FACTORS INFLUENCING THE IMPLEMENTATION OF DIGITAL LITERACY

PROGRAMMES IN SELECTED PUBLIC SCHOOLS IN

NAIROBI COUNTY, KENYA

JAMES KARIUKI KAHUKI

PGDE/2014/64780

A RESEARCH PROPOSAL SUBMITTED IN PARTIAL FULFILLMENT OF THE

REQUIREMENT FOR THE AWARD OF THE POST GRADUATE DIPLOMA IN
EDUCATION OF MOUNT KENYA UNIVWERSITY.

MAY 2024

1
DECLARATION

Declaration by the Student

This Proposal is my original work and has not been presented for a degree in any University for the
award of a degree.

Signature ……………………………Date…………………………………

2
ACKNOWLEDGEMENT

I recognize the overwhelming support, scholarly guidance and professional support

acquired from madam Alice Nguju (supervisor) whose professional supervision and counsel

led to progressive realization of this research.

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LIST OF ABBREVIATIONS AND ACRONYMS

DLP Digital.Learning.Programme

E-HRM Electronic.Human.Resource.Management

GOK Government of Kenya

HRM Human.Resource.Management

ICT Information Communication Technology

NACOSTI National Commission for Science Technology and Innovation

PMI Project Management Institute

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 ABSTRACT

Implementation of digital literacy projects often faces operational challenges that reflect

inadequacy in the framework of implementation. The inadequacy is attributed to poor

decisions when rolling out the project. Wrong perspectives lead to ineffective decisions and

the resultant effect is prolonged or unending projects. The study examined institution-based

perspectives that sway implementation of Digital Literacy Programme in Secondary-

schools in , in Nairobi County, Kenya. Specific objectives were to establish how digital

infrastructure, ICT technical support, board of management leadership and teacher-training

influences implementation of Digital Literacy Programme in Secondary-schools in , in

Nairobi County Kenya. The study Will be guided by change theory and empowerment

theory. Cross-sectional approach to survey design Will be applied in this research study.

Target population will be 977 comprising of 30 head-teachers, 30 chairmen of board of

management, 30 chairpersons of infrastructure sub-committee and 887 teachers from public

Secondary-schools in , in Nairobi County Kenya. A sample of approximately 300

respondents will be arrived at by means of Krejcie-Morgan tabulation for determination of

the sample as cited in Bukhari (2020).

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 CHAPTER ONE

NTRODUCTION

1.1 Background to the Study

Globally, the evolution of digital technology in educational systems has provided additional

opportunities and challenges to schools. In Portugal, Finland, Sweden and Denmark, digital

technologies have successfully been adopted and integrated into schools and the results

includes enhanced practice-based teaching and mobile-based technologies and collaborative

devices (OECD, 2016). In Turkey, literacy in technology promotes holistic child

development of (Kardes,

Technologies are fast catching up with almost all aspects of our day to day activities and the

future of education as well. Education technology have progressed rapidly in recent years,

resulting in huge changes in how learning is transmitted, transferred, and implemented. For

example, major advancements have been made in educational gear such as mobile phones, e-

readers, tablets, and interactive whiteboards (Atenas and Havemann 2013). Furthermore,

globalization and technological liberalization are driving revolutions in educational practices

and infrastructure. As a result of new digital opportunities and the desire for knowledge-

based economies, governments are compelled to use Information Communication

Technology (ICT) in educational institutions. However, other from implementing the

appropriate ICT infrastructure and assuring the availability of the necessary educational

content,2020). In India, the computer literacy programs were initiated over 20 years ago and have

undergone huge transformations right from inferring the basic knowledge in terms of basics of

computers and hardware to building digital professionals within the education system, thanks to well-

organized systems (Kapur, 2019). In Indonesia, some of the supporting factors for successful

implementation of school’s Digital Literacy Programmes are adequate facilities, suitable

infrastructure and competent teachers while the inhibiting factors are lack of motivation from students

(Istikomah et al., 2020). In response, workforce motivation is necessary.

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In Africa, many countries including Nigeria, South Africa, Ghana, Mauritius, Botswana and

Rwanda have prioritized application of ICT in their education systems. An evaluation study

of Digital Literacy Programme in South Africa recommends for adoption of a design of

digital educational programs that are audience oriented for greater effectiveness

(Sieberhagen and Cloete, 2020). Thus it is important to investigate possible factors as to

why implementation of Digital Literacy Programmes does not go beyond installation of

devices and educator preparation and why teachers have not been empowered adequately to

actualize the implementation of the programme (Maina and Waga, 2020). Teachers should

be able to augment their knowledge and competencies in identifying, evaluating, organizing

and making use of information and imparting knowledge to learners. In addition, teachers

should be able to aid in decision making to resolve the outstanding issues in the programme

implementation discourse.

Generally, implementation of Digital Literacy Programmes continue to face infrastructural

and human related challenges that hinder exploitation of technology in schools. This is

further aggravated by lack of incentives to teachers and rapid enrolment of learners in

Secondary-schools. In order to enhance the success rate of digital programmes, Kapur

(2019) recommends for the following to be considered: (a) programme resources be

adequate, (b) curriculum and instructional strategies be comprehensive, (c) program content

be relevant, (d) duration of the program and goals and objectives be practical, (e) proper

guidance and supervisions (f) adequate support framework to the digital infrastructure.

Other requirement includes: competent instructors equipped with computer knowledge for

them to effectively impart knowledge and understanding to the students in terms of lesson

plans and concepts. In addition, there is need for effective leadership for guiding the

operations of the programme implementation. However, there is concern that deeper and

regular implementation of the Digital Literacy Programmes would facilitate immersion and

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institutionalization of Digital Literacy Programme essential for mainstreaming of the

practices for sustainability (Gioko and Kadzo, 2018).

