Influence of Teacher’s Use of Digital Tools on Their Competency in Designing and Implementation of Creative Learning Activities in Primary Schools in Nandi County

Chepng’etich Betty Tonui, Mary Kerich & Philip Mwei
Moi University
Email: bttbor3@gmail.com

Abstract: Primary school teachers often struggle to integrate creativity into their teaching due to limited exposure to digital resources, resulting in less engaging and less effective learning experiences. Therefore, this study aimed to assess how the use of digital tools impacts the successful design and implementation of creative learning activities by teachers in primary schools. The study was guided by Technological, Pedagogical and Content Knowledge (TPACK) model. The study adopted descriptive research design. The target population was 6717 (773 head-teachers and 5944 teachers) drawn from the six sub-counties in Nandi County. Yamane formula was used to sample 378 respondents comprising (44 head-teachers and 334 teachers). The study used stratified sampling to select schools and simple random sampling to select 334 teachers and purposive sampling to select 44 headteachers. The research instruments were Questionnaires for teachers and interview schedules for headteachers. The study found that teacher’s use of digital tools had a positive and statistically significant effect on the designing and implementation of creative learning activities in primary schools in Nandi County, Kenya (β1=0.109; p<0.05). Qualitative data from headteachers stated that [1] majority of teachers are aware of digital tools but lack the necessary training to use them effectively, which impacts their classroom performance. The study concluded that the use of digital tools significantly influences teachers’ competency in designing and implementation of creative learning activities in primary schools. The study recommends for implementation of comprehensive technical support systems for primary school teachers to address challenges related to digital tool usage.