Assessment of integration of e-resources in teaching and learning of english language in public secondary schools In kakamega county, kenya

Abstract

Integration of e-resources in education enhanced growth of knowledge based society. It created positive impact on curriculum implementation. Kenya invested in technology considerably with a belief to support and transform pedagogical practices. Despite innovative developments, there was little empirical evidence on use of e-resources in teaching and learning of English language in public secondary schools in Kakamega County, Kenya. Incorporation of e-resources in the curriculum had not reached optimum level in the county. Insufficient attention to e-resources in teacher preparation programs limited their use. These concerns prompted Teachers Service Commission (TSC) to embark on capacity building of teachers for effective utilization of e-resources. The purpose of the study was to assess integration of e-resources in teaching and learning of English language in public secondary schools in Kakamega County, Kenya. Specific objectives of the study were to: examine e-resources available for use in teaching and learning of English language, determine perceptions of principals, teachers and learners on e-resources in teaching and learning of English language, establish teacher preparedness on use of e-resources in teaching and learning of English language and examine e-resource pedagogic methods for use in learning of English language. The study was guided by Bruner‟s Constructivism Theory (1990) and adopted descriptive survey design. The study population was 150 principals, 250 teachers of English and 10,000 Form Two students. Simple random sampling method used to select 108 principals, 152 teachers of English and 370 Form Two students. Research instruments included: questionnaires for principals, teachers and students, interview schedule and observation checklist for teachers. Face validity of research instruments was established by judgement of three experts in the Department of Educational Communication, Technology and Curriculum Studies. Reliability of instruments was established through pilot study. The computed coefficients of reliability were 0.85, 0.85 and 0.80 for questionnaires of principals, teachers and students respectively. Data was analysed through descriptive statistics included frequencies, means and percentages. Statistical Package for Social Sciences (SPSS) was used to analyse data. The study found out that e-resources were available but inadequate for frequent use; e-resources ensured understanding of concepts (67.6%) and made learning lively (63%); teachers lacked computer and internet skills (58.3%) and learner-centred method supported with e-resources enhanced learning (72.4%). Based on the findings, the study recommended that Ministry of Education (MoE) should provide adequate e-resources; teachers should use e-resources appropriately to improve learning outcomes; MoE in conjunction with Kenya Institute of Curriculum Development (KICD) should organise refresher courses on e-resources usage and secondary schools should emphasize learner-centred method that uses e-resources in learning process. The study contributed to development of teacher of English in regard to technological innovation in the curriculum. It also provided additional information in formulating policies which will enhance use of e-resources in teaching and learning process.