Authors have tried to contextualize institutional factors from the aspects of the problem

underscore. For example, Gudono (2016) explores institutional factors as the aspects that

influence stability of an organization discourse in terms of: legitimacy, culture, social

norms, technology, crime, leadership, strategy and power-sharing. This calls for more

comprehensive approaches to explain and resolve institutional problems that affect

implementation of a digital programme discourse. In order to fill these gaps, the research

aimed to assess the institutional- based that influence implementation Digital Literacy

Programme Secondary-schools in Nairobi County Kenya.

There are two structural issues with regard to access of digital and equipment in schools

namely: the perception of digital tools is perceived and considerations of digital tools at

school (Brites, 2020). The major components of digital literacy are literacy in: computers,

informatics, on-line reading, media, web and communication literacy (Heitin, 2016). In

classwork set up, the basic technological tools required are devices such as: laptops,

desktops, digital class calendar, annotation tools, Back channel devices, white boards, white

board pens and dusters, projectors, iPads, internet and surfers, student digital portfolios,

vocabulary tool and social Media (Murry, 2015). For effective realization of digital

technology adoption, there must be adequate installation and access to digital infrastructure,

networks and other supportive resources (Tekale, 2018). Relevant digital content enhances

adoption and applicability of the digital knowledge. The digital content must be current and

supported by data (Santos and Serpa, 2017).

Smooth adoption and transfer of digital technology cannot be realized without adequate

technical support. ICT technical support promotes integration of technology to the routine

activities which in turn builds confidence among the technology users (Nesbit, 2019). In

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 schools, technical support promotes diffusion of technology for innovative learning

(Alshammari, 2020). Effective technical support system promotes and motivates learners’

interactivity behavior and confidence in the use of technology. As a result, system

interactivity with learners improves the perceived importance and benefits of using

technology (Baleghi-Zadeh et al., 2017). Furthermore, technology supported approach in

digital programme implementation boosts acceptability and intention of learners to embrace

and use technology (Essel and Wilson, 2017). Thus another institutional factor is technical

support.

Leadership is the use of technical, human and conceptual skills to ensure that appropriate

tools, techniques and procedures are appropriately applied in order to coordinate the efforts

of the followers towards successful realization of set goals. Lastiningsih, et al. (2019). This

implies that

Technologies are quickly catching up with practically every element of our daily lives,

including the future of education. Education technology have recently grown at a rapid pace,

resulting in tremendous changes in how learning is transmitted, transferred, and implemented.

For example, considerable advances have been reported in educational gear such as mobile

phones, e-readers, tablets, and interactive whiteboards (Atenas and Havemann 2013). In

addition, globalization and technological liberalization are driving revolutions in educational

practices and school infrastructure. As a result of new digital opportunities and the desire for

knowledge-based economies, governments are compelled to use Information Communication

Technology (ICT) in educational institutions in a systematic manner. However, aside from

assuring the availability of the right instructional resources and building the appropriate ICT

infrastructure.

Institutional factors have been explored in the contexts of management robustness, staff

competency and asset and capital management. Due to empowering nature of Digital Literacy

9
Programme, the study on institutional factors focused on digital infrastructure, ICT technical

support, board of management leadership and teacher-training. By creating a link between

programme implementation with the institutional factors is important in shedding light on the

structural issues for continuous learning and improvement of programme effectiveness

(Tarus, et al., 2015).

In Kenya, the Ministry of Education came up with the Digital Literacy Programme for

Secondary- schools with an aim of integrating technology in the process of learning and

teaching. The desire for the government of Kenya to have a technology-based education can

be traced from the Sessional Paper 1 of 2005 where ICT in education Will be projected as the

major turning point towards innovative learning and productive collaboration between

teachers and learners (Government of Kenya, 2005). In 2007, the government developed a

policy on integrating technology in its arms and a lot of investment in education Will be done

with the view of transforming labour right from schools. (Government of Kenya, 2007).

Since then, the government has continued to invest in digital education so as to promote

access, relevance and quality of education in Kenya. In 2019, the National Information,

Communications and Technology (ICT) policy

became the guiding framework for the adoption and integration of technology not only by

government agencies but also in the education sector (Government of Kenya, 2019). The

operationalization of the ICT policy framework in education sector has taken place through

initiatives like the Digital Literacy Programme (DLP) that pay priority to Secondary-schools

(Government of Kenya, 2018).

The Kenyan government has worked to improve education quality through the Digital

Literacy Programme (DLP), as outlined in the Vision 2030. However, the digitizing process

performed below expectations. The Digital Literacy Programme (DLP) aimed to integrate

ICT into the learning and teaching process, install appropriate ICT infrastructure in public

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secondary schools, support teachers in the classroom, promote the development of

appropriate digital content through accreditation, and promote the long-term acquisition of

learning support mechanisms in the education sector. However, there are numerous

challenges at each stage of the Digital Literacy Programme's implementation. For example,

the research shows that there exist some institutional barriers to the adoption of the digital

learning technology program in teaching and learning, which have negatively effected the

implementation of the Digital Literacy Programme in Secondary-schools (Muraya, 2017;

Government of Kenya, 2018).

According to Mugo (2017), about 89.2 % of the targeted public Secondary-schools are

already furnished with the DLP devices and around 91,000 tutors have been coached on

how to use digital devices with over 95% of schools having been connected to electricity.

However, some questions are yet to be answered particularly on how suitable and reliable

are these efforts. Despite the government’s effort to digitize school learning, questions arise

on the logic of the programme and whether the trained teachers and technicians can

effectively use the technology in their duties. Moreover, question is whether teachers and

students are in a position to access and utilize the multimedia content. The research

investigated the institutional-based factors persuading implementation of Digital Literacy

Programme in Secondary-schools in , in Nairobi County Kenya.

