching and learning of English language outside Kenya. Kapp (2012)

reported that use of computer games with proper instruction support features was

useful in learning diverse skills in English language especially vocabulary and

grammar. KIE (2018) found that use of computer games with instruction support

nurtured higher order skills in English language learning.

Use of computer and internet based resources has been found to have the capacity to

make the learning process more fulfilling and meaningful. This includes use of

videos, simulations, use of databases, music and other resources domiciled in the

World Wide Web (Finger & Trinidad, 2016). Use of these internet based and other

multimedia tools with some visual aid capacities have been reported to aid in

promoting the independence of learners and autonomy in acquisition of language and

29
further boost the competence of the end users in speaking, listening and writing skills

in English (Darawasang & Reinders, 2010; Kelsen, 2015).

Some more comprehensive studies on the actual classroom use of multimedia devices

in teaching and learning of English language have found that there are additional

requirements in the classroom use of the audio visual resources that enhance their

efficacy and effectiveness. For example, Muntean (2011) reported that the multimedia

resources are more effective when accompanied by animation. Normass (2013)

reported that the multimedia resources are more effective when used in a manner that

localizes the reality being taught, enhances the independence of the learners and limits

the extent of teachers’ involvement in the teaching and learning using the multimedia

devices for learners to acquire optimal interaction time with the materials. Noytim

(2006) found that the multimedia resources were more effective when used together

with educational software and applications that enhance their effectiveness such as

using pronunciation software with installed International Phonetics Alphabet (IPA)

capabilities to teach stress patterns together with pronunciation.

Other applications being used in teaching and learning of language include crossword

puzzles and word scrabbles (Fadel& Lemke, 2008). Warschareur (2000) profiled the

types of supportive technologies that have been used to incorporate technology in

classroom teaching of English language in the last century. It started with the use of

grammar translators, then use of overhead projectors and ultimately the development

of audio labs that aided pronunciation. Ming and Chien (2014) found that successful

use of digital resources should include teaching of skills in connecting with the global

affairs in a deeper way and use of a variety of media to enhance communication and

30
creativity among users. This calls for alignment of technology with pedagogy as was

advocated for by Mlitwa (2010). Lack of alignment of technology in respect to digital

content in use remains a concern in Kenya.

Kenya Institute of Education (KIE) (2018), the defunct precursor of present day

KICD, reported that ICT should be used to enable implementation of new methods of

teaching and learning. The integration of ICT should also help in improving

efficiency in teaching and learning as well as expanding the knowledge of teachers

and students and enhance quality of communication. This study investigated the

extent to which secondary schools in Nyeri County have met these ideals in use of

digital resources in teaching and learning of English language.

2.7 Teacher- Based Factors in Use of Digital Resources

Existing literature on teacher based factors that affect use of digital resources in

teaching and learning was mostly pre-occupied with the best conditions for use of

technology by teachers and attendant challenges but hardly on classroom experience.

Provision of easy access to ICT tools by subject teachers in schools is emerging as a

significant predictor of integration of ICT in teaching and learning activities

(Hennesy, Ruthuen & Brindly, 2005). Use of digital resources in classroom teaching

and learning requires the teacher to have the skills, confidence and deep insight into

the role of technology in pedagogy. It is thus imperative that the teacher should

demonstrate more knowledge about the technology than the students if lessons are to

be effective (Winzenried, Dalgano & Tinkler, 2015). It is for this reason that this

study sought to investigate the efficacy of teachers’ skills in use of various digital

resources in the classroom.

31
A lot is required from a teacher in order to effectively use digital resources in

classroom teaching and learning. The teachers should have training in integration of

technology in both the curriculum and lessons, develop a favourable attitude towards

use of the technology, and have skills to control use of technology during classes as

well as technical skills for handling both the attendant hardware and software

(Eslaminejad, Masoud & Ngah, 2009; Awouter & Jans, 2008). Almost all existing

studies in Kenya evaluated teachers’ skills in use of computers for personal use and

other school related purposes and not exclusively in teaching and learning.

There are many teacher based factors that limit use of digital resources in teaching

and learning activities. Lack of technical support is a major setback in use of ICT by

teachers. It has been found that lack of technical support leads to frequent disruption

of the teaching and learning process as a result of common ICT use challenges such as

lack of repair to equipment, low internet connectivity, virus attack and general

malfunction of the infrastructure that aid in delivery of digital content. Lack of

technical support discourages teachers from using ICT in the classroom for fear of

equipment failure and attendant embarrassments in front of students (Yang & Wang,

2012; Turel & Johnson, 2012). This concern has been raised by various studies done

in Kenyan secondary schools on integration of technology and thus a need for clarity

on technical support being offered.

Some personal characteristics of the teachers have been found to have profound effect

on how they use digital resources in classroom teaching and learning. For example,

Cuban (2015) found that teacher’s frequency, ease of use and efficiency in use of ICT

in teaching and learning decrease with increase in years of experience and age. A

32
study by Rahim and Shamsiah (2015) found that male teachers and young teachers

had more confidence in use of technology in classrooms than older and female

teachers. Further, teachers in technical subjects had higher confidence than others in

use of technology in classroom. Rosnain and Arif (2010) found that the determining

factor in use of technology in teaching and learning by teachers was their level of ICT

knowledge.

Tazci (2011) found a grim situation in use of technology in classrooms in developing

countries like Kenya. The study found that teachers were inadequately trained for use

of technology both in teachers’ colleges and subsequent in-service training which

only equipped them with elementary skills in use of technology. The ICT facilities

were not enough and there was inadequate technical support to teachers.

Mbithi (2016) found that teacher participation in integration of ICT in teaching and

learning in secondary schools was affected by their level of competence in use of ICT

and adequacy of facilities such as computers. Classroom use of ICT in teaching and

learning is only achieved when barriers to integration of ICT in teaching and learning

are eliminated. These include personal and cultural attitudes of teachers towards ICT

(Ashfara, 2009). The attitude of teachers on use of technology in classroom and other

informing factors remain the most contested issues in existing literature.

Owino (2013) found that effective integration of ICT in learning should be guided by

formulation and implementation of suitable policies both at the national level and by

school administrators at the school level. Monitoring and evaluation of the process of

integration of ICT also determines its effectiveness. Mwunda (2014) found that

integration of ICT is mostly affected by teachers’ competence not only on the

33
knowledge of ICT tools but also effective integration in the day to day teaching and

learning. This truism was made more poignant by Mbithi (2014) who found that

although some secondary schools in Kenya had digitized the content in the English

syllabus, teachers lacked the knowledge and skills to integrate ICT in the actual

teaching and learning activities.

Availability of financial resources, appropriate teaching methods, school structures

and ICT infrastructure determine effectiveness (Frederickson, 2009). The schools

should also have specialized facilities that enable effective integration of ICT in

teaching and learning such as smart boards to aid presentation and projectors to

enable power point presentations (Kassim & Ali, 2016). Gesci (2009) found that

integration of ICT was being hampered by use of unreliable ICT equipment,

vandalism and lack of the requisite skills in operating and maintaining ICT

infrastructure.

Schools should have adequate access points especially for internet and required search

skills (Kaku, 2005). Khan (2012) advocated for regular teacher preparation

programmes to seal the skill gaps before implementation of ICT projects in schools.

The training should be geared towards making teachers adept at adopting and using

ICT to support learning, teaching and management (Manduku, Kosgei & Sang, 2012).

The attitude, competence and personal characteristics of the school heads remain

critical in offering this enabling environment as this study found out.

The teachers’ reaction to the use of new ICT tools should also be considered in

implementation (Sang, 2012). There should also be elimination of ineffective policies

at the school level to enable effective coordination of school policies and policies on

34
use of ICT (Kiano, 2004; MOE, 2008). Efforts should also be made to modify

teachers’ attitude on use of computers and on how helpful computers are in teaching

and learning. There should be some clear understanding on why technology should be

used and how it should be used (Teo, 2012). Criticism has been directed to developers

of digital literacy programs for ignoring teacher participation and how this affects use

of the digital resources in actual teaching and learning. This was a key domain of this

study.

The aforementioned arrangements and preparations should lead to avoidance of the

situations in most schools that are not ideal for effective integration of ICT in teaching

and learning as was found by Miima, Ondigi and Marigi (2013). The study found that

teachers lacked confidence, competence and time management in use of digital

resources in schools. The schools were also found to be using outdated ICT software

and approaches in teaching and learning using computers.

Numerous empirical studies have reported that success in incorporation of technology

in teaching and learning depends on a number of teacher centered factors. For

example, Bankaye and Banini (2008) found that teachers should have prior technical

experience in information technology as well as skills in incorporating technology in

teaching and learning. Away from their professional and academic qualification and

in-service courses attended, there is a manifest lack of information on the experience,

proficiency and confidence of teachers in Kenyan secondary schools on use of ICT

facilities.

35
2.8 Student Factors and Use of Digital Resources

There is a growing body of literature on benefits to students taught using technology

and the determining factors for effective use of digital resources in teaching students.

It has been found that students who are familiar with use of technology in their daily

lives will learn with technology better than those with limited or no exposure to

technology before classroom instruction (Jamieson – Procter, 2013). Teaching and

learning using digital resources is more effective in schools with low students to

computer ratios, (Chappelle, 2011). The student to ICT facilities ratio in Kenyan

secondary schools has been ignored in policy, practice and funding mechanisms thus

inviting a situation of disregard to this key ingredient of use of technology in teaching

and learning

A study by Chien, Wu and Hso (2014) found that among the new generation of

students who have been born and grown with technology, their high expectation that

ICT will be incorporated in teaching and learning is a critical factor in their

acceptance and use of digital resources in teaching and learning. The study also noted

that this calibre of students is highly observant and critical of their teachers’

acceptance, use, competence and attitude towards technology in teaching and

learning. The current study evaluated students in secondary schools in Nyeri for such

traits and reported accordingly.

Integration of ICT in classroom activities offer students benefits of a collaborative

learning experience and stimulates development of social skills, problem solving

skills, self-reliance and taking of initiative (Ghavifekr et al, 2014). Lessons taught

using technology have also been reported to produce more active students since they

36
are more stimulating and interesting (Macho, 2014). These were among the outcomes

that this study sought to observe in classroom use of digital resources in secondary

schools in Nyeri County. Broadley (2012) reported that students have to be equipped

with both technical skills on use of technology and also the desire to use the

technology. The seriousness with which students undertake lessons done using digital

resources has been ignored and it is not clear if students take such lessons as fun or

otherwise.

Schools should also avail digital resources to learners cheaply and also enable sharing

of knowledge among teachers and learners (Mahmud, 2010). This is also aided by

adequacy of resources and facilities, effective teaching programs for teachers,

presence of effective policy environment and strategic planning (Gharifekr & Rosdy,

2015). There should also be some localization of the digital content to the curriculum

and to the knowledge and understanding of targeted learner (Chowdhurry et al.,

2011). This call for localization of content requires teachers with skills to make their

own digital content that fits the level of understanding of their learners. The teacher

skills in this respect were a concern for this study.

2.9 Attitude and Use of Digital Resources

Chien (2004) found that digital media had influenced both students’ and teachers’

attitude towards formal curriculum and how they connect with the world in the United

States of America. Ghavifekr and Rosdy (2015) conducted a study that analysed

teachers’ perceptions and attitude on effectiveness of ICT integration to support

classroom teaching and learning. The study found that teachers’ attitude on the need

and benefits of technology was the overriding factor for its use in classrooms.

37
Development of favourable attitude among teachers is predicated on whether or not

the teachers were well equipped with the necessary skills, tools and facilities and

operate in an environment regulated by the right policies.

Agbatogun (2016) concluded that attitude was the ultimate solution to challenges

faced by both teachers and students in use of technology in teaching and learning

activities. The study found that all policy pronouncements, trainings, provision of ICT

facilities and emphasis on the benefits of using technology in teaching and learning

activities bears no fruit if the users lack the right attitude and conviction that use of

technology is beneficial to them. There is a high correlation between teachers’ belief

that technology can aid in teaching and learning and actual use of technology by the

teacher in the classroom (Cassim & Obono, 2011). Studies done in Kenya have

stridently reported contradicting findings on beliefs of the teachers in use of

technology and some clarity was required.

A study by Zhang (2013) found that teachers in China had positive attitude towards

use of technology in teaching English to second language learners. Teachers should

also possess positive attitude towards use of technology, a believe that technology is

important, skills to control technology, skills to handle the software and hardware,

and skills in selection of the right media for teaching and learning in specific contexts

(Afshari, 2009; Awouter & Jans, 2008). Competence in use of technology is one of

the factors causing and influencing attitude of teachers as was investigated by this

study.

Some studies have investigated the factors that make teachers averse to use of

technology in classroom teaching and learning. For example, Mansour and Mupinga

38
(2007) reported that some teachers avoid use of digital resources because they take

away control of lessons from them. The study found that most of the teacher’s wish is

to retain complete tactical control of the classes and perceive technology as coming in

the way of this objective by shifting the control to the learners and technology. It was

found that this is as a result of poor training of teachers on integration of technology

in teaching and learning where the teachers are only trained about computers and not

on how to use computers (Muriithi, 2015). The effectiveness of the in-service courses

offered to teachers on actual use of digital resources in classroom teaching and

learning has not been adequately assessed through scientific enquiry and thus the

informing reasons to do so.

