Technology-Based Teaching and Children’s Learning in Riruta Satellite Settlement

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dc.contributor.authorNdiema, Doreen Chepkesis
dc.date.accessioned2024-07-23T08:07:35Z
dc.date.available2024-07-23T08:07:35Z
dc.date.issued2023-10
dc.descriptionMASTER OF ARTS in Child Development
dc.description.abstractThe study aimed to evaluate how technology-based teaching impacted the learning outcomes of 124 children aged between 12 and 16 years old in Riruta in Nairobi County. The study found that only 16% of public and 8.5% of private secondary schools in informal settlements used technology. The research was based on Piaget's theory and supported by the Technology Acceptance Model and the Technological Pedagogical Content Knowledge Framework. The research employed a mixed-methods approach to gather information from teachers about adequacy and utilisation of technology-based resources in teaching. It employed an experimental design to compare learning in two groups. The teachers reported inadequacy of technology-based teaching resources. However, they used the available technology resources to teach mathematics and science. Learners’ perceptions of the ease and usefulness of technology-based teaching resources was positive, and they appreciated the importance of technology. Technology significantly improved concentration levels, increasing attentiveness among students. Technology use resulted in significantly higher average scores in the class test (46.3; CI: 39.1;53.4) compared to the control group (32.1, CI:28.2;32.3). From the regression analysis coefficients, positive learner perception on the usefulness of technology and use of technology increased concentration by 0.237 (p=0.008) and 4.670 (p=0.0001) respectively. Similarly, positive learner and use of technology increased class marks by 1.015 (p=0.026) and 20.61 (p=0.001) respectively. Positive perception on the ease of using technology did not affect concentration or class marks significantly. The study confirmed that positive impact of integrating technology into teaching thus emphasizing the importance of incorporating technology in schools.
dc.description.sponsorshipSchool of Applied Human Sciences of Daystar University
dc.identifier.citationNdiema, D. C., (2023). Technology-Based Teaching and Children’s Learning in Riruta Satellite Settlement: Daystar University, School of Applied Human Sciences
dc.identifier.urihttps://repository.daystar.ac.ke/handle/123456789/4825
dc.language.isoen
dc.publisherDaystar University, School of Applied Human Sciences
dc.subjectTechnology-Based Teaching
dc.subjectChildren’s Learning
dc.subjectRiruta Satellite Settlement
dc.titleTechnology-Based Teaching and Children’s Learning in Riruta Satellite Settlement
dc.typeThesis

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