1.2 : Statement of the Problem

The implementation of DLP in , continues to face challenges relating to inadequate

capacities to use the technology by teachers, poor ICT infrastructure, unreliable power

supply, and low network connectivity leading to low utility and adoption of the digital

literacy technology (Mutembei et al., 2019). This is caused by systematic disconnects

between planning, organizing and coordination of the programme implementation. Still in

,,

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there are complaints by Teachers have complained about poor and quickly organized training,

which has resulted in a lack of technical skills required to utilize the devices efficiently.

There are also complaints about poor infrastructure, such as insufficient digital accessories,

poor power supply, low network connectivity, and a lack of secure storage rooms, as well as

poor gadget maintenance, a conflicting school schedule for computer lessons, and school

plans (Mutembei et al., 2019). This implies a lack of coordination in programme

implementation, which may inhibit the achievement of the desired aims of creating creative

capabilities for a knowledge-based economy. The study intended to establish how

institutional-based elements (digital infrastructure, technological

Owing to the alarming and unique challenges facing implementation of DLP in Mwea- East

in Nairobi County plans, the research aimed to establish how institutional-based factors

(digital infrastructure, technical support, board of management leadership and teacher-

training) related to implementation of Digital Literacy Programme in elementary schools

in , in Nairobi County.

Past studies including the one conducted by Salim and Onjure (2020) on the relationship

between digital infrastructure and performance of digital literacy project in the public

Secondary-schools in Nakuru County show that digital infrastructure has statistically

significant influence on performance of Digital Literacy Program. Another study by

Omonyo et al. (2018) on leadership in the success of public infrastructural megaprojects in

Kenya reveals that effective leadership cannot be isolated in successful implementation of

infrastructural projects. Still in Kenya, Omito et al. (2019) did a study on how teachers’

computer skills influenced the integration of laptop computers in public Secondary school

institutions in Homa Bay County whereby teachers’ with strong foundation in computer

skills Will be found to be a necessary condition for effective implementation of DLP in

Kenya. However, the trio studies were contextually and geographically elsewhere unlike the

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present study which aimed to examine how institutional-based factors affecting

implementation of Digital Literacy Programme in elementary schools in , in Nairobi

County, Kenya. In addition, the trio studies were conceptually limited in terms of variables

and indicators. The current study used variables with comprehensive indicators in order to

build evidence for concluding how institutional-based factors affecting implementation of

Digital Literacy Programme in elementary schools, in Nairobi County, Kenya.

1.3 : Purpose of the Study

The research examined how institutional-based factors influenced implementation of

Digital Literacy Programme in Secondary-schools, in Nairobi County.

1.4 : Objectives of the Study

This study Will be guided by these objectives:

i. To establish how digital infrastructure influences implementation of Digital Literacy

Programme in Secondary school institutions, in Nairobi County, Kenya.

ii. To examine the influence of ICT technical support on implementation of Digital

Literacy Programme in Secondary school institutions in, in Nairobi County, Kenya.

iii. To determine the influence of board of management leadership on implementation

of Digital Literacy Programme in Secondary school institutions, in Nairobi County,

Kenya.

iv. To determine how teacher-training influences implementation of Digital Literacy

Programme in Secondary school institutions , in Nairobi County, Kenya.

1.5 : Research Questions

The research answered these questions:

i. How does digital infrastructure influence implementation of the Digital Literacy

Programme in Secondary-schools, in Nairobi County Kenya?

ii. What is the influence of ICT technical support on implementation of the Digital

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 Literacy Programme in Secondary-schools, in Nairobi County Kenya?

iii. What is the influence of board of management leadership on implementation of the

Digital Literacy Programme in Secondary-schools, in Nairobi County Kenya?

iv. How does teacher-training influence implementation of the Digital Literacy

Programme in Secondary-schools, in Nairobi County Kenya?

1.6 : Hypotheses

The null hypotheses were stated as:

H01: There is no significant relationship between digital infrastructure and implementation

of the Digital Literacy Programme in Secondary-schools, in Nairobi County Kenya.

H02: There is no significant relationship between ICT technical support and implementation

of the Digital Literacy Programme in Secondary-schools , in Nairobi County Kenya.

1.7 : Significance of the Study

Outcomes from this study were anticipated to benefit all parties involved in the execution of Digital

Literacy Programme in Kenya. The understanding of the influence of institutional-based The study's

findings were expected to assist all parties involved in Kenya's Digital Literacy Programme.

Understanding the impact of institutional-based factors such as digital infrastructure, ICT

technical support, and board of management leadership on the implementation of the Digital

Literacy Programme would help the government make better decisions about any policy or

structural changes needed to improve the program's effectiveness. In particular, the findings

from the impact of digital infrastructure and ICT technical support on the implementation of

the digital literacy program would allow planners and implementers of the Digital Literacy

Programme to improve future programme designs.

Outcomes on the contribution of board of management leadership and teacher-training on

execution of Digital Literacy Programme would bolster the programme management role in

leading others towards effective achievement of the programme goals. Teachers can benefit

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from the outcomes on the effects of teacher-training on the implementation of DLP through

change of attitude. Also, parents can gain better insights and understanding on the context

under which the DLP Will be implemented for the necessary support and ownership. The

results and limitations of the study forms basis for further investigation of the research

phenomenon under different contexts.

