Influence of Access to Educational Technologies on Adoption of Digital Learning of English Language during COVID-19 pandemic in Kapseret Subcounty, Kenya

Abstract

The outbreak of the pandemic led to the closure of schools and a sudden shift to remote learning, highlighting the importance of access to educational technologies for continued education. The rapid advancement of technology has opened up new possibilities for delivering education, particularly in remote areas. However, the effective integration of digital learning tools and resources into the educational system requires an understanding of the factors that influence their adoption. This study examined the influence of access to educational technologies on the adoption of digital learning of the English language during COVID-19 pandemic in Kapseret Subcounty, Kenya. The study was guided by Diffusion Innovation theory developed by Everett Rogers in 1962. The study employed descriptive research design. The study targeted a total of 2,173 respondents including 2,092 form three students, 49 Teachers of English and 32 head teachers from the 32 high schools in Kapseret Sub County. Using the formula provided by Nassiuma (2000), 11 schools were sampled for the study. Stratified random sampling procedure was employed to select 7 public secondary schools and 4 private secondary schools. The study further employed Krejcie and Morgan (1970) formula to arrive at a sample of 327 respondents who were selected using simple random sampling technique. data collected was analyzed using statistical techniques to establish correlations between access to educational technologies and the adoption of digital learning. Closed ended questionnaires was used to collect the data from students and teachers of English while semi-structured interview schedule was used to collect information from the head teachers. A pilot study was undertaken to assess validity and reliability of the research instrument. The collected data were analyzed using descriptive statistics and Chi square test (χ2) was also used to determine the relationship between two categorical variables at significance level of p<0.05. During school closure many students did not interact with their teachers throughout the school closure. A few of those who interacted used WhatsApp and school portal. Students at home/ remotely had access to television, smartphones and laptop/tablet. Most student respondents had access to good quality internet. The findings also revealed that there was a significant relationship between the students’ gender and adoption of digital learning of the English language during covid-19 pandemic in Kapseret Subcounty, Kenya (χ2=0.042, N=196, p<0.05). There was also a significant statistical relationship between access of educational technologies and their use in English academic studies by students (χ2=0.042, N=196, p<0.05). The study recommends that efforts should be made to ensure that all students of English have access to necessary technology devices and reliable internet connectivity. This can involve partnerships with government organizations, NGOs, or corporate sponsors to provide devices or establish community learning centers with internet access. Also, there is need to involve parents and caregivers in promoting gender equality in the use of ICT devices for studying. Additionally, the research findings can guide the development of targeted interventions to improve digital learning adoption and support the integration of technology in the English language curriculum.