CHALLENGES AND OPPORTUNITIES IN THE USE OF MOBILE DEVICES FOR TEACHING AND LEARNING IN PRIMARY SCHOOLS IN MARANI SUB-COUNTY, KENYA

Abstract

The government is encouraging the integration of information and communication technology (ICT) in teaching and learning. The most accessible ICT devices are mobile devices such as tablets, smartphones, laptops, and mobile phones. These devices have achieved tremendous popularity in recent years because of their portability, versatility, multi-functionality, adaptability, and ability to customize individual experiences. The requirements of the Competency-Based Curriculum (CBC) are that learners should be meaningfully exposed to digital devices such as mobile phones, smartphones, iPads, tablets, laptops, and desktop computers, so as to acquire digital literacy. This would enhance learners’ acquisition of knowledge, skills, and positive attitudes in Marani sub-county where primary schools perform poorly in the Kenya Certificate of Primary Education (KCPE). The purpose of this study was to explore perspectives, challenges, and opportunities in the use of mobile devices for teaching and learning in primary schools in Marani sub-county, Kenya. The specific objectives of the study were: to find out the challenges and opportunities encountered in the use of mobile devices for the teaching and learning process. The study was guided by systems theory. The target population was 88 head teachers, 88 chairpersons of parents' associations, 234 teachers, 4224 class seven pupils, and a sub-county director of education. The sample consisted of 27 head teachers, 27 chairpersons of PA, 71 teachers, 1268 class seven pupils, and a sub--county director of education. The study employed stratified sampling, simple random sampling, saturated sampling, and purposive sampling techniques. Data were collected using questionnaires, interview schedules, and observation schedules. The research instruments were assessed for validity by the researcher’s peers and supervisors. The reliability of questionnaires was ascertained by Cronbach alpha. The reliability coefficient of the teachers’ questionnaire was .73 and that for the students’ questionnaire was 0.8. Statistical Package for Social Sciences (SPSS) version 27 aided in data analysis. The data were analysed using descriptive statistics such as frequencies and percentages and means and presented in the form of tables. The study revealed that teachers had positive perspectives on the effects of mobile devices on primary school pupils’ academic performance. The study found out that, the challenges encountered in relation to the use of mobile devices were: inadequate mobile devices, unreliable power supply, lack of the necessary ICT skills, and lack of internet connection. On the other hand, the opportunities that accompany mobile device use in teaching and learning were that learners and teachers get exposure to more information and current trends in academics. In addition, learning can take place anytime and from anywhere; makes learning interesting and connecting learners with teachers and other learners, which promotes faster content coverage. The study recommended that, the Ministry of Education should develop clear guidelines on the use of mobile devices in teaching and learning. The government should also facilitate teachers by providing grants and cheap loans for the acquisition and use of mobile devices, regularly review the acquisition and in-service programmes by intensifying the integration of technology with a view of improving the trainees’ skills and attitude on the use of ICT.