1.8 : Delimitations of the Study

Basically, delimitations are features that limit research boundaries (Creswell, 2014). First,

the study is delimited to the research site of, in Nairobi County Kenya whereby all public

Secondary-schools have experienced implementation of Digital Literacy Programme

(DLP). Nairobi County Will be among the first counties to implement the DLP providing

more valid grounds for conducting the study. The study Will be also delimited to four

variables namely: digital infrastructure, ICT technical support, board of management

leadership and teacher-training. These variables were perceived as enablers of DLP. Also,

the study is delimited to the research respondents namely: teachers and school head-

teachers, as they were actively involved in the implementation of the DLP.

1.9 : Limitations of the Study

This is basically the design characteristic that influence the interpretation of the research

findings (Creswell, 2014). One limitation of the study is the conflict between personal

values about technology and implementation of the Digital Literacy Programmes which

may lead to biased responses. The study Will be conducted in constraining time which

limited collection of trend data. There were limited past empirical studies focusing on DLP

Kenya which constrained the literature in developing the research.

1.10 : Basic Assumptions of the study

Assumptions can be unexplained beliefs which are accepted as true and without them the

research problem may not exist. The study assumes that the research respondents are

15
familiar with the Digital Literacy Programme and that they were cooperative and honest for

valid responses. The target population is assumed to be normally distributed for used of

parametric statistical tests.

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 CHAPTER TWO LITERATURE REVIEW
2.1Introduction

Empirical literature is reviewed in line with research themes namely: implementation of

Digital Literacy Programme, digital infrastructure and implementation of Digital Literacy

Programme, ICT technical support and implementation of Digital Literacy Programme, board

of management leadership and implementation of Digital Literacy Programmes, and teacher-

training and implementation of Digital Literacy Programme. Also discussed is the theoretical

together with the conceptualization frameworks.

2.1 Implementation of Digital Literacy Programme

According to a system perspective, PMI (2017) defines implementation as the process of

combining people's efforts and program operations while keeping change factors under check

in order to achieve desired results. However, the volatility of the changeable environments in

which programs operate make evaluating programme execution even more difficult.

According to San Cristóbal et al. (2018), program managers use divergent ways to adapt to

changing circumstances.

With a move to provide a framework to evaluate e-programme implementation, Aranyossy

(2018) suggests assessing e-government programme implementation based on the success

dimension of plan activation. As noted by Blackovics (2019), the maturity of an e-

programme effects its success in terms of implementation discourse. An e-programme

execution extends beyond organizational borders and demands the creation of tools that

connect internal operations to the environment (Zandhuis and Wuttke, 2019). Evaluating a

digital program requires deconstructing its contextual elements.

Katona (2019) and Petitjean (2016) propose a broad anatomy for evaluating implementation

of a digital programme in fulfilling aims, success, creativity, efficiency and client

contentment. Kardes (2020) used indicators of effectiveness when evaluating the

implementation of Digital Literacy Programme in Turkey and the results led to the

17
conclusion that literacy in technology is important contributor to learner’s growth. Istikomah

et al. (2020) used achievement indicators to appraise the implementation of the literacy

programme in Indonesia. The results were in agreement with the evaluation findings on

Digital Literacy Programme in South Africa that outcome assessment indictors give a more

valid account of programme implementation (Sieberhagen and Cloete, 2012).

To avoid potential risks and uncertainties, programs must evolve and adapt to an ever-

changing environment. As a result, Nashihuddin (2018) recommends using design efficiency

for analyzing implementation efficacy. Addressing design issues improves program

implementation because program objectives become more flexible, allowing programs to

adjust more quickly to unforeseen conditions (Braskovics et al., 2019). Because of the

empowering and inventive character of ICT programs, the study evaluates the

implementation of the Digital Literacy Programme from the aspects of accomplishing goals,

teaching innovativeness and effectiveness, as well as teacher satisfaction.

2.2 Digital Infrastructure and Implementation of Digital Literacy Programme

Digital literacy is related to computer, network, informatics, online reading, media literacy,

web, communication and collaboration, and social literacy (Heitin, 2016). However, the

successful implementation of the Digital Literacy Programme requires adequate

infrastructure. In learning organizations, for example, digital tools and resources are regarded

as prerequisites for successful knowledge acquisition and technology transfer (Brites, 2020).

Teachers and students will require proper digital rooms or locations, as well as digital

instruments such as laptops, whiteboards, whiteboard pens and dusters, projectors, iPads,

internet access, and surfers (Murry, 2015). Installation of the correct and adequate digital

infrastructure facilitates the acquisition of the necessary digital skills and knowledge with

minimal limits (Tekale, 2018).

Suryahadikusumah and Nadya (2020) conducted a survey on digital literacy and its

18
relationships in order to develop an innovative guidance program in Indonesia, and the

descriptive statistics revealed that greater communication and collaboration occur when the

appropriate hardware and software are installed in the digital program. However, the study

Will be limited to descriptive data, preventing more advanced statistical checks on the

associations. As a result, it limited knowledge of the impact of software and hardware

infrastructure on the implementation of ICT projects.

In order to fill the knowledge gap, the study used both inferential as well as descriptive

statistics in order to help understand relationships between digital-infrastructure and

implementation of Digital Literacy Programme in literacy programme in Secondary-schools

in , in Nairobi County Kenya.

Salim and Onjure (2020) studied the impact of digital infrastructure on DLP performance in

public elementary schools in Nakuru County, Kenya. A random sample of 246 students Will

be used, and correlational analysis revealed a significant relationship between digital

infrastructure and DLP performance (r=0.679; p<0.01). While the study provided vital

insights into the relevance of digital infrastructure in DLP performance, it Will be limited to

Nakuru County, limiting the conclusions drawn from the findings. The gap Will be filled by

investigating the impact of digital infrastructure on the implementation of Digital Literacy

Programmes at Secondary School Institutions in ,, Nairobi County, Kenya.