2.10 School Preparedness and Use of Digital Resources

Availability and adequacy of ICT facilities has been one of the indicators of school

preparedness to use technology that has been stridently used to evaluate the level of

preparedness of schools to use technology by many studies including this one. Based

on this indicator that mostly includes availability of computers, student to computer

ration and availability of other ICT tools, it has been found that there is an existing

digital gap among schools and this has been identified as one of the challenges faced

by governments across the globe in their efforts to translate national ICT policies and

strategies to actionable and workable technology based teaching and learning in

schools (Dudensy, 2012). So important is adequacy of facilities that Kashorda,

Waema, Omosa and Kyalo (2007) found that adequacy of ICT facilities was the only

positive indicator of preparedness to use technology by schools in Kenya. The study

sought to establish if the same gap exists among extra County secondary schools in

Nyeri County.
39
Other key parameters that evaluate the level of school preparedness in use of

technology in teaching and learning were elucidated by Habib (2005) to include

presence of favourable policies, human capital development, other regulatory

framework for use, allocation of resources for ICT growth and presence of result

based framework for assessment and appraisal on use of ICT resources by teachers.

The study adopted this framework in assessing the level of school preparedness with

emphasis on existence of favourable timetabling and ICT resources access policies in

the secondary schools in Nyeri County, presence of technicians to aid teachers of

English in use of technology in actual teaching and learning and availability of school

based funding mechanism for ICT tools and training of teachers.

Provision of an avenue to share experiences among teachers on use of technology in

teaching and learning is another frontier of building capacity on integration of

technology in teaching and learning. In furtherance of this objective, it has been

proposed that school administrators should provide avenues for collegial interactions

platforms where teachers from different schools meet to discuss their experience with

teaching using technology. These meetings would then elucidate the existing

performance gaps for training to fill in (Cuban, 2015).

Other studies have added to the needed requirements for a school to be certified as

ICT ready and compliant to use technology not only for administrative purposes as is

the norm but also for classroom teaching and learning. For example, Olatukum and

Opesade (2008) added enabling of teachers to use technology through enactment of

favorable policies, Tubaishati and Lansari (2011) added presence of reliable internet

connectivity and a culture of e-learning in schools as key components in the of use of

40
technology in schools while Infinedo (2013) found that appropriate attitude by all the

players in a school and the attendant management capacity for use of technology in

teaching and learning using technology. The study adopted all of the indicators above

to evaluate the level of preparedness of secondary schools in Nyeri County.

There are other administrative and systematic indicators of school preparedness in the

use of technology that have been reported. Haddad (2002) reported that stakeholders’

participation in designing and implementation of ICT programs was vital as well as

regular updating of content in digital literacy provision avenues and development of

manuals to enable ease of use of technology as complexities that add to the barriers on

use of technology in all aspects of life. UNESCO (2015) added that there should be

elaborate strategies and informing policies for such aspects of integration of

technology in teaching and learning such as content development, clear vision and

mission for use of technology and aligning of ICT resources to the need of learners.

Anderson (2010) found that there should be measures to ensure that digital resources

do not become obsolete during implementation of ICT programs. These indicators of

school preparedness were used in assessing the level of preparedness of secondary

schools in Nyeri County.

2.11 Summary of Reviewed Literature and Knowledge Gaps

The study adopted guidelines on marking research gaps proposed by Ndethiu (2019)

where reviewed studies are analyzed, evaluated and synthesized for their strengths

and especially weaknesses in a non-biased manner with a view of establishing what

they did not study for the present study to do so. The process ultimately showed why

the current study was necessary, the new knowledge it provided and how the study

41
was different from other cited landmark studies in respect to findings, methodologies,

sampling and conceptual gaps as follows:

Integration, use and acceptance of technology in schools and in teaching and learning

has been vigorously researched in Kenya and abroad albeit with some glaring gaps in

the large and still growing body of literature on the subject. Studies done on

integration of technology in teaching and learning of English language in the

developed world were more comprehensive in investigating use of specific digital

resources to achieve certain teaching and learning outcomes during English language

lessons and were elaborate on the lesson experiences by both teachers and students

while using various digital resources (Sturerant & Kim, 2010; Normass, 2013;

Broadly, 2012).

A study by Zhang (2013) found that teachers in China had positive attitude towards

use of technology in teaching English to second language learners, the study focused

on teacher attitude toward use of technology in learning English language. However,

this study focuses on both teachers and student’s factors such as teacher skills and

student’s capacity level to use digital resources such as computer in learning of

English language. Moreover, the previous study was conducted in China which has a

more developed economy; whereas the current study will be conducted in Kenya

specifically to all schools at Nyeri County with aim of providing a well-grounded

research on whether digital resources can impact to learning and teaching of English

language.

Studies done in Kenya on integration of elements of ICT in teaching and learning of

English language were very adept at identifying the multiplicity of factors that lead to

42
non-use of technology in both schools and in teaching and learning of English

language. The most frequently identified factors that hinder use of technology include

inadequacy or lack of facilities, characteristics of teachers, lack of skills,

competencies and confidence in use of technology and negative attitude on use and

benefits of technology such as Mwunda (2014), Mlitwa (2010), Laaria (2013) and

Mbithi (2016). However, these studies did not sufficiently investigate the factors that

influence use of technology in classroom setting but rather investigated factors that

prevent use of technology; the studies did not comprehensively link use of digital

resources to attainment of specific learning outcomes during English language lessons

as was the case in the developed countries.

Use of ICT in teaching and learning of English language in Kenyan secondary schools

has also been generously studied in some parts of the country (Maina, 2018; Tenai,

2017; Okenyuri, 2016). The hallmark of these studies was their strident elucidation of

various factors that prevent use of technology in English language classes such as

competence of the teachers and level of school preparedness. However, the studies

were not thorough in investigating the English language skills taught using digital

resources, the outcomes experienced in classroom use of technology and neither did

they create vivid mental pictures on lesson experiences taught using digital resources.

Studies done in Kenya on use of ICT in teaching and learning differed significantly

with those in the developed countries in respect to conceptual gaps especially in

regard to what constituted technology in teaching and learning. Studies in Kenya

almost always referred to presence of various digital hardware such as computers,

projectors and internet connectivity while those in the developed world incorporated

43
the role of digital content in teaching and learning of English language and how

quality digital content improved English language lesson experience and eventual

learning outcomes (Hennessey, 2005; Chien, 2014; Fadel & Lamke, 2008). This study

strived to bridge this gap by investigating the role of digital content used in Kenyan

secondary schools during lessons.

Studies done in Kenya have repeatedly pointed to a lack of skills, competence,

confidence and familiarity with technology by teachers as a key hindrance to effective

incorporation of technology in teaching and learning (Owino et al, 2013; Miima et al,

2013; Sang, 2012). It is noteworthy that growth in technology in the recent years such

as use of smart phones and social media might have changed this scenario and a study

to investigate the actual status of teacher skills in use and manipulation of digital

resources was an urgent imperative at this point in time. Likewise, the acceptance,

attitude and proficiency in use of technology by the current generation of students

who were born and brought up during this era of technology has largely been ignored

by available studies in Kenya unlike in other countries where it has been found that

previous use of technology by students was a significant driving force in classroom

use and acceptance of technology (Chappelle, 2011). There was a dire need to

incorporate students in the study and observe their experience during lessons taught

using digital resources.

Several studies done in Kenya found that the attitude of the teacher was a significant

predictor in use of technology (Owino et al., 2013; Wambaria, 2014). However, these

studies did not incorporate the role of various benefits of using technology in

modifying attitude of end users and most of these studies did not effectively account

44
for the role of learners’ attitude in use of technology especially during lessons. Studies

done in the developed countries on role of attitude in use of technology such as

Agbatogun (2016) sufficiently explained the benefits of technology in classroom such

as making lessons interesting, supplying alternative voice and source of information

to the teacher and improving teacher learner interactions and helped develop positive

attitude towards technology which is lacking among local studies.

The studies in Kenya on the role of attitude and school preparedness in use of ICT

were mostly conducted in a mix of schools with different capacities and ICT

resources leading to conflicting findings on attitude of teachers and level of school

preparedness to use technology (Ndirangu et al, 2015; Wanjohi, 2011; Luhumbu,

2015; Ngatia, 2015). It is for this reason that this study was conducted among selected

secondary schools that had the resources and capacity to use technology in classroom

teaching and learning in order to shed clarity on the actual status of attitude, teacher

skills, learners’ reception of technology and status of school preparedness. Moreover,

studies done on influence of school preparedness in use of ICT such as Laansari

(2011) were mostly preoccupied with investigating resource adequacy only at the

expense of other factors such as policies at school level, access to ICT resources and

administrative support that were properly incorporated in this study.

45
 CHAPTER THREE

RESEARCH DESIGN AND METHODOLOGY

3.1 Introduction

The chapter lays out the research plan that was used for the study. This includes the

choice of research design and the justification for the use of the research design, the

description of the population used by the study and how the population was

scientifically and systematically reduced to a sample size using sampling techniques

and sample size determination techniques replete with justification for all sampling

choices that were used. The chapter also describes the data collection procedures

used, data collection instruments used, data analysis procedures used and the research

ethics adopted in the course of conducting the study as follows:

3.2 Research Design

The study adopted a descriptive survey design. According to Sekran (2007)

descriptive survey design produces requisite statistical information about a scenario

under investigation by collection of data using questionnaires, interview and

observation schedules. The design was found suitable to investigate the phenomenon

of classroom use of digital resources in teaching and learning of English language in

secondary schools.

3.2.1 Research Variables

The title of the study was classroom use of digital resources in teaching and learning

of English language in secondary schools in Nyeri County. The dependent variable

was teaching and learning of English language which was measured using indicators

of making learning meaningful and interesting, simplifying concepts and providing

46
interactive lessons among others. The independent variable of the study was use of

digital resources in teaching and learning of English language. The study variables of

extent of use of digital resources, role of teacher based factors, role of student based

factors, role of attitude of teachers, students and administrators and effect of school

preparedness on use of digital resources in teaching and learning of English language

were derived from the independent variable of the study.

3.2.2 Location of the Study

The study was conducted in the geographical area that is politically and

administratively delineated as Nyeri County in the Republic of Kenya. The County is

located in the Central part of the republic of Kenya and is situated approximately 200

kilometers north of the capital city of Kenya Nairobi as shown in the map attached to

this research report. The County of Nyeri has one of the highest concentrations of

well-established secondary schools in terms of students, teachers and infrastructure

establishment in Kenya (Nyeri County Director of Education, 2019). Extra-county

secondary schools were earmarked for this study because they have been in existence

for a long time and met several criteria on population, performance, establishment and

adequacy of facilities before they attained the classification as extra-county schools.

3.3 Target Population

The target population was drawn from the secondary schools in Nyeri County which

comprise of the students and teachers of English language in these schools. There

were 456 secondary schools in Nyeri County, 17,600 students in the secondary

schools and 506 teachers of English in the secondary schools (Nyeri County Director

of Education, 2019; Teachers Service Commission (TSC) Nyeri County, 2019).

47
3.4 Sampling techniques and sample Size

The following sampling techniques were adopted for various components of the study

population as follows: Census method of sampling was used in respect to teachers of

English in the extra county secondary schools in Nyeri County. This sampling was

adopted since the population of the teachers was fairly small and thus it was

competent to accommodate all of them in the study as they all had important

contributions in every school. The study used purposive sampling to select extra-

county secondary schools as the cases where data was collected to the exclusion of

other categories and classifications of secondary schools. This choice was based on

the authority of Mugenda and Mugenda (2003) that sampling can be based on

information rich segments of a population. The choice of the level to participate in the

study through purposive sampling was also based on this understanding.

It was deemed that extra-county secondary schools had the required ICT facilities so

that the study could focus on the use of the digital resources in the classrooms. Simple

random sampling was used in selection of form three students to participate in the

study. This method of sampling was adopted as it was in line with justifications

offered by Kothari (2004) that simple random sampling is a strong sampling

technique that accords all participants equal chance of participation in a study. The

sampling methods and sample size determination in respect to secondary schools,

teachers and students were as follows:

a) Secondary Schools Sample

Purposive sampling was used to select sixteen (16) extra-county public secondary

schools in Nyeri County. The extra-county secondary schools had the necessary

48
digital resources that the study was interested in especially computer laboratories,

projectors, practice of using television, radio, DVDs and internet connectivity that

were vital resources for what the study was investigating. The extra-County secondary

schools represented 3.5% of all secondary schools in Nyeri County.

b) Students’ Sample

Form three students were selected to participate in the study because they were

deemed information rich on use of digital resources in teaching and learning of

English in their respective schools. The form three students were also unlikely to offer

biased views on use of technology in their schools like the form four students about to

complete their studies. There were 1530 form three students from the 16 extra-County

secondary schools representing 8.7% of all secondary school students in Nyeri

County.

To reduce the form three student population of 1530 to a sample size, the study

adopted use of Krejcie and Morgan (1990) tables that offer pre-calculated sample size

for a definite population such as that of form three students. The Krejcie and Morgan

tables predetermine that for a population of between 1450 and 2000 the sample size

should be 235. As such, 235 form three students were the sample size for the study

which represented 1.3% of all secondary school students in Nyeri County. Casting of

lots marked either Yes or No was used to select the actual students to participate in

the study.

