dc.description.abstract | Implementation of digital literacy projects often faces operational challenges that reflect
inadequacy in the framework of implementation. The inadequacy is attributed to poor decisions
when rolling out the project. Wrong perspectives lead to ineffective decisions and the resultant
effect is prolonged or unending projects. The study examined institution-based perspectives
that sway implementation of Digital Literacy Programme in primary-schools in Mwea-East
Sub-County in Kirinyaga County, Kenya. Specific objectives were to establish how digital
infrastructure, ICT technical support, board of management leadership and teacher-training
influences implementation of Digital Literacy Programme in primary-schools in Mwea-East
Sub-County in Kirinyaga County Kenya. The study was guided by change theory and
empowerment theory. Cross-sectional approach to survey design was applied in this research
study. Target population was 977 comprising of 30 head-teachers, 30 chairmen of board of
management, 30 chairpersons of infrastructure sub-committee and 887 teachers from public
primary-schools in Mwea-East Sub-County in Kirinyaga County Kenya. A sample of 278
respondents was arrived at by means of Krejcie-Morgan tabulation for determination of the
sample as cited in Bukhari (2020). Proportionate-stratified random sampling was utilized to
obtain 9 head-teachers, 9 chairmen of board of management,9 chairpersons of infrastructure
subcommittee and 251 teachers from each sub-population. Whereas quantitative data was
gathered from the teachers using structured questionnaires, qualitative data was collected from
the head-teachers using an interview guide. Quantitative data was analysed using descriptive
and inferential statistics namely: frequency, percentages, mean, standard deviation and
correlation analysis. Analysis of qualitative data was achieved through coding, transcribing,
theme generation and summarizations. The relationship between institutional factors and
implementation of Digital Literacy Programme in primary-schools in Mwea-East Sub-County
in Kirinyaga County, Kenya decreased in the following order teacher training (r=0.88), digital
infrastructure (r=0.71), ICT technical support (r=0.49) and BOM leadership (r=-0.04). Project
managers involved in planning for highly technical projects should provide practical
interventions in addressing technical problems underscore. In addition, project managers
should use their soft-project management skills like leadership based on situation because the
finding from this study found no connection between BOM Leadership and Implementation of
Digital Literacy Programme. The Government of Kenya is recommended to use the findings
strengthen integration of technological and technical Implementation of future Digital Literacy
Programmes through appropriate policies on digital devices and content. Future studies should
consider factor analysis and mixed methodologies so as to triangulate multiple means of data
collection and analysis and draw more generalizable results. | en_US |