Kardes (2020) did a case study to assess implementation of Digital Literacy Programme in

Turkey with 20 teachers who were purposively sampled using snowball sampling. Content

analysis indicated that relevant digital materials and safe digital content fosters the innovative

child- development in digital and technological literacy which in turn stimulates reliable

digital transformation. While the study gives insights on the role of digital materials in

successful implementation of a digital programme, the study Will be limited to non-

probability which poses threat to representativeness and generalization of the findings. The

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study used stratified random sampling so as to increase representativeness of the findings on

the influence of digital infrastructure on implementation of the Digital Literacy Programme in

Secondary school institutions in , in Nairobi County Kenya.

ICT Technical Support and Implementation of Digital Literacy Programme Digitization

of knowledge transfer and learning necessitates ongoing expert help in order to mitigate the

technological issues associated with breakdown and uptake. The technical support provided

by ICT professionals helps to reduce the risk of rejection due to a fear of system failure or a

lack of technological understanding. Additionally, technical support facilitates the

incorporation of digital technology into educational routines, making it easier for users to

understand (Nesbit, 2019). Digital learning in schools benefits from creative technological

dispersion and technical support (Alshammari, 2020). Thus, an effective technical support

system encourages and motivates learners' involvement and confidence in the use of

technology. Essel and Wilson (2017) observes that technologically aided approach boosts

acceptability and intention of learners to embrace and use technology.

Salim and Onjure (2020) examined the influence of ICT integration on performance of digital

literacy project in public elementary school institutions in Nakuru County Kenya whereby a

random sample of 24 Will be used and correlational analysis showed that limitation in

technical support Will be negatively affecting the execution of Digital Literacy Programme.

Contextually, this research Will be limited within Nakuru County thus limiting the

generalization of the finding. So as to test the applicability of the results, the research

determined the impact of ICT technical support on implementation of DLP in Secondary-

schools in , in Nairobi.

In Spain, Skoda et al. (2020) explored the function of informational assistance and support on

implementation of digital literacy and while using online questionnaire and a random sample 116

respondents. Inferential statistics suggested that digital literacy support helps to demystify the

curricula content thereby increasing the use of digital technologies by learners. However, the

20
findings could not be extended due to the non-probability sampling method used. To address

this restriction, the research used structured questionnaires and unstructured key informant

interviews to collect both qualitative and quantitative data for determining the impact of ICT

technical support on the implementation of the Digital Literacy Programme in Nairobi.

For Jordan, Eneizan et al. (2018) performed a survey to determine the factors that influence

the successful implementation of digital human resource management (e-HRM) in

universities. A random sample of 288 university employees provided data via questionnaire.

Inferential statistics revealed that technical support builds trust in the perceived simplicity of

use and importance of e-HRM at universities.

While these results provided a new dimension of enhancing technology adoption through ICT

technical support, the study Will be limited to quantitative data gathered using questionnaire

thus limiting content validity. To overcome this limitation, the study triangulated quantitative

together with qualitative data so as to strengthen the conclusion on the influence of ICT

technical support on implementation of Digital Literacy Programme in Secondary school in ,

in Nairobi County, Kenya.

2.3 Board of Management Leadership and Implementation of Digital Literacy

Programme

Effective leadership involves use of technical, human and conceptual skills to ensure that

appropriate tools, techniques and procedures are appropriately applied so as to coordinate

people’s efforts in achieving given objectives (Lastiningsih, et al., 2019). For leadership to

thrive in programme implementation, humanitarian skills are used to help integrate people

with work and motivate them. In addition, conceptual skills are used to effectively solve

programme issues while building stronger relationships between people and between

people and situations. Also,

leadership coordinates the project teamwork for optimal productivity and successful

21
 performance of the project (Senaratne and Samaraweera, 2015). Thus leadership strength is

manifested by the ability to supervise workforce, use of resources and execution of tasks

towards successful realization of programme objectives.

Initiatives achieve success when leaders can articulate the program plans in accordance with

the guidelines, with a commitment to ensuring smooth coordination of programme activities

and correct and adequate information flows, controlling dynamic changes, developing

workforce morale through rewards, and close supervision (Cash and Fox, 2012). Leadership

contributes to the guidance and mobilization of program resources, which most likely leads to

improved implementation outputs and outcomes. To achieve this, school leaders can:

spearhead better program linkages, good communication and articulation of program

objectives, guide and build employee morale, make informed decisions, and promote

creativity and innovation in program activity execution. This may also operate by developing

strong collaboration that fosters synergy among workers and ensures continual

In Romania, Androniceanua et al. (2015) explored on the leadership capacities for project

based school management success. While data Will be gathered from a convenient sample of

96 teachers, descriptive results showed that effective leadership competencies are critical

determinants for successful implementation of school projects. However, the findings had

limited generalization because of the use of non-probability sampling methods. In order to

increase the external validity of the study, probability sampling method Will be used so as to

enhance inferencing the results on the contribution of board of management leadership on

implementation of DLP in Nairobi County.

Lastiningsih et al., (2019) explored on the effective leadership and management designs for

implementing school literacy programme in Indonesia. Through questionnaires and

interviews, data Will be obtained from a sample of 20 students and 5 teachers descriptive and

inferential-statistics revealed that the participatory designs were effective in successful

22
implementation of Digital Literacy Programme. Nonetheless, the study relied on a small

sample size of 25 to conclude the findings. Whereas correlational analysis requires over 104

sample size for conclusive finding (Best and Khan, 2009), The study used a sample size

larger than 104 so as to perform inferential

statistics for concluding how board leadership connects with implementation of Digital

Literacy Programme in Secondary school institutions in , in Nairobi County, Kenya.