49
c) Teachers’ Sample

Census method was used to include all the teachers of English in the study sample

because they were deemed few enough and informative on use of digital resources in

teaching and learning of English language so as not to be excluded from the study.

There were 45 teachers of English language in the 16 schools that represented 8.9% of

all the teachers of English in Nyeri County

3.4.1 Sampling Grid

Table 3.1 shows the corresponding sample sizes for all categories of the population

and the corresponding percentage of the sample size in relation to the study

population.

Table 3.1 Sampling Grid

Population Cluster Study Target Sample Percentage of

Population Population Size sample size to study
population size

Secondary Schools 456 16 16 3.5%

Teachers 506 45 45 8.9%

Form Three Students 17600 1530 233 1.3%

Source: Researcher (2022)

3.5 Research Instruments

The study used three data collection instruments to effectively actualize collection of

all relevant data for the study as follows: Observation schedule was used to enable

uniform and systematic observation of lessons taught using a variety of digital

50
resources and inform the study findings in respect to all variables of the study. One

lesson was observed in all the sixteen secondary schools sampled for the study. The

study used two sets of questionnaire designed for students and teachers.

Questionnaires were selected because of their effectiveness in collecting data quickly

from literate population like the respondents to the study (Kothari, 2004). The study

also used interview schedules to guide in interviewing heads of English departments

in the schools who provided detailed, qualitative and technical information on use of

digital resources in teaching and learning of English that was otherwise difficult to

collect using questionnaires.

3.5.1 Questionnaires

A questionnaire is a research instrument that uses a series of questions and other

prompts to gather information from respondents (Kombo & Tromp, 2006). According

to Bryman (2008) a questionnaire is the most suitable tool to use in circumstances

where respondents are scattered in a population and also when there is need to

safeguard their anonymity.

The questionnaires were coded to make it easy to track them. They were divided into

five sections which sought to collect data based on the study objectives. Section A

collected demographic information, section B collected data on digital resources in

teaching and learning English language, section C captured data on role of student

and teacher based factors on use of digital resources in teaching and learning of

English language, section D captured data on use of digital resources in teaching and

learning of English language, while section E sought data on effect of school

preparedness on use digital resources in teaching and learning of English language.

51
These questionnaires contained both closed and open ended items. Closed ended

items enabled the researcher to quantify data in form of percentages. On the other

hand, open ended questions gave room for respondents to give qualitative information

in form of written explanations to support every closed ended response. This enriched

the data by helping to explain how often these students use ICT in learning teaching

of English language.

Questionnaires were found to be suitable for students because they guaranteed

confidentiality. They allowed respondents to anonymously provide confidential

information on how often they use ICT during learning and teaching of English

language. Filling individual questionnaires privately made them confident that their

teachers could not know the kind of responses they gave. Also, questionnaires made

student respondents more confident in giving responses since they were not required

to give their names or admission numbers. This encouraged them to truthfully reveal

confidential information on how often they use digital resources as far as learning and

teaching of language is concerned.

3.5.2 Interview Guides

An interview guide is a research tool with a set of questions that a respondent is

expected to respond to (Orodho, 2009). The tool has main and probing questions

based on the objectives (Mugenda & Mugenda, 2003). These tools were used with

heads of English Department in each school who were involved in the actual study, to

collect qualitative data that enabled the researcher interpret and give meaning to

statistical trends that were contained in data from questionnaires.

52
The researcher booked appointments with respondents prior to the interview day. The

interview was conducted in school offices. During the one-hour interview session, the

researcher made brief notes on responses from the conversations. He posed open-

ended questions and allowed participants to freely voice their experiences in regards

to the effect of digital resources to learning and teaching of English language.

3.6 Pilot Study

A pilot study was conducted in two secondary schools in the neighbouring county of

Murang’a. The two secondary schools constituted 10% of the sampled population in

line authority of Mugenda and Mugenda (2003) who deemed such a size of cases for a

pilot study to be sufficient. The pilot study aided in improving the validity and

reliability of data collection instruments especially the questionnaires. A test re-test

was conducted during pilot study that enabled establishment of reliability of the

questionnaires using Cronbach Alpha Co-efficient scores. Apart from establishing the

reliability, the pilot study also ensured editing of the questionnaires, observation

schedules and interview schedules to fit the timing of the lessons. The questionnaires

were subsequently edited to simplify areas where respondents had difficulties during

the piloting and remove all the ambiguities and grey areas that threatened the validity

of the instruments.

3.6.1 Validity of the Research Instruments

The piloting of the research instruments enabled ascertaining of face and content

validity as the responses from the respondents were used to edit the instruments and

ensured that they measured what they were supposed to measure. Face validity

ensured that the layout of the questionnaires as fit for purpose, attractive and legible.

53
Content validity was ascertained by making sure there was equitable distribution of

questions for all the study variables and that each of the questions per variable was

relevant and measured what it was meant to measure.

Triangulation technique was utilized to validate instruments. According to Black

(2010), this strategy involves cross-checking data from various points of view.

Quantitative information from the questionnaires was triangulated with qualitative

findings from observation list and interviews to identify responses that deviated

abnormally. This technique enabled the researcher identify two questionnaires where

respondents did not identify any students and teacher’s aspects toward adoption of

digital resources and their impact on learning and teaching of English language. These

questionnaires were considered to be invalid because their data deviated significantly

from qualitative findings from interviews and observation schedule which showed

that adoption of digital resources had a significant positive influence on learning and

teaching of English language. The researcher realized that this happened because the

students had learning disabilities; they could not write coherently. To improve validity

during the actual study, the researcher consulted teachers and the head of English

Department teachers on the literacy abilities of each student before including them in

the study.

Finally, validity of qualitative data was established through conformability.

According to Black (2010) conformability is the degree to which experts in a

particular area corroborate the research findings. Comparisons with findings from

prior studies on adoption of digital resources and their impact on learning and

teaching of English language like Okenyuri (2016), Elia (2015) And Kinzie (2015)

54
were used to test conformability. The researcher re-checked data and established

using prior studies, that digital resources could significantly impact learning and

teaching of English language. This validated interviews and observation schedule.

3.6.2 Reliability of Research Instruments

According to Creswell (2012) reliability means that scores from an instrument are

stable and consistent after a repeated trial. Scores from an instrument are reliable and

accurate if a respondent’s scores are internally consistent across the items on the

instrument. Creswell (2012, p. 159) gives an example to the effect that if a respondent

is positive about the negative effects of tobacco at the beginning of the instrument, the

respondent should as well be positive about the health effects of tobacco later.

In regards to the current study, the consistency of responses was premised on the fact

that that if initially a respondent was positive about the impact of digital resources on

learning and teaching of English language, then they should later on agree that

adoption of digital resources can enhance learning and teaching of language and

enhance their performance in English language as well. Test-test technique was used

to establish reliability of the instruments. This technique entailed using the

instruments to collect data twice in a span of two weeks. Responses from the two sets

of questionnaires, interviews, and observation schedule were coded and added into the

SPSS edition 22.0 which applied Pearson's product moment formulae to calculate a

relationship coefficient. Data from the instruments yielded a correlation coefficient of

0.78, implying that they were consistent because according to Gay (2003), a

correlation coefficient of between 0.7 and 0.8 implies that the instrument is reliable.

55
The two sets of scores from the test re-test, where the same instrument was

administered twice to the same respondents after some time, were used to generate

Cronbach Alpha co-efficient scores that were used to establish the reliability of the

research instruments. A score of 0.7 was set as the threshold for all the variables so

that those with scores below this score would have been deemed to lack internal

consistency. However, all the variables had scores above the set threshold as shown in

table 3.2. and thus were administered during the actual data collection

Table 3.2 Reliability Test Results

Variables Cronbach Alpha Score

Extent of use of digital resources 0.876

Student based factors 0.914

Teacher based factors 0.875

School preparedness 0.945

3.7 Data Collection Techniques

The following techniques were used during data collection. The researcher made a

reconnaissance visit to the schools to familiarize with the site, make contact with

teachers and principals that were geared towards getting permission to collect data

and also organize for a lesson taught using digital resources for observation purpose

during data collection process. During data collection day, the respondents were

informed of the purpose of the study and their rights and requirement in the process.

56
The form three students responded to the questionnaires on the spot while drop and

pick method of data collection was employed for teachers. The researcher conducted

an interview with the head of department after lesson observation.

3.8 Data Analysis and Presentation Techniques

The quantitative data collected using questionnaires was analyzed using descriptive

statistics with the aid of statistical package for social science (SPSS) software version

21 and the outputs presented in form of percentages using tables, charts and written

narratives. The qualitative data that was collected using questionnaires, interview

schedules and observation schedules was analyzed using content analysis, organized

thematically in respect to the study variables and presented using written narratives.

3.9 Logistical and Ethical Considerations

The researcher obtained a research permit from NACOSTI and an introduction letter

from the Graduate School. Copies of these documents together with a national

identification card and a student ID were served to the DEO and school Principals to

book appointments. The researcher made pre-visits during which he introduced

himself and arranged when and where to meet his respondents on the material day of

data collection. The researcher prepared a precise budget which covered commuter,

research, and subsistence costs. Ethical issues that were considered included:

acquisition of informed consent from all participants, seeking the consent of teachers,

protecting the anonymity and confidentiality of respondents, guaranteeing the

physical and psychological security of participants, giving room for participants to

withdraw at any stage, and observing honesty.

57
 CHAPTER FOUR

PRESENTATION OF FINDINGS, INTERPRETATION AND DISCUSSION

4.1 Introduction

This chapter presents the findings of the study on the topic: Classroom use of digital

resources in teaching and learning of English language in secondary schools in Nyeri

County. The findings presented answers to the research questions of the study

namely; to establish the extent of use of digital resources in teaching and learning of

English language, role of teacher factors, student factors, attitude of teachers, students

and administrators as well as effect of school preparedness in the use of the digital

resources in teaching and learning of English language in secondary schools in Nyeri

County.

The respondents to the study were form three students and their teachers of English in

sixteen extra-county secondary schools in Nyeri County. As such, the unit of analysis

is the individual schools which are coded in alphabet from A to P and a list of the

schools attached to this report. The chapter details the response rate to the study and

the challenges encountered in data collection, presentation of the findings per study

variable using tables, graphs and written narratives. The outcomes are interpreted and

discussed, put in context of other researchers and scholars in the area by comparing

and contrasting the findings of this study with others.

4.2 General and Demographic Information

This section presents the response rate experienced by the study and general and

demographic information on the teachers and forms three students who participated in

the study as follows:

58
4.2.1 Response Rate

The study involved administering questionnaires to teachers and students in the

sampled sixteen extra-county secondary schools in Nyeri County. Interview schedules

which were administered to the teachers of English in the said secondary schools

recorded 100% response rate. Out of the 258 questionnaires issued, some 240

questionnaires were filled and returned. This accounted for 93% response rate as

captured in table 4.1

Table 4.1: Response Rate

Questionnaires Questionnaires Percentage

Issued Received Response

Total 258 240 93%

This response rate was acceptable to make conclusions for the study as it was

considered representative. According to Mugenda and Mugenda (1999), a rate of

response of 50% is sufficient for analysis and reporting; a rate of 60% is good and a

rate of response of 70% and over is exceptional. Based on this assertion, the response

rate was outstanding.

4.2.2 Gender of the Respondents

The gender of the respondents who participated in the study is showed in figure 4.1.

The gender of the teachers was particularly important to the study as it had a

dimension on how they used digital resources in teaching and learning according to

existing literature.

59
Fig 4.1 Gender of the Students
Source: Field Data

The study found out that there were more female than male form three students in

secondary schools in Nyeri County. This finding was hardly surprising as the gains of

universal primary education and subsidized secondary education have filtered to the

extra-county secondary schools and sealed the gender divide. Equally, the targeted

secondary schools were all same gender school with eight boys only secondary school

and eight girls only secondary schools. On the gender of the teachers, 71% were

females and 29% were male. As such, it confirmed the oft repeated truism that most

of the language teachers in Kenyan education sector are females.

It was however the level of training on use of ICT at in-service level that determined

the expertise, competence and confidence of the teachers in use of various digital

resources. Teachers from the secondary schools that had benefitted from ESP-KICD

programme had better confidence in handling and manipulating digital resources.

4.2.3 Teaching Experience

Teaching experience is a significant factor in the use of digital resources. The teachers

of English had the following teaching experience:

60
Fig 4.2 Working Experience of Teachers
Source: Field Data

The teaching of English and Literature was dominated by elderly teachers as was

explained by the current recruitment by the government which is only undertaken to

fill the gaps left by natural attrition. Most of the highly experienced teachers were in

the oldest and most established secondary schools such as E, K and L. The young

teachers were mostly in the schools newly promoted to the rank of extra-county

schools such as D, F and P which also enjoyed low establishment rates.

