Classroom Use of Digital Resources in Teaching and Learning of English Language in Secondary Schools in Nyeri County, Kenya

Abstract

Integration of information, communication technology (ICT) in teaching and learning in schools and factors affecting acceptance and use has been extensively researched in Kenya and globally. However, use of digital resources in classroom teaching and learning of various subjects in Kenyan schools has been grossly under-researched thus creating a gap in knowledge that this study filled. This study investigated 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 investigate the extent of use of digital resources and role of attitude in classroom 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. The respondents in the study were 45 teachers of English and 135 form three students from 16 extra county secondary schools purposefully sampled for the study. Data was collected using questionnaires, interview schedules and classroom observation schedules. Piloting was done in two secondary schools in Murang’a County to ascertain validity of the research instruments. Reliability was ascertained using Cronbach Alpha Co-efficient. 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 teachers had positive attitude towards use of digital resources in teaching English language lessons. The study found that a variety of digital resources were used with a bias on easy to use resources such as television, radios and non-graphic internet generated materials which made lessons interesting, extended the concentration span of learners and simplified complex concepts in English language. The study recommended secondary schools to invest in modern digital resources and enacted of policies that initiated regulated and frequent use of digital resources in the English syllabus to not only mainstream the practice but also eliminate pockets of negative attitude towards technology among teachers and heads of institutions