Influence of connectivity On readiness to adopt E-learning in public Secondary schools in Kitui county
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Though Distance Learning has been previously used to enhance access to education, the traditional mode of distance education has not been able to meet the growing demand for education especially in secondary schools. This is because the emphasis has been on tertiary and higher education levels and not lower levels of education. There is an urgent need for modification of continuing and distance education through flexible learning to meet educational needs of access and equity for all Kenyans, as Kenyan government strives to achieve vision 2030. This can only be realized through adoption of e-Learning mode of distance education at all levels of education. e-Learning involves generation, dissemination and use of digital information among school members to enhance access, quality and equity in education. The aim of this study was to establish the influence of connectivity on readiness to adopt e-Learning in public secondary schools in Kitui County. The indicators of the study included internet connectivity, intranet connectivity and mobile network coverage. The study employed a combination of qualitative and quantitative paradigms and ex-post- facto design. Data were collected using questionnaires, interview schedules, observation check-list from principals 51, teachers 122 and students 300, sampled from 80, 647, and 4800 respectively. Descriptive and inferential statistics was used to analyze the data. 36 U o N - I S O 9 0 0 1 : 2 0 0 8 C e r t i fi e d Through the e findings of the study, it was established that internet connectivity has a significantly positive correlation with electronic learning equipment with r = 0.330 and the relevant skills in handling e-learning with r = 0.313 both of which were indicators of readiness to adopt e-learning. The correlation was significant at P = 0.05. There was also a positive correlation between intranet connectivity and electronic learning equipment with r = 0.233 and relevant skills with r = 0.254. However, both correlations were not significant. Similarly, a positive correlation was noted between mobile telephone network coverage and the two indicators of e-readiness with a correlation coefficient of r = 0.245 and r = 0.256 for e-equipment and relevant skills respectively. However, the correlation was not significant in both cases. Further, it was established that adequate connectivity to support e-learning was lacking in secondary schools in Kitui County. It was therefore recommended that, the government educational planners and policy makers should come up with practical strategies for availing adequate connectivity in the schools to enable successful adoption of e-learning and enhance access to, and equity in education.