The findings by Cuban (2001) to the effect that teachers with considerable years of

teaching experience were better in handling digital resources in teaching and learning

was found to be true as was evidenced during lesson observation. It is only those

teachers with considerable teaching experience coupled with in-service training who

demonstrated excellent skills in manipulating digital resources and having control of

the lesson. However, young teachers with no in-service training of use of ICT were

better in confidence and use of a variety of resources from the internet though their

control of the lessons was not as good as that of their experienced colleagues.
61
4.2.4 Age of the Teachers

The age of the teachers was also an important consideration on how they used digital

resources in teaching and learning of English. The age of the teachers was as follows:

Fig 4.3 Age of Teachers

Source: Field Data

The age of the teachers was in sync with their teaching experience with half of the

teachers being over 41 years of age and the rest being aged between 30 and 40 years

thus providing a fitting pool of teachers with the requisite skills and experience of

teaching English in secondary schools and with the competence to respond to the

research questions. Indeed, the age and experience of the teachers proved invaluable

to the study as the teachers demonstrated nuanced knowledge on the concentration

span and motivation of students to learn using the digital resources and the

influencing factors.

4.2.5 Academic Qualifications and ICT Training of Teachers

It was found that 35% of the teachers had Masters Degrees mostly in areas related to

education. Forty-seven (47%) of the teachers had Bachelors’ degrees with the
62
remaining holding Diplomas in Education qualifications. The exposure of teachers to

ICT was mainly limited to certificates in computer proficiency and some in-service

courses in IT. The recently graduated teachers from universities and teacher training

colleges were very adept at the use of some resources such as projectors and laptops

since they had received some exposure on the same from the colleges. The expertise

of other teachers was derived from in-service courses.

4.3 Extent of Use of Digital Resources

The study investigated the extent to which the secondary schools in Nyeri County

used digital resources in the teaching and learning of English and Literature and found

the following:

4.3.1 Use of Computer in Learning Process

On the use of computer for instruction, the findings were as follows in respect to

students being taught using a computer:

Fig 4.4 Studying Using Computers

Source: Field Data

63
It was found that majority of the students in the secondary schools had used a

computer in their studies inside and outside the school with over two-thirds reporting l

use of computers in their learning. Even the students who polled that they had not

used computers for studying confirmed that they had used computers for other

purposes such as playing games and watching videos. This finding confirmed the

assertion that use of computers was not the problem but the challenge was integrating

use of computers in teaching and learning activities. The study confirmed that

secondary schools that had benefitted from computer for schools programme and the

economic stimulus package (ESP) had better facilities and improved ratio of students

to computers as had been found out by Gesai (2009).

4.3.2 Teachers Using learning Materials from the Internet

The study investigated the use of materials downloaded by teachers of English. The

results on how the students rated the teachers in the use of internet generated materials

is captured in figure 4.5 as follows:

Fig 4.5 Use of Internet Generated Materials

Source: Field Data

64
The study found that use of internet generated materials to teach English was a well

established practice with 65% of the students reporting that their teachers of English

had used materials from the internet to teach them some aspects of learning while a

quarter of all the students reported that their teachers had not sourced materials from

the internet. This finding accrued from the fact that all the secondary schools had

internet connectivity. This confirmed that most of the teachers of English had been

using the internet to teach especially by downloading notes on literature and teaching

of pronunciation and vocabulary.

The widespread use of non-graphic notes to teach various aspects of English language

confirmed findings of Grabe (2007) that internet was changing the ways of teaching

irreversibly. This trend was mainly due to ease of use of non-graphic materials from

the internet as captured in the premises of the theory of technology acceptance as one

of the drivers of acceptance of new technology.

Even the students who polled that they had not been taught using computers had

benefitted from the resources only that the teachers did not carry the computers to

class but downloaded them from elsewhere due to challenges with internet

connectivity in the classrooms. It was reported that the use of internet materials was

not done by the students but by the teachers due to assumed students’ lack of skills in

locating and downloading the right materials. Most of the teachers were sceptical that

if accorded the chance to use the internet on their own, students would go for fun in

the net.

The teachers polled at 50% that they usually used internet generated materials in their

teaching and learning activities in the classrooms. This finding corresponded with the

65
findings of an earlier study by Madhavaiah et al, (2013) who reported that the growth

and accessibility of internet in the schools and surrounding environs played a key role

in the increased use of internet generated materials by teachers. It emerged that the

25% who reported that the schools did not use internet was as a result of the resource

strained schools not paying for internet subscription.

4.3.3 Use of Various Types of Digital Resources

The study sought to understand the frequency in which several types of digital

resources such as television and DVDs, computers, smart phones, video games,

recorded radio lessons, recorded television lessons and internet materials were being

used in teaching. The study used a frequency scale to assess the frequency with which

teachers of English used the various components of the digital learning infrastructure

plus the use of smart phones in the classroom environment of teaching English

language. The results were as follows

Table 4.2 Use of Various Types of Digital Resources

Method/Frequency Always Regularly Often Rarely Never

a) Use of television and 0% 3.1% 9.2% 7.7% 80.0%

DVDs

b) Use of Smart phones 32.9% 33.2% 16.2% 8.2% 9.4%

c) Use of Video games 0% 0% 3.1% 9.2% 87.7%

d) Recorded Radio lessons 0% 0% 1.5% 10.8% 87.7%

e) Recorded Television 0% 1.6% 1.6% 14.1% 82.8%

lessons

f) using internet materials 1.6% 3.15% 7.8% 9.4% 78.1%

66
The findings on the use of various types of digital resources revealed that although the

schools had the facilities such as computers, radio, television and internet, they were

hardly taken to the classrooms for the actual teaching and learning. This led credence

to the oft repeated findings and assertions that there is limited classroom use of digital

resources in the developing countries especially in Africa (Maturuga & Muremi,

2017; Nongueh, 2016). It was only in a few schools with facilities such as laptops for

teachers and projectors that took the digital resources to the classrooms. In most of the

schools, the entire digital content and the delivering infrastructure was domiciled in

the computer laboratories with the learners using them for assignments or for their

personal research away from classroom time.

It was the use of smart phones that had the highlight of the study with some over

thirty percent of the respondents reporting that the teachers regularly used smart

phones and a further third reporting to have been using smart phones regularly. This

high rate was attributed not only to ownership of smart phones by teachers but also to

lack of internet connectivity in the classrooms. This supported findings by Li (2017)

that use of smart phones in teaching of languages was in the increase. The other

frequently used mode was the practice of teacher printing notes generated from the

various digital content modes and taking them to class for the actual teaching and

learning. This practice was prevalent because of lack of projectors and limited time to

prepare for digital lessons.

It was noteworthy that there was limited use of video games and simulations to teach

English with 87% of the respondents polling to never having been taught using them.

This was a big drawback in the use of digital resources as animation and games have

67
some invaluable ability to teach language. As such, the teaching of English using

digital content in secondary schools in Nyeri went against the tenets advocated for by

Muntean (2011) who reported that seasoned teachers used games as tools of adding

fun and concentration span of learners during teaching of important concepts.

Constraints in the use of digital resources such as DVDs and television were as a

result of lack or inadequacy of resources in most of the schools.

Although the teachers organized classes that were taught using a variety of digital

resources for the purposes of the study, it emerged that the standard practice in many

of the secondary schools was to use such resources as video and YouTube in the

staffroom and then make notes to take to students. As a result, most of the teachers

hindered the effectiveness of lessons taught using digital resources by talking too

much during lessons in the mistaken belief that a lesson is not complete without a

teacher talking even when the digital content was self-explanatory to students.

The teachers were competent in use of radio, television and internet downloaded

materials save for use of videos that presented challenges in manipulation for many

teachers. There was a deeply held conviction that recorded lessons especially those

from KICD were more beneficial to learners than digital content from other online

sources thus leading to their frequent use. This was in line with provisions of theory

of technology acceptance that perceived benefits of technology would either be a

driver or barrier to acceptance of new technology. Lesson observation revealed that

some of the teachers lacked the skills of editing videos from the internet to eject

content such as advertisements that were not worthwhile to learners thus diluting the

seriousness of the lesson and wasting lesson time. Lack of skills in editing and using

68
multimedia devices led to their constrained use. This was in contrast to findings by

Altimer (2011) that there was overuse and preference of multimedia devices by

teachers.

4.3.4 Skills Taught Using Digital Resources

The study sought to investigate the extent to which digital resources were used to

teach skills of pronunciation, debating, listening, plot development in literature,

characterization and discussion of themes in literature using Yes and No answers.

Though it is known that the digital resources present in the schools had provisions for

teaching all the skills asked in the questions, the study attempted to find out the areas

of teaching that the teachers of English in Nyeri County preferred to teach using

digital resources.

This has a bearing on the quality of the digital resources in regard to teaching of

various skills in English, the knowledge of the teachers on existence and effectiveness

of the content and their mastery in use of the resources in a classroom setting. The

questions incorporated diverse skills that can be taught using the digital resources.

The questions attempted to find out whether or not teachers were making their own

content and also using the delivery infrastructure provided. Classroom observation of

teachers of English using the various digital infrastructure to deliver content from the

internet, KICD and other sources was done. The findings were as follows:

69
Table 4.3 Skills Taught Using Digital Resources

Skill in English Yes No

a)Pronunciation 70.6% 29.4%

b)Debating skills 14.9% 85.1%

c)Listening skills 19.3% 80.7%

D)Teaching plot development in literature 37.3% 62.7%

e)Teaching characterization in literature 56.7% 43.3%

f) Discussion of themes in literature 46.3% 53.7%

The findings in respect to use of digital resources to teach various skills in English

revealed that teachers in the various schools had differing preferences in the skills

they chose to teach using the digital resources. It was noteworthy that all the skills in

the English syllabus were taught with differing frequencies using digital resources.

The teachers particularly had a liking for using the materials that required little or no

customization. There was limited use of digital resources to teach pronunciation with

more than three quarters of the respondents polling that it was not being used because

it was tedious to use the content of pronunciation which was interactive in nature and

was not customized for lesson time. In addition, it required advanced skills to

customize the material with some teachers arguing that the students struggled to

comprehend voices in the videos that teach pronunciation.

This contradicted the findings of Noytim (2006) that digital resources were better

suited to teach pronunciation than traditional methods of teaching and also supported

by Changhong (2010) that digital resources featuring a native voice was ideal for

70
teaching phonetics, pronunciation and vocabulary development. Some of the teachers

were uncomfortable in the use of videos with native voices to teach pronunciation

fearing that the correct native pronunciation might differ with how they had taught the

students to pronounce or how they themselves pronounced thus subjecting themselves

to ridicule and embarrassment.

There were also ubiquitous materials on the literature set books that the teachers

presented to the learners the same way they were delivered by unregulated content

developers. This explains why over half of the respondents who polled having been

taught characterization in literature and further slightly less than half of the students

who reported to have been taught themes in literature using the digital resources.

There was limited use of digital resources in areas and skills that required teachers to

either create the learning materials, modify the existing content or source for content

online owing to lack of skills, time and money to buy the resources online.

Lack of skills to access online resources and skills to manipulate them coupled with

the fact that teachers did not even know such digital resources existed confirmed to

some extent earlier findings by Johnson (2017) that some teachers believed that

technology can not add any value in teaching and learning of English language.

Indeed, the study added information asymmetry as a factor that limited acceptance of

technology to the other premises of the theory of technology acceptance. This

explains why over eighty percent of the students polled No to having been taught

debating skills, and nearly two-thirds of the students negated having been taught plot

development in literature an area that has a dearth of content in digital literature as

shown in figure 4.6.

71
Fig 4.6 Teaching of Debating Using Digital Resources
Source: Field Data

4.3.5 Use of Various Components of Digital Resources

The study sought to establish the frequency with which teachers used various forms of

digital resources to teach English language namely; using recorded lessons, using

materials from the internet, using online dictionaries, using video games and

simulations and use of television presentations. The findings were as follows:

Table 4.4 Components of Digital Resources

Method/Frequency Always Regularly Often Rarely Never

a) Using recorded lessons 0% 14.3% 0% 57.1% 28.6%

b) Using internet 16.7% 0% 33.3% 50.0% 0%

c) Using online dictionary 14.3% 0% 28.6% 0% 14.3%

d) Using video games 0% 0% 0% 28.6% 71.4%

e) Television Presentation 40% 34.3% 0% 8.6% 17.1%

72
The findings in respect to this question confirmed that teachers in secondary schools

had the skills to use diverse media in teaching and as such teacher skills were not a

crippling hindrance to teaching using digital content as had been found by Kandiri

(2012). It was found that there was limited use of recorded lessons by teachers in

classrooms as confirmed by over half of the respondents. The teachers were

apprehensive on how to show actual teaching in the professional documents. There

was limited use of internet in classrooms as half of the teachers reported which was

mainly attributed to lack of internet connectivity in the classrooms. The 17% of the

teachers who reported to have always used internet relied on smart phones and

modems connected to their laptops or presentation of materials downloaded from the

offices which had internet connectivity. The constrained use of online dictionary was

as a result of most teachers lacking knowledge that the facility existed. The teachers

who knew about the existence of online dictionaries used their smart phones to access

the dictionaries explaining the 14% of the teachers who polled to always use online

dictionaries.

Most of the teachers did not use video games in teaching English with some over

three quarters of the teachers indicated they had never used the video games

components in their teaching. The teachers explained that this was largely due to

ignorance or the widespread belief that videos are for fun and are of little academic

value. This led to the limited use of videos despite evident educational value of digital

resources such as games and online repositories. Most of the teachers did not believe

that these online resources were beneficial to teaching and learning of English

language as was posited by the theory of technology acceptance. During lesson

observation, it was evident that teachers preferred use of television to stream content
73
from various sources. Use of other medium such as DVDs was also widespread and

teachers were confident with the use of the methods.

