Effect of Teachers’ Technological Skills on Learning Outcome of Lower Primary School Pupils in Mumbuni Zone, Machakos Sub-County in Machakos County, Kenya

Effect of Teachers’ Technological Skills on Learning Outcome of Lower Primary School Pupils in Mumbuni Zone, Machakos Sub-County in Machakos County, Kenya

Registration ID: IJNRD_188746

Published ID: IJNRD2303389

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Daniel Wambua , Dr. Francis B. Mutua , Prof. James M. Muola

Technological Skills, teachers’ technological skills, Pupils, Competency-Based Curriculum, Curriculum Implementation, Lower Primary, Learning Outcomes

The aim of this study was to assess effect of teachers’ technological skills for implementing the Competency-Based Curriculum in lower primary on learning outcome of pupils in Mumbuni Zone, Machakos Sub-County in Machakos County. To ensure accessibility, retention, and completion of primary schooling as per Sustainable Development Goal (SDG), free primary education (FPE) was implemented in 2003. The government intended to ensure that everyone acquires the knowledge and skills necessary to promote sustainable development as per the SDGs. The persistent campaign by worldwide communities to persuade countries to respect human rights and meet basic needs has been one of the major issues of the 21st Century. Smith's theory on structural functionalism informed this study. The study adopted descriptive survey design. A target population of 24 public primary schools, 24 head teachers and 72 teachers in lower primary schools were used. A sample size of eight head teachers and 21 lower primary teachers were selected for the study based on a simple random sampling of 35% of the targeted population. Interviews and questionnaires were used to get the information. Data was collected after acquiring permit from NACOSTI. Data was analyzed both qualitatively and quantitatively. Descriptive analysis was used to analyze quantitative data with the use of Statistical Packages for Social Sciences (SPSS Version 27) in frequencies and percentages and presented using tables and pie charts. Expert judgment was used to improve the validity of the research instruemnts. The reliability of the questionnaire was established through Pearson Product moment correlation. The study found that most of the lower primary teachers (97.8%) were ready to execute CBC, which positively impacted lower primary students’ learning. The study also found that a fair percentage of lower primary teachers (69.6%) were not frequent users of the technology in executing their duties in implementing CBC. Notably, the study also noted that malnutrition was directly correlated to cognitive development, thus significantly affecting the learning outcome among students in lower primary schools within the Mumbuni zone. Based on the findings, the study recommends that teachers need training through in-service training, seminars, and workshops for successful implementation of CBC and positive learning outcomes. Teachers should receive ICT training and be given the necessary tools to apply the curriculum in the classroom.The research concluded that teachers’ technological skills significantly influenced learning outcomes of lower primary pupils in Mumbuni Zone, Machakos Sub County Machakos County.

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"Effect of Teachers’ Technological Skills on Learning Outcome of Lower Primary School Pupils in Mumbuni Zone, Machakos Sub-County in Machakos County, Kenya", IJNRD - INTERNATIONAL JOURNAL OF NOVEL RESEARCH AND DEVELOPMENT (www.IJNRD.org), ISSN:2456-4184, Vol.8, Issue 3, page no.d675-d684, March-2023, Available :https://ijnrd.org/papers/IJNRD2303389.pdf

Volume 8 Issue 3, March-2023

Pages : d675-d684

Paper Reg. ID: IJNRD_188746

Published Paper Id: IJNRD2303389

Downloads: 000121218

Research Area: Social Science and Humanities 

Country: Machakos, Kenya, Kenya

Published Paper PDF: https://ijnrd.org/papers/IJNRD2303389.pdf

Published Paper URL: https://ijnrd.org/viewpaperforall?paper=IJNRD2303389

Journal Name: INTERNATIONAL JOURNAL OF NOVEL RESEARCH AND DEVELOPMENT(IJNRD)

ISSN: 2456-4184 | IMPACT FACTOR: 8.76 Calculated By Google Scholar | ESTD YEAR: 2016

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