Fostering learning outcomes in a non-reading culture at foundational level of education: the role of information technology and pupil engagement

Abstract

Purpose

This paper examines the role of Information Technology and pupil engagement in fostering learning outcomes in a non-reading culture context at foundation level of education.

Design/methodology/approach

The authors adopted a cross-sectional survey design with quantitative approaches. A sample of 412 was drawn from a population of 1,692 Primary Schools. Data were collected using a self-administered questionnaire and analyzed using the SPSS software.

Findings

Information Communication Technologies (ICTs) usage had positive and significant effects on pupil engagement and pupil learning outcomes. Pupil engagement moderated in the relationship between ICT usage and pupils' learning outcomes.

Research limitations/implications

The cross-sectional design used in data collection may not monitor learning outcomes of the given samples over a longer period of time. Future studies should consider longitudinal research designs so that the behaviors of the learners can be observed over a long period of time.

Practical implications

Deliberate efforts to advocate for and promote the use of ICTs in primary schools are important if the schools are to foster pupils' engagements and register better learning outcomes.

Originality/value

The study confirms pupil engagement as a moderator in the relationship between ICT usage and learning outcomes at foundational levels of education in a resource poor country with a non-reading culture.

Citation

Naluwooza, R., Ayeni, F., Langmia, K. and Mbarika, V. (2023), "Fostering learning outcomes in a non-reading culture at foundational level of education: the role of information technology and pupil engagement", International Journal of Educational Management, Vol. 37 No. 3, pp. 558-574. https://doi.org/10.1108/IJEM-03-2022-0111