International Research Journal of Innovations in Engineering and Technology - IRJIET International Open Access, Monthly, Peer Reviewed, Reputed Journal ISSN (online): 2581-3048

Impact Factor (2025): 6.9

DOI Prefix: 10.47001/IRJIET

Adoption of Education Technology and Achievement of Learning Outcomes in Upper Secondary Schools in Kapchorwa District

Abstract

The study examined the relationship between education technology and achievement of learning outcomes in Upper Secondary schools in Kapchorwa District. It was guided by three objectives including; the relationship between virtual lessons and achievement of learning outcomes in Upper Secondary schools in Kapchorwa District; the relationship between asynchronous discussions and achievement of learning outcomes in Upper Secondary schools in Kapchorwa District; and the relationship between virtual instructions and achievement of learning outcomes in Upper Secondary schools in Kapchorwa District. This study used a descriptive, cross-sectional and correlational survey designs with a study population of 340 employees and sample comprised of 181 respondents. Data were collected using self-administered questionnaires and interview guides. Data were analysed using descriptive and inferential statistics. The correlation findings revealed that virtual lessons was strongly and positively related with achievement of learning outcomes (r = 0.756); asynchronous discussions exhibited a strong and positive relationship with achievement of learning outcomes (r = 0.822) whereas virtual instructions exhibited a strong and positive with achievement of learning outcomes (r = 0.990). Regression analysis results also revealed that all education technology (virtual lessons, asynchronous discussions, and virtual instructions) have a positive and significant effect on achievement of learning outcomes with net relationships (β = 0.434); β = 0.313; and β = 0.387) respectively. Recommendations include investment in infrastructure, financial support for students, teacher training, integration of interactive elements, promotion of social interaction, monitoring and evaluation of digital learning initiatives, collaboration among educators, and efforts to ensure equitable access to technology tools.

Country : Uganda

1 Nakitari Kenneth Kennedy2 Kenema Mellon3 Musoke Matthew

  1. School of Graduate Studies and Research (SGSR), Team University, P.O. Box 8128 Mengo, Kabaka A’njagala Road, Kampala, Uganda
  2. School of Graduate Studies and Research (SGSR), Team University, P.O. Box 8128 Mengo, Kabaka A’njagala Road, Kampala, Uganda
  3. College of Higher Degrees and Research (CHDR), Kampala International University, P.O. Box 20000 Kansanga, Ggaba Road, Kampala, Uganda

IRJIET, Volume 8, Issue 12, December 2024 pp. 73-94

doi.org/10.47001/IRJIET/2024.812012

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