Assessing the Availability of Digital Learning Infrastructures in NGOSponsored and Non-Sponsored Public Primary Schools in Buuri and Isiolo Sub-Counties
Date
2024-09Author
Kinoti, Purity Ntinyari
Ikiara, Lucy
Ikiugu, Johnson
Type
ArticleLanguage
enMetadata
Show full item recordAbstract
Purpose: To assess the availability of digital learning infrastructures in NGO-sponsored and
non-sponsored public primary schools in Buuri and Isiolo sub-counties.
Methodology: The study used deductive reasoning and adopted the descriptive survey research
design. The study targeted 79 public primary schools in the 2 sub-counties, 79 headteachers,
79 ICT teachers, 2,192 Grade 6 learners, and their 79 Grade 6 class teachers. The researcher
selected a 20% sample to get 16 schools, 16 headteachers, 16 ICT teachers, and 16 class
teachers. Purposive sampling techniques were used to select 11 schools with NGO sponsorship
while simple random sampling was used to select 5 schools without sponsorship for the
comparative sample. Systematic random sampling was used to get a 15% sample from the
learners – 329 Grade 6 learners. Data was collected using questionnaires, interview schedules,
and observation checklists. Descriptive data was analyzed using percentages, mean, and
standard deviation scores, while data from interviews was organized into themes and reported
using quotes and narration and reported alongside the findings from descriptive data.
Results: The results of the questionnaire revealed that 79.9% of learners in sponsored schools
strongly agreed that their classrooms were built with robust materials compared to only 62.0%
in non-sponsored schools. 70.0% of teachers in sponsored schools confirmed these findings
strongly agreeing that their classrooms were built of concrete stones with metal doors and
windows, compared to 60.0% in non-sponsored schools. This indicates a significant difference
in infrastructure quality, with sponsored schools showing better construction (97.4% vs.
70.5%). Simple regression analysis showed that NGO-sponsored schools had lower p-values
(p ≤ 0.01 for power availability and digital hardware, p = 0.05 for adequate gadgets) compared
to non-sponsored schools (p = 0.05, 0.05, and 0.10 respectively). These results indicate
significant differences in infrastructure availability, supporting the rejection of the null
hypothesis.
Conclusion: The conclusion made was that NGO-sponsored schools possess significantly
superior digital learning infrastructures compared to their non-sponsored counterparts. The
robust construction of classrooms, reliable electricity supply, and the availability of essential
wiring and power sockets collectively create an environment that is highly conducive to
effective digital literacy programs. This enhanced infrastructure provides a stable foundation
for the integration and use of digital technologies in the school. The study recommends that
efforts be made to increase NGO sponsorship in public primary schools to increase the chances of learners attending the schools getting access to essential digital skills. This could involve
intentional efforts by the Ministry of Education to reach out to NGOs and pursue partnership
opportunities in this direction.
Citation
Kinoti, P. N., Ikiara, L., & Ikiugu, J. (2024). Assessing the availability of digital learning infrastructures in NGO-sponsored and non-sponsored public primary schools in Buuri and Isiolo subcounties. Journal of Education, 4(7), 13-21.Publisher
Journal of Education
Subject
Digital learning infrastructuresNGO-sponsored
Non-sponsored public primary schools
Buuri and Isiolo sub-counties