https://kerd.ku.ac.ke/handle/123456789/137 Mon, 10 Aug 2026 05:22:01 GMT 2026-08-10T05:22:01Z https://kerd.ku.ac.ke/handle/123456789/1701 Teachers’ Attitude towards Uptake and Integration of Laptop Computers in Public Primary Schools: The Case of Digital Literacy Programme (DLP) in Homa Bay County, Kenya Ouma, Omito Kenya has joined many other countries in the world in embracing technology in teaching and learning. The Digital Literacy Programme (DLP) in Kenyan public primary schools forced the teachers to quickly change their teaching methodologies to accommodate the use of technology in teaching and learning. The purpose of the study was to assess the teachers’ attitude towards the adoption of DLP in selected public primary schools in Homa Bay County, Kenya. The study adopted a mixed research approach with a cross sectional survey design. A total of 6529 public primary school teachers in Homa Bay County were used as the population of the study. The sample size of 362 teachers was generated from the study population. The sample size was then stratified to capture all the six sub counties of Homa Bay based on the population of teachers in each and every sub county. Questionnaires and interview schedules were used to collect data. Subject area experts were used to validate the contents of the research instruments as the reliability index for the questionnaires stood at 0.96 based on the pilot study. Descriptive statistics such as tables, frequencies, average means and percentages were used to analyze the quantitative data from questionnaires. One Way ANOVA was also used to establish differences in teachers’ attitude and their work experience. Interviews were analyzed quantitatively by recording, transcribing, coding and then major themes reported. The research findings showed that teachers’ attitude was high and welcoming. The findings were based on teachers’ perception on usefulness of laptop computers which was found to be higher than the expected e-learning readiness levels (3.61> 3.41). The research also pointed out that teachers’ perception on ease of use of laptop computers was also high when compared to the expected e-learning readiness levels (3.81>3.41). The results also indicated that there were no statistical differences between teachers’ attitude and work experience. F observed was 1.117 while F critical was 2.02. It was concluded that primary school teachers were ready for the uptake and integration of DLP in Kenya An article published in AASCIT Journal of Education Mon, 01 Jan 2018 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1701 2018-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1693 Teachers' Computer Literacy in Selected Public Primary Schools in Ainamoi Sub-County in Kericho County, Kenya Ngeno, Beatrice Chebet; Sang, Hellen C. The practice of integrating education with computers has been used worldwide because of the emerging education global trends. Computer literacy in teachers plays an important role in the integration of technology in education, which favors the Kenyan education system. This study set out to determine the teacher computer literacy level in public primary schools Ainamoi Sub-County, Kericho. A descriptive survey design was used involving 21 head teachers, 42 lower primary teachers, one ICT Expert, and CASO officer. Data were collected using structured interviews, questionnaires, and checklist observation. Purposive, simple random sampling and stratified sampling were used to sample the respondents. Data were presented in tables and percentages. The findings revealed that computer teacher training that was done in May 2015 did not cater for all the teachers in the field. This is because head teachers and only two lower primary teachers were trained from each school. It was also founded that teachers who graduated from teacher training colleges from 2009 were computer literate out of all the teachers employed by the Teachers Service Commission (TSC) after 2006. There is a need for the government to arrange the seminars and in-service programs to cater to those teachers who are already in the field but are computer noncompliant. Teachers should be ready to embrace the new technology and integrate it into teaching and learning. Teachers should have more exposure to computers and ICT facilities to enhance their computer competency. A digital computer content guide should be developed by the Kenya Institute of Curriculum Development to enhance consistent computer knowledge. Besides, teacher training colleges should provide KNEC examinable computer courses. An article published in East African Journal of Education Studies Wed, 01 Jan 2020 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1693 2020-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1690 Influence of School Environmental Factors on Teaching and Learning Process in Public Primary Schools: A Case of Bungoma County, Kenya Ochwada, E. Y.; Oseko, A.; Murunga, F. School environment affects the teaching-learning process. This paper presents the findings of a study undertaken to investigate the influence of school environmental factors on the teaching-learning process in public primary schools in Bungoma south sub-county, Bungoma County, Kenya. A descriptive survey research design was used. The target population was the Head Teachers/deputy head teachers, Class Teachers, and Pupils in the Public Primary Schools in Bungoma south Sub-county, Bungoma County. Stratified sampling, Simple random sampling and Purposive sampling were used. A sample size of 30 % of the target population was used. Primary data was collected using Questionnaires and Focus group discussions. Data was analysed using statistical package for social sciences (SPSS). Results of this study showed that sufficiency of physical facilities specifically adequacy of classrooms significantly affect the teaching-learning process. Those who reported having adequate classrooms performed better than those who reported inadequacy (Z=1.776, 0.046). Sufficiency of instructional materials, Class size, and School location does not significantly affect the process of teaching and learning. The study concluded that among the school environmental factors, physical facilities particularly adequacy of classrooms, was the only factor that significantly affected teaching and learning and therefore recommends that National and County governments should ensure that classrooms are adequate in Public primary schools. An article published in African Journal of Education,Science and Technology Mon, 01 Jan 2018 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1690 2018-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1616 The Relationships between Teacher Quality and Sixth Grade Students’ Mathematics Competencies in Kenya and Zimbabwe Ayieko, Rachel Angela; Kanyongo, Gibbs; Nelson, Bryan Students should begin to engage in problem-solving and higher order thinking skills in mathematics in the early years of school in preparation for 21st-century technology and problem-solving competencies. Using the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ), this study examines the distribution of significant teacher quality factors related to sixth-grade students’ mathematics competencies across the regions of Kenya and Zimbabwe. The mathematics competencies range from Pre-numeracy to Abstract Problem Solving level. First, we use a multi-level regression model to analyze the relationships between teacher quality and students’ mathematics competencies to find out which teacher quality variables are important for the improvement in students’ mathematics competencies in the participating countries. We then illustrate the distributions of the teacher quality factors within the regions in Kenya and Zimbabwe. From the multilevel model analysis, the teacher quality factors related to students’ increase in mathematics competencies were teaching experience, mathematics competencies, and teachers’ academic qualifications. We observe that students taught by permanently employed teachers had lower math competencies and that the days spent by the teachers in professional development influence students’ mathematics competencies negatively. The distributions of these teacher quality factors that matter in sub-Sahara Africa are concentrated in the capital cities and particular regions in Kenya and Zimbabwe. Implications for policy and practice are discussed. An article published in African Journal of Teacher Education Mon, 01 Jan 2018 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1616 2018-01-01T00:00:00Z