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Perceptions of Teachers on E-Resources in Teaching and Learning of English Language in Public Secondary Schools in Kakamega County, Kenya

Author

Listed:
  • Mark W. Muvango

    (1Post Graduate Student (PhD), Department of Educational Communication, Technology and Curriculum Studies, Maseno University, Kenya)

  • Kowino J. Obwana

    (Lecturer, Department of Educational Communication, Technology and Curriculum Studies, Maseno University, Kenya)

  • Ajuoga Milcah

    (Lecturer, Department of Education, St. Paul’s University, Kenya)

  • Okono Elijah

    (Post Graduate Student (PhD), School of Education, Masinde Muliro University of Science and Technology, Kenya)

Abstract

Electronic resources (E-resources) sparked creativity and enlivened teaching and learning process. They also enabled conceptualization of abstract concepts in the curriculum. Despite integration of e-resources in teaching and learning, English language registered dismal performance in Kenya Certificate of Secondary Education (KCSE) examinations in Kakamega County, Kenya. In the years 2012 – 2019 there was negative deviations: 0.0011 – 0.01 in KCSE examinations respectively. The blame was on inadequate and inappropriate integration of e-resources in the curriculum. The purpose of the study was to assess integration of e-resources in teaching and learning of English language in public secondary schools in Kakamega County. Specific objective of the study was to: determine perceptions of teachers on e-resources in teaching and learning of English language in public secondary schools in Kakamega County, Kenya. The study found out that e-resources ensured understanding of concepts (67.6%), ensured long retention in learning (100%), concepts became lively during learning (100%) and enhanced learning in the curriculum (96.5%). Based on the findings, the study recommended that teachers should use e-resources appropriately to improve learning outcomes. The study contributed to development of teacher of English in regard to integration of e-resources in teaching and learning process. It also generated new knowledge of searching, selecting, processing and using technological information adequately in learning of English language.

Suggested Citation

  • Mark W. Muvango & Kowino J. Obwana & Ajuoga Milcah & Okono Elijah, 2020. "Perceptions of Teachers on E-Resources in Teaching and Learning of English Language in Public Secondary Schools in Kakamega County, Kenya," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 4(9), pages 85-90, September.
    • Handle: RePEc:bcp:journl:v:4:y:2020:i:9:p:85-90
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