INFLUENCE OF SCHOOL CALENDAR DISRUPTION ON ADOPTION OF DIGITAL LEARNING OF ENGLISH LANGUAGE IN KAPSERET SUBCOUNTY, KENYA

Abstract

From time to time, school calendars suffer disruption due to a myriad of crises. The recent global closure of schools due to the COVID-19 pandemic has created significant disruptions in school calendars, leading to the need for alternative approaches to education. Governments and schools are faced with the challenge of either embracing digital learning or enduring an indefinite wait for schools to reopen physically. This situation necessitates the identification and implementation of effective solutions to ensure the continuity of education and minimize the adverse impact on students' academic progress. The overall objective of this study was to determine the influence of school calendar disruption on the adoption of Digital Learning of English Language (DLEL) in Kapseret Subcounty, Kenya. The specific objectives were to establish whether indefinite school closure influences adoption of Digital Learning of English Language in Kapseret Subcounty, Kenya, to assess the influence of educational technologies on adoption of Digital Learning of English Language in Kapseret Subcounty, Kenya and finally to determine how digital literacy influences adoption of Digital Learning of English Language in Kapseret Subcounty, Kenya. The study was based on Social Cognitive Theory by Albert Bandura (2009) which provides insights into how students' learning experience. The study adopted descriptive research design. The study targeted a total of 2,173 respondents from secondary schools including; 2,092 form three students, 49 Teachers of English and 32 head teachers from the 32 high schools in Kapseret Sub County, 49 Teachers of English and 32 head teachers from the 32 high schools in Kapseret Sub County. The sample size of 327 was determined using Nassiuma's (2000) formula, which included 11 headteachers, 309 form three students, and 7 English teachers. The data was collected through the administration of questionnaire and interview schedules. Construct validity was employed and high reliabililty coeffient of 0.74 was obtained during the pilot study. The data was analyzed using descriptive statistics, including means, percentages, and standard deviations, and the results were then presented in form of tables. The study established that all schools were closed indefinitely in Kapseret subcounty and majority of the student respondents 225 (80.1%) lived with their parents during the school closure. The study further revealed that 32(11.4%) student respondents interacted remotely with their teachers via social media. All the teachers had access to internet whereas 196 (72.3%) of the student respondents had access to internet while 85 (30.2%) did not have access to internet. Also, 26(13.3%) of the student respondents used internet daily for academic work. Majority of the student respondents considered their digital skills as fair, good and very good at 93(33.1%), 76(27%) and 28(10%) respectively. Majority of the teachers 3(42.9%) were not competent in using digital devices to prepare, teach and evaluate students. In addition, only 66(23.5%) of the student respondents had undergone training for digital learning whereas 215(76.5%) had not. The study concluded that it was possible for learning to continue in Kapseret subcounty during school closure, with deliberate efforts and appropriate investment in digital learning. There was need to deliberately equip the teachers and students with the right digital devices, platforms and skills for effective engagement in case of disrupted school calendar. The schools, teachers, parents and the Ministry of Education will find this study useful in making appropriate adjustments towards leveraging technology for uninterrupted learning of English language.