There was widespread use of digital hardware such as television and radio that were

easy to use thus supporting the premise of the theory of technology acceptance that

ease of use was one of the primary drivers of acceptance of technology. However, use

of videos and on-line applications such as repositories, dictionaries and other audio-

visual on-line resources was constrained. This was largely because of lack of fittings

in the classrooms to use internet and also challenges in use and control of audio-visual

resources by teachers as had been found by Parvin and Salam (2015) among

secondary schools in Malaysia.

4.4 Teacher and Student Based Factors in Use of Digital Resources

The study investigated several factors associated with teachers and students that affect

classroom use of digital resources in teaching and learning of English language in

secondary schools in Kenya. The findings were as follows:

4.4.1 Teachers Presentation Skills in Use of Digital Resources

The study used an extent scale to assess the skills of the teachers in use of various

digital resources in teaching and learning of English language. The study aimed at

investigating the role of competence, confidence and skills of teachers in selecting,

preparing and presenting various forms of digital content using a variety of

presentation infrastructure. The findings in regard to delivery of audio-visual digital

resources were as follows:

74
Table 4.5 Teachers’ Presentation Skills in Use of Digital Resources

Presentation Item Not at all Slight Moderate High Very high

extent extent extent extent

Provisions of graphics 37.3% 7.5% 11.9% 13.4% 29.9%

Provision of audio voices 23.9% 10.4% 20.9% 16.4% 28.4%

Provision of prompt 16.9% 13.8% 15.4% 24.6% 29.2%

feedback to learners

Provision of slowing 23.9% 11.9% 16.4% 31.3% 16.4%

down the content

Presentation of informing 10.4% 16.4% 19.4% 16.4% 37.3%

content

The findings of the study on teachers’ skills in presenting audio visual content showed

that the teachers were good in selecting content that was in line with the English

syllabus with over a third of the students reporting that the teachers were good to a

very high extent. This was largely due to the fact that most of the teachers were highly

trained and experienced in teaching of the subject and as such were highly unlikely to

present irrelevant materials. In sync with this, the teachers were adept at offering

feedback to the learners after making an audio visual presentation. On this count, 25%

of the students polled high extent and 30% of the students reported very high extent

due to their skills in lesson evaluation as learnt in using the talk and chalk method of

teaching that the teachers were accustomed to doing before the digital content was

introduced.

The teachers were not very good at slowing down the pace of presentation or even

rewinding the content to match the pace of students’ understanding which is the major

selling point of the digital resources. Pacing ensures that even slow learners are

75
accommodated in the lessons. Twenty four (24%) of the students reported that the

teachers lacked this skill of moderating the pace of presentation. The dearth in skills

in manipulating audio-visual content lead to constrained use of such resources as had

been found by Darawasang and Reinders (2010). It also negated findings of studies

done elsewhere that showed teachers had remarkable skills in manipulating ICT

resources (Winzeried et al,. 2010; Eslaminejad et al,. 2009).

The teachers were also not keen on how and when to provide either the audio or the

visual parts of the lesson which is usually done to evaluate students learning or to

emphasize key learning points of the lesson. Twenty four (24%) of the respondents

indicated not at all to this proposition. This was largely because the lessons were

being conducted in halls where the teacher had minimal control over the use of digital

resources to accommodate slow learners. In many of the secondary schools, the main

challenge was access to the digital resources especially where teachers had the

requisite skills and had invested personal resources to procuring laptops and other

gadgets to use because of restrictions in accessing digital resources in the school. As

such, ease of access was another determining factor in use of digital resources

This finding negated the essence of use of digital resources and its capability to offer

moderation of speed and feedback as had been found by Pemberton (2006). This

finding had earlier been supported by the findings of Yunus et al., (2007) that teachers

required specialized training in the methods of using ICT to eliminate likelihood of

failure of e-learning programmes. During lesson observation, it was evident that most

teachers were so accustomed to talk and chalk method of teaching that they

unnecessarily interrupted flow of lessons using digital resources to verbally explain

76
and take control of the lesson thus negating the findings of Pour (2013) that teachers

believed that use of digital resources resulted in better presentation of content

4.4.2 Classroom Use of Digital Resources by Teachers

The study sought to establish the skills that the teachers used in the actual use of the

digital content using a variety of delivery resources. The students used a scale ranging

from strongly agree to strongly disagree to evaluate the skills of the teachers in editing

the content from the materials provided, navigating through the content in lesson

delivery using various media, incorporating their input as they teach using the digital

resources and making the lessons interesting. The findings were as follows:

Table 4.6 Classroom Use of Digital Resources by Teachers

Skill/ Scale Strongly Agree Neither Disagree Strongly

agree agree nor disagree
disagree

Editing content to fit to 32.8% 35.8% 10.4% 11.9% 9.0%

students’ needs

Mastery in navigating content 2.4% 5.3% 16.2% 37.4% 38.8%

Teachers input in the lesson 14.7% 32.4% 22.1% 23.5% 7.4%

Making the lesson interesting 43.3% 28.4% 9.0% 9.0% 10.4%

The study found that the teachers in the secondary schools exhibited average skills in

the use of digital resources with both audio and visual components as aided by several

equipment mostly laptops and projectors. The teachers editing of the digital content to

suit the needs and particular aims of the lessons was good with over a third of the

77
students either strongly agreeing or agreeing to such proposition. The teachers

exhibited low levels of mastery in navigating through the content in the course of

teaching with only a handful of students strongly agreeing or agreeing that they were

good. The findings can only be interpreted to mean that the in-service training on use

of digital resources was inadequate in several aspects.

This finding was supported by Higgings et al. (2012) that it was the lack of mastery

by teachers in use of ICT that hampered attainment of educational goals. This was

more the case in secondary schools that had no policies in promoting teachers’ use of

ICT in classrooms or those that missed on the training of teachers on use of digital

content despite receiving the digital infrastructure.

The teachers were not competent at providing their input in the course of presentation

using the digital content with slightly over ten percent of the respondents strongly

agreeing with such a proposition. This is in contrast with the findings that teachers

were very good at making lessons interesting. This was as a result of the skills of the

content developer as well as the skills of the teacher. The assertion was supported by

Anderson (2010) who found that use of technology in teaching and learning should be

mindful of learners’ needs and should be interesting.

Observation of the lessons taught using digital resources revealed that the digital

infrastructure used to deliver the lessons determined the extent to which the teachers

made the lessons interesting, navigated through the content and provided their input

during lessons. Teachers were at their best when using radio and television or when

using digital content stored in flash discs mounted on various devices. However, most

of the teachers lacked the technical capacity to manipulate content taught using

78
projectors or when streaming content from online sources using computers. The

teachers just let the content run with limited explanations and learner participation as

had been noted by Eaton (2010) that lack of mastery of use limited learning using

digital resources.

4.4.3 Students Based Factors in Use of Digital Resources

The study sought to establish the student based factors that affected use of digital

resources in teaching and learning of English language lessons by rating the views of

the students on various aspects of the lessons delivered using digital resources. Using

an extent scale, the students rated how the lessons were interesting; whether they were

allocated sufficient time to interact with the digital content and rating the

resourcefulness of the teachers in making lessons effective as follows:

Table 4.7 Students Based Factors in Use of Digital Resources

Elements of lessons/Scale Not at Slight Moderate High Very

all extent extent extent high
extent

a) Content being more 16.7% 1.5% 16.7% 16.7% 48.7%

interesting

b) Time to interact with the 22.7% 10.6% 21.2% 19.7% 25.85%

digital resources

c) Lessons being more 21.5% 18.5% 18.5% 10.8% 30.8%

interactive

d) Teachers resourcefulness 38.5% 16.9% 9.2% 15.4% 20.0%

in teaching the lesson

79
The rating of lessons taught using digital resources by students revealed that the

teachers who used the digital resources to teach English were mostly adept at making

the presentation interesting. Forty nine (49%) were of the view that the lessons

delivered using digital resources were interesting. The findings on digital resources

making teaching and learning interesting was in line with the findings of Kuo (2009)

that use of technology increased the concentration span of learners and elevated their

interest in learning.

Over one third of the students reported that the teachers were not resourceful at all in

the use of digital resources and slightly over 25% of the students were of the view that

they were not accorded enough time to interact with the content. This serves as a

clear indicator especially of the dearth of skills by teachers in the use of digital

resources. It was explained that the high teacher equipment ratio and the high

workload by most of the teachers of English was mostly to blame for the lack of

effective use of digital resources.

Teachers were resourceful in the schools that participated in the training on the use of

digital resources mostly in well established schools that had taken the initiative to

train teachers in various aspects of delivering lessons using technology such as in

schools labelled E, K and L. The schools that missed on the trainings such as D and F

displayed low skills by teachers in the resourcefulness of using digital resources. This

inadequate involvement of learners in use of digital resources negated one of the

promises of use of technology in teaching. Technology should accord learners a

higher degree of autonomy and independence in learning as was advocated for by a

study by Buabeng & Andoh (2012).

80
Observation of lessons taught using digital resources showed that students were alert

and excited when taught using digital resources. The selection of digital content by

teachers was good as most of the lessons received full and undivided attention from

the students. This was mostly the case in schools without sufficient digital resources

and learners were rarely taught using technology. The students were rarely accorded

opportunity to interact with the resources by the teachers save for the portions in the

designing of the digital content where their input was required. In some of the

secondary schools, the students had better skills than the teachers in manipulation of

the content and delivery infrastructure with some helping the teachers or even

volunteering advice on how to manipulate the content and machines. Evidently, most

of the teachers lacked expertise in making lessons interactive enough with learners.

4.5 Attitude and Use of Digital Resources

The study investigated the role of students’ and teachers’ attitude on use of digital

resources in teaching and learning of English language and found the following:

4.5.1 Teachers’ Attitude on Use of Digital Resources

The study investigated the attitude of teachers of English language towards use of

digital resources in teaching and learning by soliciting their views on how use of

digital resources improved certain outcomes of learning as compared to traditional

talk and chalk method of teaching.

81
Table 4.8 Teachers’ Attitude on Use of Digital Resources

Provisions on benefits of Strongly Agree Neither Disagree Strongly

digital content Agree Agree nor Disagree
Disagree
a) Use of Digital Resources 0% 0% 14.3% 42.9% 42.9%
being faster than
traditional methods

b) Use of digital resources 42.9% 57.1% 0% 0% 0%

leading to improved
content retention

c) Use of digital resources 42.9% 28.6% 14.3% 14.3% 0%

leading to improved
learner participation in
lessons

d) Use of digital resources 42.9% 42.9% 14.3% 0% 0%

improving students’
concentration

One of the landmark findings of this study was that teachers had a positive attitude

towards use and benefits of technology in teaching and learning of English language.

This was in sharp contrast to findings of other studies on integration of technology in

teaching and learning of English language in secondary schools in Kenya that

reported strong negative attitude towards technology by teachers of English language

(Maina, 2018; Kadiri, 2015; Tenai, 2017; Okenyuri, 2016). As such, this study

supported findings of a study by Ndirangu et al,. (2015) which reported a positive

attitude towards integration of technology in teaching and learning by teachers in

some secondary schools in Nyeri County.

It emerged that this positive attitude and belief in benefits of technology was the

primary driver of frequent use of technology in teaching and learning of English

82
language even among schools with the direst constraints in resources and policies as

was espoused in the theory of technology acceptance. However, this positive attitude

was not without reservations regarding limited use of digital resources in teaching and

learning of English language.

It was established that the slow pace of delivering content using digital resources was

the biggest cause of disaffection and negative attitude towards use of the digital

resources. There was an almost unanimous agreement that digital resources did not

allow for faster delivery of content with most of the teachers disagreeing and strongly

disagreeing. In subsequent interviews with the teachers, they explained that English

language syllabus is wide and they preferred using traditional methods in order to

cover the syllabus in time and boost performance even if they agreed that use of

digital resources complemented teachers efforts and led to deeper understanding by

students. This confirmed the findings of Agbatogum (2012) that teachers believe

technology is beneficial.

There was favourable attitude towards use of digital resources to deliver on students’

content retention, concentration and participation during lessons. This was in line with

the findings of Pour (2013) that the use of technology was superior to traditional

methods of teaching in making lessons interesting and consuming the attention of

learners. This confirmed that teachers appreciated the benefits of using digital content

to teach and had in fact used the technology in teaching English language. This

finding was in sharp contrast with the findings of Afshari (2009) whereby the

personal attitude of the teachers was seen as the biggest impediment to integration of

ICT in the school curriculum. This also contradicted the findings of Mwunda (2014)

83
that integration of ICT in teaching and learning in Kenyan secondary schools was

almost non-existent.

The same unanimity was noticeable in regard to the fact that digital resources lead to

better retention of content by students with all the teachers either agreeing or strongly

agreeing. The ability to remember was largely aided by the fact that students found

use of digital content in teaching very interesting compared to the attendant boredom

that accompanies traditional teaching of English language.

It emerged that the use of digital resources by teachers had some gaps in that most of

the teachers controlled and manipulated the digital content instead of allowing the

learners to manipulate and use the digital resources without the involvement of the

teachers and thus retaining the teacher centred approach in teaching using digital

content. This is why only slightly over ten percent of teachers in the study neither

agreed nor disagreed and further fourteen percent of the teachers disagreed with the

proposition that use of digital content led to improved students’ participation in

English lessons. The teachers explained that the teacher centred approach in use of

digital resources was enforced to save on time and maintain classroom control. It is

noteworthy that only three schools namely; B, L and E that had installed projectors in

classrooms or facilities to enable use of digital content in classrooms and this

explained the findings.