Omonyo et al. (2018) did a survey on effects of project-leadership in Kenya to the successful

outcome of public-infrastructural projects whereby a random sample involving 195

employees. Were utilized. From this data inferential and descriptive statistics showed that

leadership had an outstanding impact on the successfulness of public infrastructural projects.

However, the study suffered conceptual limitation by assessing leadership from the angle of

project thus negating processes involved during implementation of the project. In filling the

gaps, the link of board leadership and implementation of Digital Literacy Programme in

Secondary-schools in Nairobi, Kenya Will be explored.

2.4 Teacher-training and Implementation of Digital Literacy Programme

Digital literacy abilities enable teachers and families to provide effective guidance to their

children (Donohue, 2014). The gaining of digital skills and knowledge is not only an essential

ability for a modern person, but it is also one of the prerequisites for successful social and

labour inclusion (Milena and Sladana 2019). Whereas digital literacy is all about

understanding and accessing available sources of knowledge, as well as knowing when and

how to apply them (Britt et al., 2017), there is a need to create a curriculum that will teach

students how to critically evaluate and use online information sources. According to Young

(2001), current educators should achieve technology awareness and functions with

understanding of its power to educate through three important procedures: awareness of the

acquisition and comprehending technological implications in order to frame relevant instructions and

23
questions, formulation of work-based criteria, application of approaches alongside technology

incorporation, pondering on the results of immersion and re-examining these approaches constantly.

In modern times, technology users and learners with no skills are finding it difficult to

navigate virtual environment without the support of technician (Tekale, 2018). Thus there is

need to train and equip technology users with the essential set of skills and knowledge for

effective technology adoption and transfer. This would help then access, use, manage,

integrate and adopt digital resources in construction and sharing of knowledge with other

people. Training should focus on a digital curriculum that is built on good content which

facilitates opportunities for technology integration that is recommended for its effective

diffuse in schools (Gioko and Kadzo, 2018).

Istikomah et al. (2020) did a descriptive qualitative study on implementation of the literacy

program in Indonesia whereby semi-structured interviews and a purposive sample of 6 were

relied on. Content analysis revealed that competent teachers favored digitization. However,

the study Will be limited to qualitative methodological approaches which pose biasness to the

study thus lowering content validity essential for concluding the results. Generalization of the

results on how teacher-training links to implementation of DLP in Secondary school

institutions in Mwea-East Sub- County in Nairobi County, Kenya Will be achieved through

this study using mixed methods to increase content-validity.

In Uganda, Malunda and Atwebembeire (2018) conducted a survey on training and teaching

and learning resources and tutor productiveness in government-supported secondary schools.

Questionnaires, observation along with interviews were used to gather data from 82 head-

teachers and 1,024 teachers. Descriptive statistics demonstrated that training, availability and

use of teaching and learning resources notably contribute to teacher productiveness in

inferring knowledge to learners. But the study could not be generalized to Kenyan schools

due to contextual differences in education systems. This research examined the linkage of

24
teacher-training and execution of Digital Literacy Programme in Secondary-schools in

Nairobi, Kenya.

In Kenya, Homa Bay County, Omito et al. (2019) did a survey in public Secondary-schools

on teachers’ computer mastery as preliminary for the integration of laptops. Numerical and

narrative data were collected from 362 teachers and 85 head-teachers in Secondary-schools

using open-headed interviews and closed-headed questionnaires. The results showed that

teachers with strong foundation in computer skills Will be a necessary condition for effective

implementation of DLP within Kenya. However, the study Will be limited to baseline

evaluation in the implementation of DLP in Kenya. Moreover, Homa-Bay County limited the

scope of the research. To overcome this limitation, the study examined the influence of

teachers’ training on implementation of DLP in Secondary-schools in , in Nairobi County,

Kenya.

2.5 Conceptual-framework

Figure 1 demonstrates linkage between institutional factors and implementation of DLP in

Secondary-schools in this case , in Nairobi County, Kenya.

Independent Variables Dependent

Variable

(Institutional-based factors)

Digital Infrastructure Implementation of

 Digital tools Digital Literacy
 Digital learning materials Programme
 Digital networks  Meeting goals
 Teaching effectiveness
 Teaching
ICT Technical Support innovativeness
 Availability  Teacher satisfaction
 Teacher focus  Information and data
 Contentment literacy
 Digital content creation
Board of management Leadership
 Communication
 Motivation levels
 Conflict resolution
25
Teacher Training
 Training needs
Government Policies
 Digital literacy policy
 National ICT policy

Moderating Variable

26
 CHAPTER THREE: RESEARCH METHODOLOGY

3.1 Introduction

Research methodology is presented in this chapter and covers research design, targeted

population and sampling procedure and sample size, data collection and processing

techniques, ethical considerations and operationalization of variables.

3.2 Research design

Cross sectional approach in descriptive survey will be adopted for the study. Cross

sectional survey is a quantitative research design that collects data from a specific time and

point so as to explain the occurrence a phenomenon as it naturally occurs (Creswel, 2014).

Cross-sectional survey is not only cheap and quick to use but can also be used to assess

numerous variables using single strand of data thereby providing adequate basis for

exploring a phenomenon from multiple factors. However, cross-sectional survey is limited

in that it cannot be used in cause- effect analysis of a situation. Also, unlike longitudinal

survey which relies on trend data, cross sectional survey cannot be used to study behaviors

over a period of time. The adoption of cross- sectional survey design will be informed by

the ease of use and efficiency which is associated with the design when more than two

variables are involved. In past, cross-sectional survey has reliably been used in related

studies (Omonyo et al., 2018; Malunda and Atwebembeire, 2018; Omito et al., 2019).

