INFLUENCE OF TEACHERS’ DIGITAL LITERACY SKILLS ON THE TEACHING OF MATHEMATICS IN LOWER PRIMARY SCHOOLS IN KANDUYI SUB-COUNTY, BUNGOMA COUNTY, KENYA

Abstract

Digital literacy plays a crucial role in modern education and has the potential to improve learning experiences among lower primary school learners in Grade one to three. However, skills in digital literacy influence among teachers teaching mathematics in lower primary schools in Kenya is not well documented. The ultimate purpose of this research study was to investigate the digital skills in teaching and learning of mathematics activities influence in teachers’ in Kanduyi Sub County’s lower primary schools. Explicitly, the study intended to: determine the level of teacher digital literacy skills, assess the availability of digital literacy devices, examine the extent to which digital devices are used and find out the perception of teachers on digital literacy and teaching mathematics activities. Social constructivism theory guided this research study and adopted a mixed-methods approach. The study target population included 92 and 631 public primary school head teachers and Grade 1–3 teachers respectively with a sample of 23 head-teachers as well as 235 teachers sourced through simple random sampling employing Yamane’s formula. Validity and reliability on structured questionnaires, interviews and observation checklists was done on the tools prior to the actual fieldwork. Statistical Package for Social Sciences was used to analyse qualitative and quantitative data for descriptive and inferential statistics following the study objectives. Percentage frequencies, means, standard deviations and correlation analysis, as well as chi-square tests and multiple linear regression were used. Findings were presented via figures and tables as well as descriptive narratives where the study revealed that teachers’ digital literacy was at a moderate level and that most schools in the sub-county did not have sufficient digital devices for teaching mathematics. Teachers in this research study moderately applied digital literacy devices in teaching and learning of mathematics activities in schools and most had positive perceptions towards the role provided in enhancing teaching and learning of mathematic activities in lower primary schools in the Sub County. Regression results indicated that there was significant positive influence of digital literacy skills on mathematics teaching on the following order: digital devices availability (β= 0.531, p=0.001), teachers level of digital skills (β=0.359, p=0.001), digital devices usage (β= 0.218, p=0.001) and teacher perceptions (β=0.123, p=0.015). The study in conclusion established significant moderate positive effect of teacher digital literacy skills and teaching of Mathematics subject in lower primary schools. The study recommends that teachers should be adequately provided with digital training programmes, government to support schools in supplying internet, electricity, construction and equipping of computer laboratories. Head teachers needs also to monitor and oversee the integration of digital instruction in teaching and learning of mathematics subject in their schools.