This lack of learner participation in lessons delivered using technology was also

reported by Mlitwa (2010) who found that poor learner involvement was being

precipitated by lack of alignment of technology with pedagogy. This was apparent in

most of the secondary schools where the teacher’s mindset is that a lesson is not

84
complete without a talk and chalk session and perceives use of digital resources as

only auxiliary teaching or an appendage to teaching but not a lesson on its own merit

as had been found by Zhang (2013).

Fig 4.7 Digital Resources and Students, Participation in Lessons

Source: Field Data

The positive attitude of the teachers towards classroom use of digital resources was

confirmed during lesson observation as teachers appreciated the alternative and

complementing information from the digital sources. However, teachers had

reservation on the slow pace of content delivery using digital sources. This was

mostly because the digital content was designed to be delivered at a moderate pace

interspersed with sessions on learner participation, feedback and evaluation of

understanding of content taught. Teachers frowned on this aspect because most of

them were still examination oriented with a mindset of faster content delivery and

quick syllabus coverage at the expense of other outcomes. It was observed that use of

digital resources enhanced students’ concentration as they appreciated the new digital

85
teachers’ approach to teaching and the appealing audio-visual content added to their

concentration.

4.5.2 Students’ Attitude on Use of Digital Resources

The study sought to establish the attitude of students on use of digital resources in

teaching and learning of English lessons by comparing use of digital resources to

traditional methods in respect to: acquisition of extra knowledge not offered in class,

aiding in revision, providing alternative views to those of the teachers and providing

new methods of teaching English language. The results were as follows:

Table 4.9 Students’ Attitude on Use of Digital Resources

Benefits / Scale Yes NO

Acquisition of extra knowledge 86.4% 13.6%

Helping in revising 77.95% 22.1%

Providing alternative views to 75.0% 25.0%

those of teachers

Providing new methods of 29.4% 70.6%

teaching

Better content presentation 72.1% 27.9%

The finding that students had positive attitude towards technology based on benefits

of use of technology over traditional methods of teaching English language was one

of the drivers of acceptance of technology as was cited in the theory of technology

acceptance. This study found that prior experience of using technology by students

was another factor that promoted use and acceptance of technology in secondary

86
schools. This finding was in line with findings of a study done in China by Chien et

al,. (2014) which reveals that the new generation of students born and brought up with

technology were more receptive to teaching and learning using technology as they did

not find technology alien to them and in fact were first adopters who enjoyed the

lessons as was found out during lesson observation.

Majority of the students rated use of digital resources as being superior to traditional

methods. Use of technology was especially hailed for the new knowledge it offered

students as had been found by Simkin et al,. (2013). The findings showed that use of

digital resources was invariably a superior way of teaching English language as

compared to the traditional talk and chalk method of teaching even in the case of

secondary schools in Kenya.

As was found by Normass (2013), the use of digital resources in teaching and learning

superseded traditional teaching in many aspects because it concretised and brought

practical reality of teaching thus enabling grasping and retention of content by

learners. The students hailed the superior presentation experience using digital

resources thus confirming the findings of Chavifekr et al, (2014) that the appealing

presentation through use of audio visual content stimulates students to learn better

than traditional methods of teaching.

There was a clear lack of use of digital resources because the teachers were not

adequately prepared for incorporation of technology in the course of syllabus

delivery. This was contrary to the findings of Cox and Marshall (2007) that teachers

in England blend use of digital resources with traditional methods of teaching.

87
These findings confirmed and supported the findings of Stuterant and Kim (2010) that

ICT tools were proficient in aiding achievement of educational goals even in teaching

and learning of English language and supported the findings of Leakey (2011) that

technology made lessons interesting. This capability of the digital content to widen

the scope of learning of students had been found by Buseni (2013). These findings are

a demonstration that students are keen to accommodate and appreciate new methods

of teaching with the intermediation of technology. This acceptance of technology and

positive attitude by students was an additional driver of acceptance of technology as

espoused in the theory of technology acceptance.

4.6 School Preparedness in Use of Digital Resources

The study assessed the preparedness of secondary schools in Nyeri County in regard

to the support they receive in the use of digital resources in teaching and learning of

English language through provision of adequate facilities and administrative and

technical support to teachers and learners. Using an extent scale to find out how well

the secondary schools were prepared in enabling use of digital resources in teaching

and learning, the findings were as follows:

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Table 4.10 School Preparedness in Use of Digital Content

Challenge/ Extent Not at Slight Moderate High Very

all Extent Extent Extent High
Extent

a) Adequacy of Facilities 0% 14.3% 14.2% 28.6% 42.9%

b) Time to prepare digital 0% 28.6% 28.6% 14.3% 28.6%

lessons

c) Preparation of learners 14.3% 28.6% 42.9% 0% 14.3%

for digital learning

d) Principals’ support 14.3% 14.3% 14.3% 14.3% 42.9%

e) Skill set of teachers 28.6% 14.6% 57.1% 0% 0%

Lack of facilities to teach using digital content was a significant challenge for the

schools with over forty percent of the teachers holding the view that facilities affected

teaching using digital resources to a very high extent. Even if the government had

equipped some of the schools with the requisite facilities such as internet provision,

computer laboratories and computers a decade ago, the schools had failed to purchase

more facilities to match their growing population of learners. As such, inadequacy of

facilities was one of the hindrances to use of technology in schools acting as barriers

and not drivers of acceptance of technology as captured by technology acceptance

theory. Other obstacles to use of digital resources include poor or lack of friendly

timetabling and computer laboratory use policies and lack of support from the

principals. This finding was in contrast to the findings of a study by Kyalo et al.,

(2007) which had found that presence of e-learning physical infrastructure was the

89
only positive finding in the preparedness of Kenyan schools to offer e-learning at that

time.

On the issue of adequacy of facilities to support use of digital resources, the study

found that the student to computer ratio was very low in all the schools. However, the

teacher to computer ratio was commendable in most of the secondary schools

although another challenge of lack of enough projectors and laptops was noted. Most

of the classrooms lacked power connection sources and internet connectivity to

support use of digital resources. There was a huge divide among the secondary

schools on adequacy of facilities confirming the findings of Dudensy (2012) that there

was a widening digital gap among schools. The secondary schools coded D and F

were particularly hard hit in this respect.

Time to prepare digital lessons was a crippling challenge in the teaching of English

using digital resources with slightly less than a third of the teachers pointing out that

time constraints affected them to a very large extent. This was informed by very high

workloads by majority of the teachers of English and timetabling practices that

allowed limited time for the meticulous planning required in offering digital learning.

Teachers explained that English lessons tended to coincide with other lessons also

timetabled to take place in the computer laboratories where the facilities for digital

learning were domiciled thus curtailing their use. These were similar to policy

problems in use of ICT that were reported by Sang (2012). This finding was in sharp

contrast with the findings of Fullan (2009) who found that in successful integration of

ICT in learning, administrative support should include provision of favourable

policies

90
The students in the secondary schools were prepared to use digital learning and

required little preparation. Only 14% of the teachers felt that lack of students

preparation affected offering of lessons using digital resources by very large extent.

The teachers explained that students were well prepared for use of digital content by

their own initiative and exposure, curiosity and the fact that most of the secondary

schools were offering computer lessons for learners. The proliferation of cheap smart

phones and use of social media by students predisposed them as capable and

knowledgeable on the use of digital resources in contrast with earlier findings by Arif

(2010) where students and teachers were ill prepared for use of technology in respect

to their knowledge of technology. It was found that with time, the exponential

increase in smart phones, social media use and availability of cheap internet in

schools, the situation had changed.

Inadequate support from the school principals was identified as a major constraint in

the use of digital content by teachers with 43% of teachers indicating that it affected

use of digital content by very large extent. This was explained as an attitude problem

by majority of principals who were still rigid in their conceptualization of what is

teaching by teachers. Most of the school administrators admonished teachers of

English offering lessons exclusively through intermediation of technology as an

ineffectual method of teaching in preference of the traditional talk and chalk method

of teaching which also guided the performance appraisal of teachers.

The principals’ rigidity was caused by lack of appropriate policies and regulatory

framework in use of ICT in teaching and learning as was found by Olalukin and

Opasedo (2008). The assertion was also supported by findings of Laaria (2013) that

91
the attitude and competence of school heads was critical in the integration of ICT in

learning and teaching in schools. This also contradicted assertions by UNESCO

(2015) that there existed an enabling eco-system for use of ICT in teaching and

learning in secondary schools in the developing countries like Kenya.

Skills by teachers were not a major impediment in the offering of digital lessons by

teachers. Twenty nine (29%) felt it did not affect provision of lessons at all, and a

further fifteen percent at very little extent and over half of the respondents indicating

it affected to a moderate extent. This was informed by the in-service training that

teachers had attended which were sponsored by the school, the government or donor

agencies. It was found that digital literacy was the key driver of use of technology by

teachers and not other forms of training. This added digital literacy to ease of use and

the positive attitude of the teacher of English as drivers of acceptance and use of

digital resources in sync with the theory of technology diffusion that identified the

two as the main factors driving spread of any technology.

4.6.1 Administrative Support in Use of Digital Resources

The study investigated the quality of administrative support accorded in the use of

digital resources in secondary schools in Nyeri County in respect to: providing for

students’ adequate time to interact with digital resources, having technicians to assist

students use digital resources, procuring digital resources and accessories such as

DVDs and projectors and providing classrooms to support use of digital resources in

teaching English and literature. The results were as follows:

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Table 4.11 Administrative Support in Use of Digital Resources

Provision on School Support to Students Yes No

a) Allowing student adequate time to use digital 14.3% 85.7%

resources

b) Having a technician to aid students 42.9% 57.1%

c) School procuring the needed accessories on time 57.1% 42.95%

d) Schools having provisions for use projectors in 28.6% 71.45%

classrooms

The study found that there was a manifest lack of administrative support in the use of

technology in teaching and learning of English language as had been reported by

Dudensy (2012) as being a hindrance to use of ICT in various schools with only the

degree of administrative neglect differing across the divide. The support to students

by their secondary schools by way of according them adequate time to interact with

the resources was lacking with 86% of the respondents indicating No to that

proposition. This was largely because of the congested curriculum with an emphasis

of teachers being on the coverage of the vast English language syllabus. Almost all

the schools had not extended the digital learning infrastructure to the classrooms and

had concentrated them in the computer laboratories.

Most of the secondary schools had computer technicians to aid the students in

interaction with the digital resources. However, the 58% who responded to the effect

that there was no technician was because of the fact that most of the secondary

schools had only one technician who served all the computer needs of teachers,

administration and students. In some of the schools, it was the computer teachers who
93
served the role of technicians. These teachers were overwhelmed by their teaching

workloads to be of any meaningful help to the learners. Among the schools that

outsourced technical support from outsiders, a lack of technician was identified as a

major complaint from teachers and students. This confirmed the findings of other

studies done in secondary schools in Kenya that found lack of technical support as a

key hindrance to effective integration of technology in teaching and learning (Tenai,

2017; Okenyuri, 2016).

The finding on the inadequate provision of technicians to aid the students in the use of

ICT infrastructure and digital resources was in contrast to the findings and advocacy

of a study by Habib (2005) that found that human resource development was a critical

component in the implementation of e-learning. This lack of technicians at the call of

class teachers placed learning using digital resources in dire constraints as the

enterprise of use of ICT in teaching and learning was one characterized by frequent

equipment failure (Turel & Johnson, 2012).

There were differential responses to the question on if the schools procured the

necessary accessories to help the learners interact with the digital resources with 57%

of the respondents indicating that the schools procured the accessories on time and the

remaining respondents negating on the proposition. It was explained that procuring of

the accessories was based on the attitude of the school administration on the use of

technology because all the schools were well resourced and financed. As provided for

by the theory of technology diffusion, attitude of the school administration to the use

of digital resources ensured that some schools had functional digital learning

94
infrastructure while others had it in name and not in substance due to lack of

maintenance and facilitating accessories.

It was only a few secondary schools that had installed projectors in selected

classrooms to aid in provision of digital learning. This informed the response by 29%

of the respondents negating the questions on provision of projectors in the classrooms.

Although all the schools had at least one projector, it was premised in the computer

laboratories in most of the schools and only few secondary schools had bought extra

projectors. This lack of appliances to enable use of technology in the classroom

limited the capacity of technology to transform actual teaching and learning as had

been found by Muriithi (2015) that technology should be brought to the classroom for

that to happen.

Observation of the lessons conducted using digital resources confirmed that the

secondary schools were not fully prepared to use digital resources in teaching and

learning. In some of the secondary schools, it took very long for teachers to prepare

for the lessons including seeking permission from the principals and heads of

department confirming use of digital resources was an exception not the norm. 75%

of the secondary schools, the lessons had to be conducted either in a hall or a

computer laboratory because the classrooms lacked the necessary fittings and internet

connectivity. It was a cumbersome enterprise getting a technician to set up the lesson

or deal with hiccups that occurred during the course of the lessons.

