E-Learning Implementation Model For Public Secondary Schools In Kenya; A Case Of Kisii County

Abstract

Even though e-learning has enormous advantages in education, its implementation in secondary schools in Kenya has not taken effect. Wrong perceptions of use of ICT in education among many other factors such as lack of appropriate infrastructure have negatively affected e-learning implementation in secondary schools in Kenya. Currently there is no e-learning implementation model that has been effectively applied at this level of education in Kenya. This study sought to find out the extent of e-learning implementation, factors that affect the implementation of e-learning and the phases through which e-learning implementation should go through to ascertain its eventual success in secondary schools in Kenya. In order to achieve this, variables were grouped into (1) Materials development, (2) School leadership and administration (3) Finance (4) Technology and (5) Capacity. These variables were conceptualized to have influence on e-learning implementation at secondary school level. This study was based on three theoretical frameworks; The Unified Theory of Acceptance and Use of Technology (UTAUT) by Venkatesh, Morris, Davis, & Davis (2003), Diffusision of innovations theory by Rogers (2003) and Lazy user theory of solution selection by Collan (2007). This study targeted a population of 4290 individuals comprising of both teachers and students from secondary schools in Kisii County. The students that participated in the survey were from forms 1, 2 and 3 only. Schools in Kisii County were clustered into sub-Counties from which Kisii South sub-County was purposively selected for this study. Simple random sampling was used to select schools from the different zones that exist in Kisii South sub-County whereas stratified sampling was used to select participants from every school that was selected. Questionnaires and interview schedules were used in data collection. These tools were verified by experts in the field and with the supervisors before being used for data collection. To ascertain that the results of this study would be reliable, a pilot study was conducted at Nyanchwa girls and Kisii high school. Split –half method was used to test reliability of the results which gave a Cronbach Alpha of 0.72. Data collected was analyzed using means, percentages and standard deviations and presented in tables. This study found out that there exists some extent of e-learning implementation in the schools sighting existence of ICT tools and equipment and prior experience with the tools and equipment especially among teachers. Further, this study found out that both organizational and individual factors have profound effect on the implementation of e-learning and should thus be addressed before implementing e-learning. Finally, this study found that implementation of e-learning need not follow specific steps or phases. This study recommends e-readiness assessment, provision of the necessary infrastructure to enable e-learning and capacity building for teachers and computer technicians and a consideration of the levels of learning at secondary school level before e-learning implementation.