Exploring the extent to which digital assisted learning contributes to primary school learning outcomes: the case of selected schools in Nkhata Bay district

Abstract

This study explored the potential of digital resources in promoting primary education outcomes fostering inclusivity, particularly in remote rural areas, a case study of selected schools in Nkhata Bay district. By adopting a case study approach, the researcher explored the implementation of accessible digital books by the education technical program of Building Education Foundations through Innovation and Technology (BEFIT), Voluntary Services Organisation, World Vision Malawi, United States of Aid (USAID) and other implementing Organizations. However, the implementation of this program at primary school has come at a time when the curriculum has not yet been revised completely giving an impression that the materials in the introduced digital facilities do not match with the current curriculum hence raising questions about curriculum alignment and whether it contributes to the primary school learning outcomes. The study was guided by the following research objectives; to assess the current status of digital education implementation in the selected primary schools in the Northern region of Malawi, to explore how teachers integrate digital technology in their classroom arena, to identify the challenges and opportunities for improving the impact of digital education on students' learning outcomes and lastly, to discuss solutions to problems of integrating digital technology in classroom setting. The research was grounded in technological acceptance Model (TAM) and used oral interviews, classroom observation and document analysis where interview guide, classroom observation forms, and document analysis checklist as methods of data collection. The sample size to be used in this study constituted a total of 30 participants. The six primary schools were selected through purposive sampling comprising of 4 head teachers of the 6 schools, 14 teachers, 10 students, two from each school will also be sampled randomly from the concerned classes and finally, 2 Primary Education Advisors from zones where the researcher selected the participating primary schools v were targeted. The data collected was then analysed using content analysis, narrative analysis and thematic analysis and reported narratively. The study found that the program has to some extent helped to improve numeracy and literacy skills in learners though facing challenges of inadequate resources, less technical know-how on how to maintain the gadgets after they breakdown, less content to cover the whole curriculum subjects and lacks inclusive materials for the hearing impaired. It was therefore recommended that there has to be thorough orientation and continuous professional development for teachers, and proper coordination among curriculum implementing stakeholders to ensure equity distribution of resources.