The students’ desire to manipulate the digital resources was evident and palpable

confirming that the students were hardly allotted adequate time to interact with the

digital resources in the secondary schools. In any case the facilities including

95
projectors were domiciled in the computer laboratories that had restricted access for

students. The schools also lacked policies on use of technology in teaching and

learning of English language despite its demonstrated potential to improve teaching

and learning.

These inadequacies in the secondary schools in respect to use of digital resources in

teaching and learning confirmed the findings of a study by Kyalo et al,. (2007) to the

effect that presence of physical infrastructure was the only positive findings in

secondary schools as far as preparedness in technology use was concerned. The

findings of the study negated the findings of Lansari (2011) that the culture of e-

learning was taking root in secondary schools and was getting institutionalized and

gaining traction in classroom teaching and learning in secondary schools in Kenya.

More requires to be done for secondary schools in Nyeri County to fully

institutionalize use of digital resources in classroom teaching and learning of various

subjects including English language.

4.7 Discussion of Findings

The study found that there was some significant use of digital resources in teaching

and learning of English language in secondary schools in Nyeri County. There was

some widespread use of materials from internet although it was mostly in the form of

notes downloaded by teachers and presented in class to students who did not know the

source of the materials. Use of other potentially useful materials such as videos, blogs

and on-line repositories rich in materials on grammar, pronunciation and vocabulary

were limited in use because of lack of delivery infrastructure in the classrooms.

96
There were difficulties in organizing of lessons using digital resources for the

researcher to observe and in most of the secondary schools the lessons were

conducted in halls and computer laboratories and not in the classrooms. Most of the

classrooms lacked internet connection and electric fittings. Use of smart phones by

teachers promoted use of digital content as the phones would be used to access and

store online content including videos for use in lessons involving pronunciation,

vocabulary building, speech writing and grammar. Through the use of the smart

phones, teachers had formed WhatsApp groups to share content in teaching and

learning of English language and this improved use of digital resources.

There was a widespread use of digital resources which were selected due to ease of

use. Delivery of content using television and radio was common and recorded lessons

from KICD and other sources were very popular with the teachers. Use of digital

resources such as apps, repositories and even projectors and power point presentations

were limited due to lack of skills by teachers and constraint of time to prepare for

such lessons. The facilities in the schools were also not adequate for all teachers of

English to use.

Resources such as procured content, recorded lessons and online sources were mostly

used to teach pronunciation, grammar, vocabulary and also analysis of literature set

books because of the availability of such content. The proceedings of English

language lessons using these resources was characterized by minimal student

involvement and participation in the lessons. There was hardly any content made by

teachers.

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Teachers of English demonstrated good skills in selecting relevant and appropriate

content but were inadequate in manipulation, control and presentation of audio-visual

content using some delivery tools such as projectors and laptops when streaming on-

line content. Students and teachers demonstrated a degree of favourable and positive

attitude towards use of digital resources in teaching and learning of English language

lessons with only a few reservations. The students found the content interesting,

meaningful and well presented but had reservations on the resourcefulness of the

teachers in delivery of online content and limited learner involvement in manipulation

and presentation of the content.

The students appreciated the feedback mechanism and elaborate students’

engagement with digital resources in their learning. The students reported that lessons

taught using digital resources were informative, well presented, boosted content

retention and complemented the knowledge they received from the teachers. The

favourable attitude of the teachers emanated from their reporting that lessons taught

using digital content improved students’ participation, extended their concentration

span and added more information on the content matter from what they offered from

the textbooks. The only reservations that diluted this positive attitude significantly

was lack of facilities to offer the lessons in classes and the slow pace of content

presentation especially among examination minded teachers who preferred speedy

syllabus coverage to the exclusion of other learning outcomes.

On the preparedness of the schools to offer English language lessons using digital

resources, lack of adequate physical facilities such as computers, projectors and

reliable internet connectivity was the most biting challenge. There was also a

98
challenge of policy and practice in that no considerations were made for use of

laboratories and digital resources by teachers of English in the timetabling practices

neither were there any cogent policy to encourage and facilitate teachers to use digital

resources during English language lessons. The teachers complained of lack of

adequate time to prepare for lessons using digital resources on account of prohibiting

workload for most of teachers of languages.

The attitude of the principals towards use of digital resources in teaching and learning

of English language lessons was a limiting factor in some of the secondary schools in

Nyeri County. The schools’ inadequacies in policies and practices included lack or

inadequate technical support to teachers during lesson delivery. This shortcoming

limited students’ opportunities and time to interact with the digital resources in the

schools’ computer laboratories.

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 CHAPTER FIVE

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

5.1 Introduction

The chapter contains a succinct summary of the major findings of the study organized

according to the study variables, a conclusion of the study that answers the research

questions and some recommendations for policy and practice derived from the

findings from the study. The chapter also contains suggestions for further studies from

the information gaps identified.

5.2 Summary of Major Findings

The summary of major findings of the study on all the study variables was as follows:

5.2.1 Extent of Use of Digital Resources

The study found that secondary schools in Nyeri County enjoyed considerable use of

digital resources in teaching and learning of English language lessons although use of

digital resources was still not equal or a substitute for the conventional talk and chalk

method of teaching. Digital content was delivered using an assortment of delivery

infrastructure such as television, projectors, radios, DVDs and computers. The use of

digital content had the effect of making lessons interesting, supplying additional and

enriching knowledge from that of the teachers, promoting students’ participation

during lessons, simplifying difficult and complex concepts in English language and

extending students’ concentration during lessons.

5.2.2 Extent of Use of Digital Content

The secondary schools in Nyeri reported a wide extent of use of digital resources in

teaching and learning of English language. The most prevalent digital resources were

100
materials from the internet. There was also limited use of recorded lessons and video

games which was mostly done outside the province of the normal teaching and

learning activities. The digital resources were also used in learning of a number of

skills such as pronunciation, vocabulary development, presentation of themes and

characterization in literature. There was minimal use of in teaching of debating skills

and plot development in literature. There was hardly any use of simulations and

games.

5.2.3 Teacher and Student Factors in Use of Digital Resources

The teachers of English had some fairly good skills in several aspects of use of digital

resources in teaching of English language. The teachers were especially skilful in

selection of relevant content for students in line with the syllabus and in convincing

the students that use of digital content was a worthwhile method of teaching and

learning of English. Teachers demonstrated poor presentation skills of audio visual

materials. The teachers demonstrated less than adequate skills in creation of content,

editing of graphic content, adding their input to the content and manipulation of some

delivery infrastructure such as laptops and projectors. The students accepted and

hailed use of digital resources as informative, interesting and meaningful and decried

their lack of involvement in manipulation of the digital resources.

5.2.4 Attitude and Use of Digital Resources

Students and teachers of English language had positive attitude towards use of digital

resources in teaching and learning of English language. The positive attitude by

students was a result of digital resources leading to acquisition of more knowledge in

the subject, providing alternative views to those of the teachers and according

101
students better lesson presentation as compared with the traditional talk and chalk

method of teaching. The positive attitude of the students was only dimmed by limited

use of the resources and their minimal interaction with the resources. The positive

attitude by the teachers was due to the fact that digital resources led to more subject

information as well as more meaningful learner participation. Technology in

education has the power to transform classroom from traditional teacher-centered to

learner-centered one by transforming lessons to be student-centred. Lack of sufficient

time, policies and facilities to offer more lessons using digital resources negatively

affected the attitude of the teachers.

5.2.5 School Preparedness on Use of Digital Resources

The study found that secondary schools in Nyeri County were not fully prepared to

offer English language lessons using digital resources although some progress was

being made. Lack of adequate student to facility ratio especially in respect to

computers and projectors was the most biting challenge. The high ratio was as a result

of increasing student population in the schools due to progressive government policies

such as subsidized secondary school and 100% transition from primary school.

Projectors, laptops, DVD players and televisions were especially in short supply. The

other major challenge in school preparedness was lack of policies to accord teachers’

adequate time to prepare for digital lessons courtesy of poor timetabling practices and

the attitude of some school heads to the effect that use of digital content was not

actual teaching.

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5.3 Conclusions of the Study

The study makes the following conclusions based on the objectives

1. Secondary schools in Nyeri County had a wide use of digital resources in

teaching of English language including procured digital content, internet

materials, projectors, televisions and DVDs. The digital resources were used in

teaching and learning of various skills like pronunciation, vocabulary, grammar

and analysis of set books. It was concluded that the extent of use of digital

resources by secondary schools in Nyeri County positively affected use of digital

resources in teaching and learning of English language lessons.

2. Teacher based factors and students based factors all positively affected use of

digital resources in teaching and learning of English language as both teachers

and students found use of digital resources meaningful, informative and

interesting.

3. Teachers of English and students had positive attitude towards use of digital

resources in teaching and learning which positively affected use of digital

resources to offer lessons.

4. The level of secondary schools’ preparedness in the use digital resources in

teaching and learning was not adequate and the level of school preparedness

negatively affected use of digital resources in teaching and learning of English

language.

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5.4 Recommendations

The following are the study recommendations:

5.4.1 Recommendations for Practice

1. Classrooms in secondary schools should be made compliant for offering of

lessons using a wide range of digital resources such as projectors and

computers by providing internet connectivity and power supply points.

Secondary schools should also extend the range of digital resources

currently being used in teaching and learning of English language to

include advanced resources such as E-books, audio books, white boards,

webinar and other mobile apps that have been found to be effective in

teaching and learning of English language elsewhere.

2. Teachers should be encouraged and trained to make digital content for use

in teaching and learning of English lessons tailored to meet the realities of

classroom like the time of lessons and aligned to specific needs, aptitude

and level of understanding of students.

3. An elaborate and well-designed in-service training for teachers of English

should be conducted by schools to train them on areas of deficiency in

locating resources, editing, manipulating digital resources and also

reinforce their attitude that digital resources can offer meaningful lessons

just like traditional methods of teaching

4. Efforts should be made to ensure that secondary schools have adequate

infrastructure for learning using technology that includes maintenance of

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 effective student to computer ratios. To this end, the government should

consider a funding mechanism for digital learning in secondary schools.

Schools should make provisions for students to interact with digital

resources outside the classroom time and learn to manipulate and learn

various skills even without presence of the teachers. Secondary schools

should also hire technicians who are competent in handling ICT facilities

to help teachers in conducting English language lessons using digital

resources and avoid waste of time in preparation and delivery of such

lessons.

5.4.2 Recommendation on Policy

1. Additional policies should be adopted on how secondary schools can acquire

quality and relevant digital resources especially approved digital content from

vendors in the country as the content available has deficits in certain aspects of

the syllabus like reading and debating skills. A proliferation of poor quality

digital content was witnessed.

2. The teacher performance appraisal policies should be tweaked to make

provisions for evaluating and rewarding use of digital resources in teaching

and learning of English language as one of the merit points in performance of

teachers. This will help mainstream and institutionalize use of digital

resources in teaching and learning in secondary schools.

3. Schools should develop guidelines and protocols on use of digital resources

and ensure that there are provisions for learner involvement and evaluation of

the lessons. Quality assurance officers and other authorities in education

should develop measures of authentication and certification of digital content

105
 in the market and guide students, parents and teachers to procure only those

with educational value. This will boost their attitude towards digital resources.

Some lessons in the English syllabus should be set aside for delivery using

digital resources and not traditional methods of teaching to mainstream the use

of the digital resources in making of professional documents like lesson plans

and schemes of work.

4. Government should formulate a policy of equipping all the schools with

digital resources and the requisite human resource to facilitate the effective

use of digital resources in classroom teaching and learning.

5.5 Suggestions for Further Studies

The following research areas emerged from this study and could inform further study

as follows:

i. A study should be done comparing use of digital resources in teaching and

learning of English language between private and public secondary schools as

this study only investigated public secondary schools

ii. A study should be carried out on the effectiveness of digital content from

various sources in delivering learning outcomes in English language teaching

and learning

iii. The effectiveness of in-service training in preparing teachers to implement

digital learning programmes in secondary schools in Kenya

iv. The role of school principals in successful implementation of digital literacy

programmes in secondary schools in Kenya

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v. Studies should be conducted on the role of attitudes by teachers, students and

administrators in implementation and use of digital resources in secondary

schools.

vi. Studies should be conducted on the relationship between extent of use of

digital resources and academic performance in English language.

107
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113
 APPENDIXES

APPENDIX I: QUESTIONNAIRE FOR STUDENTS

Introductory Note

I am a student from Kenyatta University pursuing a Master’s Degree in Language

Education. I am conducting a research on the topic: Classroom Use of Digital

resources in teaching and learning of English language in Secondary Schools in

Nyeri County.

As a student of English in this school, you are politely requested to accurately and

honestly respond to this questionnaire. Information offered will be treated

confidentially and used for the purpose of this research only. The findings of the

research will ultimately help improve the teaching of vocabulary in secondary schools

and the overall performance of English.

Your efforts will be highly appreciated.

Jotham Theuri

Student/ Researcher

114
Please tick the appropriate spaces in replying to the following questions

1. Please indicate your gender Male ( ) Female ( )

2. Have you ever studied any English lesson using a computer? Yes ( ) No ( )

3a). Has your teacher of English ever used materials from internet to teach English

language lessons? Yes ( ) No ( )

If yes, explain the areas of English that the teacher uses materials from the internet to

teach

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

3b) Indicate the frequency your teacher uses the following digital resources to teach

English and literature lessons.