3.3 Target-Population

The study will target 30 head-teachers, 30 chairmen of board of management, 30

chairpersons of infrastructure sub-committees and 887 teachers from 30 public-Secondary-

school institutions under the Sub-County of , the County of Nairobi in Kenya (Nairobi

County Education Office, 2020).

3.4 Sample-Size and Sampling-Procedures

A sample is a portion from a given population for investigation purpose and where the

27
findings are generalized (Mohsin, 2016). The study will use Krejcie-Morgan table of

sample-determination (Bukhari, 2020) to select a sample size of 278 respondents.

3.5Sampling Procedure

Pooja (2019) describes sampling as a procedure to identify a sample from an extensive

group of population. Sampling list for all public Secondary-schools and contacts of head-

teachers and teachers will be obtained from the , District Education Office. Samples will be

drawn using stratified and simple random sampling from a stratum whereby 9 head-

teachers, 9 chairmen of board of management, 9 chairmen of infrastructure subcommittee

and 251 teachers from public-Secondary-schools in , the County of Nairobi Will be picked.

In each stratum, specific samples will be chosen by first listing the names from the

sampling list in alphabetical order in excel page. The next step will be assigning of random

numbers to each name and then sorting the random numbers in increasing order followed

by selection of the first 9 cases for head-teachers, 9 chairmen of board of management, 9

chairmen of infrastructure subcommittee and 252 teachers.

3.5 Data Collection Instruments

Structured questionnaire and interview guides will be administered to teachers and head-

teachers from public-Secondary school institutions within, the County of Nairobi

respectively. Likert-scale questionnaire with 5-point scale is considered to be effective

when collecting quantitative data from public Secondary-school-teachers in, County of

Nairobi. Rating scale of the questionnaire ranged from Strongly Agree (SA), Agree (A),

Neutral (N), Disagree (D) and Strongly Disagree (SD). The questionnaire will be self-

administered and had six sections namely: demographic profile of respondents,

Implementation of Digital Literacy Programme (DLP), digital infrastructure and

implementation of DLP, ICT technical support and implementation of DLP, board of

management leadership and implementation of DLP, teacher-training and implementation

28
of DLP. Structured questionnaire has reliably been used in related studies with conclusive

findings (Lastiningsih et al. 2019; Omonyo et al., 2018).

An interview guide will be used to obtain confidential and privileged views, opinions and

perceptions of head-teachers and chairmen of board of management and infrastructure

subcommittee from the public Secondary-schools in , Nairobi, Kenya. The interview guide

will allow for probing on how implementation of DLP will be constructed by institutional

factors. The interview guide will be designed to cover three sections namely: overview,

thematic areas and the summary of the interview. In past studies, unstructured interview

guide has reliably been useful in obtaining qualitative data for valid conclusions

(Lastiningsih et al., 2019; Istikomah et al., 2020).

3.5.1 Pilot Testing of Research Instruments

Piloting of instruments will be performed in , in Nairobi County using 28 respondents or

10% of the actual sample-size as recommended by Saunders (2007). , Sub-County has been

chosen for pilot testing since it neighbors , and both Sub-Counties share same

administrative characteristics in Nairobi County. The pilot study will be tested the

feasibility and practicability in the use of the research tools.

3.5.2 Validity of Research Instruments

Validity implies that the instruments can produce truthful data (Creswell, 2014). Validity of

the data collection tools will be enhanced by conducting a comprehensive literature review

from past empirical studies to ensure that relevant indicators and items of each construct.

Further, validity of the instruments will be ensured by matching the indicators of each

variable to the question design. This will ensure that instrument items will cover all the

important dimensions of the construct in adequate manner. Moreover, the instruments will

be subjected to the supervisor`s review whose expertise input will be used to promote

clarity, relevance and representativeness of items to ensure that they aligned with the

29
research objectives. The study will be grounded in well- established theories of change

theory and empowerment theory which will help to support and align items with existing

theoretical framework. Additionally, instruments will pilot-tested so as to identify any gaps

with the items. This provided insights into the clarity and relevance of the items and

enhanced validity.

3.5.3 Reliability of Research Instruments

Basically, reliability is the ability of an instrument to produce consistency and precision

results when repeated (Creswell, 2014). Reliability will be computed by means of split-half

method whereby filled instruments will be divided randomly into two halves. Thereafter,

correlation analysis of data in the two halves will be computed. The reliability will be

accepted at the widely accepted minimum level of 0.7 Cronbanch’s Alpha Coefficient for

social sciences (Taber, 2017). Table 3.2 gives the results for the reliability test.

Table 3.2: Results for the Reliability Test

Experiment Variable Cronbach`s Coefficient (α)

Digital infrastructure 0.81

ICT technical support 0.79

Board of management leadership 0.76

Teacher training 0.80

3.6 Data Collection Procedure

The Secondary source of information in the study will be raw data. Before setting out to the

field to collect data, letter of introduction will be the first obtained from the University and

permit for the research from National Commission for Science Technology and Innovation

(NACOSTI). The relevant authorities were informed regarding the study including the ,

Education Officer (MESEO). At MESEO office, list and contacts of head-teachers Will be

30
obtained. The most convenient date for administering the interview and distributing

questionnaires to teachers Will be agreed. The researcher administered the interviews and

distributed questionnaires to the respondents. The most convenient dates for retrieving

filled questionnaire will agreed. The completeness of the questionnaire will ascertained.

3.7 Data Analysis Techniques

Quantitative data will be transferred to the Statistical-Packages for Social-Science Version

26 in order to produce inferential plus descriptive statistics namely: frequencies,

percentages, mean and standard deviations. Pearson-Product-Moment-Correlation-

Coefficient Will be used in testing relationship between variables. Narrative data Will be

analyzed through coding, transcription and generation of themes and summaries.

