ABSTRACT

E-learning is widely used in the education sector in nowadays; hence, it is essential to study the effects of technology implementation on performance of students. There are numerous studies about academic performance however; studies on e-learning in Kenya are minimal. This study sought to examine the association of e-learning implementation and performance of international schools in Nairobi. The specific objectives include; determining the effects of; technology readiness, teachers’ technical competency, teacher experience and teachers attitude towards adoption of technology on performance of international school in Nairobi. The study used a descriptive research design. It collected information related to teachers’ attitudes, opinions and views on the association of e-learning implementation and performance of international schools in Nairobi. The study targeted 480 teaching staff of the 15 mainstream International Schools in Nairobi. Stratified proportionate-random sampling technique was used in sample selection. The population was grouped into 7 strata related to their departments. From each stratum, simple random sampling was used to select 44.6% of the population of that stratum. Giving a total sample of 214, this represents 44.6% of the total population. Data collection was by use of semi-structured questionnaires. Content analysis, descriptive analysis and inferential analysis were employed. On learners’ performance or school ranking the study revealed that learner performance is affected by implementation of technology and also that learner interaction with the teacher is affected by implementation of technology. Regarding technology readiness the study revealed that computer programs tend to take a simplistic method to mistakes and simply rewards precise responses and rejects incorrect responses and also that technological hardware has improved visual presentations in the classroom as well as enhanced the focus and concertation of learners. Regarding the experience of teachers, the study revealed that, experience in teaching influences the use of information communication technology in schools, further teacher experience on use of ICT in assisting students is a result of perceived ease of use of ICT in assisting students. The study also found that teaching attitude influences the successful introduction and execution of technology in school’s program and also that if the attitude of teachers’ towards the usage of technology in the education sector is positive then adoption and integration of technology in the education sector will be easy. The study recommends that schools’ management should have differentiated teaching catering for weaker students that is enhanced with implementation of e-learning for better performance, they should ensure that there is enough hardware to facilitate smooth running in classrooms. The government should come up with strategies to train the teachers on technology and the school management should ensure their teachers undergo refresher courses on computers to equip them to teach the children. In addition, teachers should embrace integration of ICT into their teaching for the benefit of the learners and the management of the schools should ensure that the teachers have a better perception about teaching and learning