Method/Frequency Always Regularly Often Rarely Never

a) Use of televisions and DVDs

b) Use of video games

c) Recorded Radio Lessons

d) Recorded television lessons

e) Students using internet

materials to undertake

assignments issued by teachers

4 State the challenges that you experience in learning English language using

other methods apart from blackboard talk and chalk teaching.

115
 ………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………………………………………………………

………………………………………

5 Tick appropriately to show the extent the following factors affect the teaching of

English and literature lessons using the digital resources (using computers and other

online materials) aided by the following 1 -5 extent scale.

1. Not at all

2. Slight extent

3. Moderate extent

4. High extent

5. Very high extent

1 2 3 4 5

a) The content make the students more interested in the

lesson

b) Accorded students enough time to interact with the

content being taught

c) The lessons are more interactive than talk and chalk

lessons

d) The teachers resourcefulness in teaching the lesson is

boosted by the digital resources

116
6. Tick appropriately to show to what extent the following provisions in the digital

resources help you in learning better during English lessons. Use the following 1 -5

extent scale.

1. Not at all

2. Slight extent

3. Moderate extent

4. High extent

5. Very high extent

1 2 3 4 5

e) Provision of graphics/pictures

f) Provision of audio voices

g) Provision of prompt feedback to students for tasks learnt

h) Provision for slowing down and repetition of content

taught

i) Presentation of content in a presentable manner

7. State other ways the digital resources enhanced your learning of new content in

English and literature lessons apart from the ones named above

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

117
8. Select how the following statements are true on how the teacher moderates the use

of the digital resources during lessons using the following 1 - 5 extent scale.

1. Strongly Agree

2. Agree,

3. Neither Agree nor Disagree

4. Disagree

5. Strongly Disagree

1 2 3 4 5

a) The digital content was edited to fit the needs of the

students

b) The teacher understands how to use the digital content

c) The teacher uses the digital content comfortably with

other teaching methods

d) The teaching of the lesson using digital content was

interesting

9. State other ways in which the use of digital resources was made enjoyable to

learners

…………………………………………………………………………………………

…………………………………………………………………………………………

10. Tick yes or no to show if the teacher of English has used the following digital

resources to teach the following.

NO ACTIVITY Yes No

a Pronunciation

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b Debating skills

c Listening skills

d Teaching plot development in literature

e Teaching characterization in literature

f Discussion of themes in literature

11. Tick yes or no to show whether use of computers to teach English language is a

better method than the usual talk and chalk teaching.

NO ACTIVITY Yes No

a Acquisition of extra knowledge from the one in the text books

b Helping in revising the content taught in class by the teacher

d Providing alternative views to those of the teacher

e Using of refreshing and new teaching methods different from the

ones used by the teacher

f Using better presentation methods to enhance understanding than

the teacher would use

12. State other advantages that the use of digital resources has over the use of

traditional methods of teaching English and literature lessons

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

119
 APPENDIX II: QUESTIONNAIRE FOR TEACHERS

Introductory Note

I am a student at Kenyatta University pursuing a Master’s Degree in Language

Education. I am conducting a research on the topic: Classroom use of digital

resources in Teaching and learning of English language in Secondary Schools in

Nyeri County.

As a teacher of English in this school, you are politely requested to accurately and

honestly respond to this questionnaire. Information offered will be treated

confidentially and used for the purpose of this research only. The findings of the

research will ultimately help improve the teaching of English and Literature in

secondary schools and the overall performance of English.

Your efforts will be highly appreciated.

Jotham Theuri

Student/ Researcher

120
Kindly tick in the appropriate box in replying to the following questions

1. Select your gender

Male ( ) Female ( )

2. For how many years have you taught English in secondary schools

0-5 Years ( ) 6-10 Years ( ) 11-15 Years ( ) 16-20 Years ( ) Over 21 Years ( )

3 Which is your age bracket?

21-25 years ( ) 26-30 years ( ) 31-35 years ( ) 36-40years ( ) Over 41 years ( )

4 Indicate your highest academic qualification in the area of English and literature

Teaching Certificate ( ) Diploma Level ( ) Degree Level ( ) Master’s Degree ( )

P.H.D. Level ( )

5a) State the frequency with which you use internet generated materials to teach

English language lessons in this school in the last three years

Always Regularly Occasionally Rarely Never

5b). list the reasons that limit the frequency of your use of digital resources ( use of

computers, projectors and internet content) in the teaching of English language and

Literature lessons in this schools

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

121
6) Indicate the frequency you use the digital resources and internet generated content

to undertake the following teaching and learning activities during English language

lessons using the scale provided.

Method/Frequency Always Regularly Often Rarely Never

a) Presenting recorded

lessons from other

sources like radio and

television to learners

b) Teaching vocabulary

using materials from the

internet

c) Conducting

pronunciation drills using

pronouncing dictionaries

from the net

d) Using video games and

simulations to teach

aspects of English

language

e) Using television

presentations to teach

aspects of English and

literature

122
6b) List other ways which you use the digital resources to teach aspects of English
language in the curriculum

…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………

7. Tick appropriately to show the extent of the following challenges in the use of

digital resources to teach English and Literature lessons using the following 1 -5

extent scale.

1. Not at all

2. Slight extent

3. Moderate extent

3. High extent

4. Very high extent

1 2 3 4 5

a) Inadequate facilities such as computers and

projectors

b) Lack of time to prepare lessons on the digital

content

c) Students taking the digital content as fun and

thus not learning effectively

d) The school administration not facilitating the

use of digital content in teaching

e) Teachers lack of skills to edit the digital

content to the needs of the student

123
7b) list the other challenges encountered in the use of the digital resources to teach in

this school

…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
……………………………………………………………………………………

8. Select how the following statements are true on the use of the digital resources to

teach English and Literature lessons to your students as compared to the traditional

talk and chalk lessons using the following 1 - 5 extent scale.

1. Strongly Agree

2. Agree,

3. Neither Agree nor Disagree

4. Disagree

5. Strongly Disagree

1 2 3 4 5

a)Digital resources enable students learn faster than other

methods

b)Digital resources lead to better retention of taught content

by students

c)Use of the digital resources has helped students participate

in lessons better than traditional methods

d)Students have improved concentration span when the

teacher uses digital resources than when using other methods

8b) State other benefits that student’s gain in the learning English language lessons

through the use of digital resources as compared to other methods

124
…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

9. Tick appropriately to indicate if your schools make the following provisions to

enable effective use of the digital resources in the teaching of English and Literature
lessons

Provision YES NO

a) Allowing students to interact with the digital resources in their

free time

b) Having a technician to aid students in the technical matters of

dealing with the digital infrastructure

c) The school procures the needed accessories such as DVDs and

projectors to use in teaching

d) The classrooms have provisions for use of projectors in

classrooms

10. Indicate measures you think should be undertaken to facilitate effective use of the
digital resources in the teaching English and Literature lessons

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………
125
 APPENDIX III: INTERVIEW SCHEDULE

Preamble:

This interview schedule is to be administered to teachers of English and Literature in

secondary schools to provide in depth and technical details on the use of digital

resources to teach English language lessons. Digital resources denotes using of

internet content, recorded lessons with audio and visual capability and other use of

non-traditional methods of teaching aided by one form of technology or another in the

school.

Code of the School………………………………………………………

NO QUESTION REMARKS
1 State the frequency you use the following aspects of digital
resources to teach English and Literature lessons in this school
a) Use of internet sourced materials to teach
b) Use of recorded radio lessons
c) Use of recorded television lessons
d) Use of video games
e) Use of online speaking dictionaries
f) Use of projectors to teach content
g) Assigning students work to be sourced from the internet
h) Use of you tube materials to complement content taught in
class
i) Any other use of technology to teach English and Literature
lessons

2 Comment on how the following provision of using digital resources

aid you in teaching English and Literature lessons
a) Use of recorded audio lessons

126
 b) Use of recorded audio-visual lessons
c) The use of presentation mechanisms accorded by digital
content
d) Use of prompt feedback accorded by digital content
e) Use of interactive facilities accorded by technology

3 From your experience, comment on the areas of English language

syllabus that are well taught using digital resources than using
traditional methods of teaching. Some of the areas are;
a) Pronunciation
b) Spelling
c) Grammar
d) Idiomatic expression
e) Vocabulary development
f) Reading and comprehension
g) Introduction of literature set books
h) Plot development in literature
i) Characterization in literature
j) Themes in literature
k) Any other area in English and Literature syllabus
4 State the known advantages of using features of digital resources to
teach English language lessons that are better than using talk and
chalk method of teaching. Some of the advantages include;
a) Provision of extra knowledge to the one in text books
b) Better teaching methods
c) Lessons made more interesting to learners
d) Lessons made more interactive
e) Better utilization of lesson time
f) Any other advantage accorded by use of technology in
teaching English and Literature

127
5 Comment on the challenges you experience in the use of digital
resources to teach English and Literature lessons in this school.
Comment on the severity of the following common challenges and
any other challenge you experience
a) Your lack of skills to operate and extract content from the
internet
b) Lack of skills to use machines like projectors and
computers
c) Lack of power in the school
d) Lack of internet connectivity or poor unreliable internet
connectivity
e) Lack of facilities such as computers and projectors
f) Your attitude that use of digital content does not apply in
teaching languages
g) Lack of time to prepare lessons using digital content
h) Students not taking lessons offered through mediation of
technology seriously
i) The school administration not facilitating use of technology
to teach English and Literature lessons
j) Any other challenge that you face

6 Comment on the salient advantages that using of digital resources

to teach English and Literature offers over the traditional methods
of teaching. The advantages may be:
a) Faster learning of content
b) Superior retention by learners
c) Better performance in examinations
d) Increased student participation in lessons
e) Superior content than the one available in text books
f) Lessons are made more interesting
g) Better classroom control by teachers

128
 h) Any other advantage

7 Comment on the effort made by the school to ensure that the

following happens in the use of digital resources to teach English
and Literature
a) Allowing students to interact with digital content during
their free time
b) Availing technicians to help students interact with digital
content
c) Procuring the needed accessories and equipment to enable
the digital content infrastructure operate
d) Facilitating having of projectors in classrooms
e) Any other facilitation by the school administration to enable
teaching of digital content
8 Does the use of digital resources enhance students’ interest and
motivation in learning English language? The following might be
the indicators of improved interest and motivation among the
students;
a) Popularity of lessons offered through mediation of
technology
b) Improved concentration
c) Students are more participative during lessons
d) Students respond to questions from the lesson taught using
digital content better than those taught using traditional
methods

129
 APPENDIX IV: LESSON OBSERVATION SCHEDULE

No Area Observation to Make Remarks

1 Status of the classroom  Size of the classroom
 Presence of electricity and
fittings
 Internet connection
 Number of students
2 Digital resources used  Physical facilities used
 Use of projectors
 Use of television
 Use of DVDs
 Use of radios
 Use of computers/ laptops
 Use of digital content
3 Characteristics of teachers The following characteristics of
teachers in relation to mastery and
confidence in use of digital
resources:
 Age
 Gender
 Teaching experience
 Academic qualification
4 Presentation of digital The competence of the teachers in
content undertaking the following:
 Selection of appropriate
content
 Selection of appropriate
delivery infrastructure
 Operation of the machines
 Manipulation of digital

130
 content
 Allowing students
participation in lessons
 Collection of feedback
from learners
 Evaluating the lesson
5 Quality of digital resources  Workability of the
equipment
 Strength of internet
connection
 Quality of digital content
6 Technical support Observe the technical assistance
accorded to digital lessons in terms
of:
 Presence of technicians
 Maintenance of equipment
 Procuring of current
content
7 Students Observe the students receiving
digital lessons in respect of:
 Attentiveness
 Concentration span
 Quality of participation
 Seriousness with digital
lessons
 Confidence in manipulating
resources

131
 APPENDIX V: RESEARCH BUDGET

ITEMS JUSTIFICATION COST

Stationery Writing materials (pens paper, 15,000

notebooks)

Laptop Research 50,000

Internet cost Cost of browsing and printing 10,000

Typing and Printing, Typesetting charges, printouts 25,000

binding and Photocopying and photocopies

Library costs User charges 10,000

Travelling To the library and to meet 25,000

supervisors

Administering Questionnaires

Contingencies Other costs 25,000

Total 160,000

132
 APPENDIX VI: THE WORK PLAN

Activities in year May-August Sept-Oct Jan 2018 Feb 2021 Feb

2016/ 2017 2018 2018 2022

Proposal writing

Defence

Piloting and revision

of instruments

Data collection

Data analysis and

submission

133
 APPENDIX VII: LIST AND CODE FOR SECONDARY SCHOOLS

No Name of Sub-County Code and Name of the School

1 Kieni West A - Gataragwa Girls

B - Endarasha Boys

2 Kieni East C-Naromoru Girls

D – Naromoru Boys

3 Mathira West E – Tumutumu Girls

F – Ruthagati Boys

4 Mathira East G – Gatondo Girls

H – Kanjuri High School

5 Mukurwe-ini I - South Tetu Girls

J – Kaheti Boys

6 Othaya K – Othaya Boys

L – Mahiga Girls

7 Tetu M – Dedan Kimathi Boys

N – Kangubiri Girls

8 Nyeri Central O – Muruguru Girls

P – Nyeri High School.

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APPENDIX VIII: RESEARCH PERMIT

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APPENDIX IX: RESEARCH AUTHORIZATION LETTER

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