Evaluating Teachers’ Adoption Of Digital Learning In Public Primary Schools: A Case Study Of Uasin-Gishu County Schools

Abstract

In the recent past, ICT has been integrated into primary school curricula in many developing countries around the globe. Kenya is among the countries that have introduced the use of ICT. Support and funding from the government have led to an increased availability of ICT resources. However, the teachers do not make effective them. Adoption in schools has been slow and problematic. This research evaluated the teachers’ adoption of Digital Learning in Public Primary schools in Uasin Gishu County. The researcher adopted the Unified Theory of Acceptance and Use of Technology (UTAUT) to evaluate whether its variables influence teachers' Behavioral Intention and adoption of digital learning. She also evaluated whether computer experience, gender, age, and voluntariness of use moderate the four direct determinants. A blended strategy of qualitative and quantitative questions was used to gather information. The population of interest consisted of 280 teachers. An appropriate sample size of 165 teachers was achieved using Slovin’s formula with a margin error of 5%. Simple random sampling was used to select the schools that participated. The study findings indicate that Positive performance expectancy, effort expectancy, social influence from significant others and favorable facilitation conditions positively influence the teachers’ behavioral intention. Performance expectancy and Effort expectancy were the only significant determinants. Behavioral intention positively influenced use behavior, but other factors challenges such as insufficient time, lack of power and insufficient digital content largely influenced their use. Teacher’s age, experience, and gender did not significantly affect the correlation between PE, EE, SI, FC, and BI, but Voluntariness of use moderated SI and BI. The researcher concluded that teachers in UG have adopted DL but their use frequency is varied