Abstract:
The establishment of the Digi School, also known as the Digital Literacy Programme,
by the Kenyan government aims to provide pupils with the essential skills required to
succeed in the information-driven economy of the twenty-first century. The main goal
of the effort was to familiarise kids enrolled in public elementary schools in Kenya
with technology improvements, while also providing instructors with the essential
skills to effectively provide digital learning resources. The primary aim of this
research was to determine the extent of readiness among public elementary schools in
Kitui County, Kenya, to adopt and execute digital literacy programmes. The research
aimed to investigate whether school administrators actively supported teachers in
accessing digital literacy training, aided in the maintenance of digital literacy learning
devices, examined the influence of teachers' beliefs and attitudes on the
implementation of digital literacy, and coordinated with relevant authorities to ensure
the provision of necessary resources. The study used a descriptive methodology. The
study sample consisted of a total of 7560 participants, with 3280 individuals serving
as school administrators, including both head teachers and deputy head teachers, and
4280 individuals serving as classroom instructors. The researcher used a random
sampling technique to identify 164 institutions from the overall population. A total of
789 answers were gathered, with each category in the sample being allotted 10% of
the total. The aforementioned group included 428 individuals serving as classroom
teachers and 328 individuals holding positions as school administrators. The
provision of information via surveys was facilitated by the voluntary participation of
instructors and school officials. To verify the dependability of the research
equipment, a test-retest technique was used. The data analysis process included the
use of SPSS, a programme often used in the social sciences for descriptive and
statistical analysis. The use of percentages and frequencies as a means of conveying
information and providing descriptions. According to the poll, a significant number of
educators obtained authorization from their superiors to participate in digital training
sessions. The study put out a recommendation to do more research on the integration
of digital literacy in primary public schools across the country. Further investigation
is necessary to ascertain if students' academic performance shown any enhancements
subsequent to their engagement in digital literacy training. The primary objective of
this study is to examine the impact of different digital learning programmes on
student results.
