Influence of Parents’ Socio-economic Status on Utilization of Digital Learning Among Secondary School Students in Vihiga Sub-county – Kenya

Abstract

The study sought to determine the influence of parents’ socio-economic status on the utilization of digital learning among secondary school students in the Vihiga sub-county in Kenya. The study employed the descriptive study design. The target population consisted of school heads, teachers, parents, and students of selected public secondary schools. The study used primary data as the main source of information. Structured and semi-structured questionnaires were used to collect qualitative and quantitative data from the students, teachers, and parents, while Interview was used to collect information from the school principals. The findings showed that most students in the selected schools come from low-income families, as mentioned by teachers and principals at (66.1%) and (75%) respectively. Parents with low income could not buy some of the technological gadgets such as laptops, tablets, and smartphones that could aid students’ digital learning at home. Of the 492 students who participated in the study, 430(87.4%) mentioned that their parents do not know how to use the computer. This finding was reflected in the evidence that most parents attain secondary and college levels of education. Therefore, these parents lacked confidence and could not guide or assist their children with digital learning or online assignments. Of the 160 parents who participated in the study, 105(65.6%) revealed that they were computer illiterate. This finding creates a vacuum in the parental involvement required to ensure the continuity of utilization of digital learning among students at home. The study also established that the learning environment is essential at school and home. Electricity and internet connectivity are vital requirements in a home environment for successfully utilizing digital learning. In conclusion, the results have established a positive relationship between parents’ socio-economic status regarding parental income, level of education, parental involvement and home learning environment, and students’ utilization of digital learning.