3.8 Ethical Considerations

Ethics are core requirements for credible research outcomes. In order to promote quality

data, the researcher will fulfilled all administrative, legal, professional and ethical

requirements through the research process.

The rights and freedoms of the research subjects were safeguarded.

The researcher will adhere to the academic requirements and university guidelines, upheld

the voluntary participation rule, confidentiality while respecting the rights of the

participants.

31
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 APPENDICES

Appendices I: Questionnaire for Teachers

The study aims to evaluate how Institutional factors affecting execution of Digital

Literacy Programme in Secondary-schools in , Nairobi County Kenya”. Kindly, answer

objectively to the enlisted questions by ticking in the boxes give.

RESPONDENT`S PROFILE

1: Gender

(b.): Female [ ]
(a.): Male [ ]
2: Age - group
a): 18. and 25 YRS [ ]
b): 26. and 35 YRS [ ]

c): 36. and 45 YRS [ ]

d): 46. and 55 YRS [ ]

e): 56. and 65 YRS [ ]

3: Highest Education Level

(a) Degree: [ ] (d) KCSE: [ ]

(b) Diploma: [ ] (e) KCPE: [ ]

(c) Certificate: [ ] (f) Below KCPE: [ ]

4. How long have implemented Digital Literacy Programme in this institution?

a) ONE YR [ ]

b) TWO YEARS [ ]

c) THREE YEARS[]

IMPLEMENTATION OF DIGITAL LITERACY PROGRAMME

Rate your agreement-level whereby 1 stands for Strongly Disagree- SD, 2 stands for

Disagree-D, 3 stands for Neither-Agree nor Disagree -N, 4 stands for Agree - A and 5

37
stands for Strongly Agree-SA.

Implementation of the Digital Literacy Programme

Aspects of implementation of Digital Literacy 1 2 3 4 5

Programme (DLP)

a. The goals of Digital Literacy Programme were met

b. Through DLP, teaching has become effective

c. Through DLP, teacher is innovative in teaching

d. Teaching needs were met by DLP

e. DLP met teacher expectations

f. Teacher is satisfied with DLP

g. Through DLP, teacher-student interaction is now easier

h. Teacher is nor data and information literate

i. Teacher can create digital content

j. Teaching is now effective

DIGITAL INFRASTRUCTURE

Digital Infrastructure and Implementation of DLP

Digital Infrastructure and Implementation of DLP 1 2 3 4 5

a. There are adequate laptops in the school

b. The school is installed with whiteboards

c. Internet is continuously available

d. The electricity power supply is steady

e. The digital learning materials are available

f. The digital learning materials are accessible

g. The digital learning materials are adequate

38
h. The digital learning content materials are relevant

i. The digital system is user friendly

j. The digital system is reliable

ICT TECHNICAL SUPPORT

ICT Technical Support and Implementation of DLP

ICT Technical Support and Implementation of DLP 1 2 3 4 5

a. The ICT technical support is always available

b. There are adequate ICT technical support services

c. The ICT technical support is reliable

d. Through ICT technical support, am able to solve learning

challenges in class

e. The ICT technical support has made it easier to use the

digital tools

f. There are little cases of technical failure in digital learning

g. The technical support is client focused

h. I am always contented by the ICT technical support services

i. I am fully conversant with the ICT gadgets.

j. There is quick support by technicians when needed

BOARD OF MANAGEMENT LEADERSHIP

Board of management leadership and Implementation of DLP

Board of management leadership and Implementation 1 2 3 4 5

of DLP

39
a. The board of management leadership motivates digital

technology adoption by teacher

b. Through leadership, communication Will be effective

c. Technological issues were timely clarified

d. Conflicting issues were easily solved

e. Board of management leadership offered clear sense of

direction in the adoption of digital learning

f. Board of management leadership facilitated linkages to

support services

g. The leadership Will be always available to offer the

necessary guidance

h. The leadership offered effective supervision in the

implementation of the Digital Literacy Programme

i. The school leaders give room for learning and improving

j. The school leadership evaluates use of digital tools.

TEACHER-TRAINING

Teacher-training and Implementation of DLP

Teacher-training and Implementation of DLP 1 2 3 4 5

a. The digital training met teachers needs

b. The training content Will be relevant

c. The training offered practical skills for the adoption of

digital literacy

d. The training Will be done frequently

e. The training approach Will be learner centered

40
 f. The training duration Will be adequate

g. Through training, teacher Will be able to solve learning

issues

h. The training empowered teacher in driving the change

required in digital learning

i. Training offered important knowledge in driving change in

teaching

j. The training had a follow up on what Will be trained after

its conclusion

-The end-

Thank you for participating!!

41
 Appendices II: Interview Guide for Head-teachers and Chairmen for Board of

Management and Infrastructure Subcommittee

INTRODUCTION

Research purpose, record the gender, inquire about qualifications as well as experiences

MAIN QUESTIONS

1. Could you please explain to me how Digital Literacy Programme (DLP) Will be

implemented in your school (probe on meeting goals, teaching effectiveness, teaching

innovativeness, teacher contentment)

2. In your opinion how has digital infrastructure affected implementation of the DLP

(probe on digital tools, digital learning materials, digital networks)

3. How has ICT technical support contributed to the implementation of DLP (probe on

availability, teacher focus, satisfaction)

4. How can you describe the contribution of board of management leadership to the

implementation DLP (probe communication, motivation levels, conflict resolution)?

5. According to you, how effective Will be the training of teachers on digital literacy and

how has it contributed to the implementation DLP (probe on training needs, type of

training and content of training)

6. What else would you like to share with me about the implementation of DLP?

42