Gender and teacher attitude toward digital literacy programme in Kisii county primary schools

Authors

DOI:

https://doi.org/10.20525/ijrbs.v10i4.1183

Keywords:

Digital Literacy Programme, Digital Technologies, Computer

Abstract

Digital technologies have been associated with improved and enriched learning experiences which include more student-centered learning. These technologies have made teaching and learning experiences more interesting. In view of the crucial role of digital technologies in enhancing learning, this study sought to assess teacher attitudes towards the Digital Literacy Programme (DLP) in Kisii County based on gender differences. Does the gender of the teachers involved in the Digital Literacy Programme in Kisii County affect their readiness to uptake and implement the program? A survey research design was applied in the study. The population of the study constituted of 1,420 standard one and two teachers selected from randomly sampled schools of the county. The sample size was determined using the Fisher formula and the sample consisted of 302 standard one and two teachers. Purposive sampling was used to select the specific teachers. Simple random sampling was used to select the specific schools to include in the study and proportionate sampling was used to determine the number of respondents from each school. Self-administered questionnaires were used to collect data. To ascertain the reliability of the research instruments, a pilot test was carried out and a Cronbach’s alpha coefficient of 0.76 was realized. Data were analyzed quantitatively using descriptive statistics in SPSS. The study established that difference in gender has no effect on the teachers’ attitude to the Digital Literacy Programme.

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Published

2021-06-14

How to Cite

Makworo, E. O., Nyakoe, G. M., & Abuya, T. K. (2021). Gender and teacher attitude toward digital literacy programme in Kisii county primary schools. International Journal of Research in Business and Social Science (2147- 4478), 10(4), 383–390. https://doi.org/10.20525/ijrbs.v10i4.1183

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Learning & Education