A comparative study of availability of e-learning resources and pupils’ performance in selected primary schools in Kisumu central and Muhoroni sub Counties, Kenya

Abstract

Globally, the integration of Information and Communications Technology (ICT) in education systems has become a practice which studies have shown to significantly influence academic performance. Disparities in pupils’ performance in Kenya Certificate of Primary Education (KCPE) have been occurring every year, although some researchers tend to link the same with availability of e-learning resources. This gap has informed the study. Kisumu Central schools’ pupils have been performing better than other sub counties in KCPE every year. For example, between 2011 and 2014, Kisumu Central had an overall mean of 278.14 while Muhoroni Sub County had an overall mean of 243.17. While the digital divide between the urban and rural parts of Kenya has not been investigated, its influence on disparities in pupils’ performance in KCPE remains unknown. The purpose of this study was to compare availability of e-Learning resources and pupil’s in selected primary schools in Kisumu Central and Muhoroni Sub Counties. The objectives of the study were to compare the e- learning resources for instruction; establish the extent of utilization of e-learning devices for instruction, and to evaluate the challenges facing utilization of e-learning resources for instruction among primary schools in Kisumu Central and Muhoroni Sub Counties. Piaget’s theory of intellectual development and Holmes’ problem solving approach were used to guide the study. The study adopted the ex post facto research design. The population of the study included 104 and 54 primary schools from Kisumu Central and Muhoroni Sub County respectively. Through simple random sampling technique, 10% of the schools (10 in Kisumu Central and 5 in Muhoroni) were sampled. Purposive sampling method was used to select 10 pupils, 2 teachers, and 1 head teacher from each sampled primary school. Questionnaires for teachers and pupils, as well as an observation guide, were used for data collection. Instrument validity was ensured through consultations with the supervisors and lecturers in the Faculty of Education and Community Studies of Egerton University. Instrument reliability was ensured through test retest during a pilot study and a co-efficient of 0.70 obtained. Data was analysed using Statistical Package for Social Sciences version 21. Results revealed that: there is no statistically significant difference in the e-learning resources; there is no statistically significant difference in utilization of e-learning resources, and there is no statistically significant difference in the challenges facing e-learning for instruction by schools between Kisumu Central and Muhoroni Sub Counties. The researcher concludes that disparities in pupils’ performance in KCPE are due to other factors and not utilization of e-learning resources in schools from the two regions. It is recommended that e-learning resources that support school curriculum should be procured and utilised with regard to training levels of users. There is also need to build the capacity of teachers so that they are able to use e- learning for instruction. The results of this study are significant in informing the various primary education stakeholders such as head teachers, teachers, school management committees and the Ministry of Education on the benefits of using e-learning for instruction, the challenges teachers and students face in using ICTs and on how to strategize for better use of ICT for instruction for improved academic performance.