Influence of Digital Resources Utilization and Pupils’ Acquisition of Skills in English Language in Public Primary Schools in Nairobi, Kenya

Abstract

The use of digital resources to acquire and learn English receptive (listening and reading), productive (speaking and writing) and digital skills in English language can be improved by using digital devices and resources which teachers of English and pupils can utilize during English lessons. This study sought to establish how utilization of digital resources influences pupils’ acquisition of skills in English language in public primary schools in Nairobi, Kenya. The study employed Mixed Methods Research design. Qualitative and quantitative data was elicited using questionnaires (headteachers, teachers of English and grade 6 pupils), structured interviews, observation checklist form and an English Assessment Test. A sampled population of 41 headteachers, 260 teachers of English and 316 grade 6 pupils participated in the study. Qualitative data was analyzed thematically while quantitative data was presented using tables, frequencies and percentages. Pearson Product Moment Correlation Coefficient analysis was used to test the null hypothesis and show correlations between utilization of digital resources and pupils’ acquisition of skills in English language. The findings revealed that digital resources when utilized during English lessons significantly correlated with acquisition of skills in English language (r=.897**, n=260, p=0.001). The study concluded that digital resources make English lessons interesting and enjoyable, improve reading skills, improve spelling skills, aid in the acquisition of good English pronunciation skills, help in the contextualization of English content, give both teachers and pupils feedback during lessons, facilitate group work, and dramatizations of different English skills and is a good resource for conducting research.