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
ISSN: 0951-354X
Article publication date: 9 May 2023
Issue publication date: 19 May 2023
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.
Keywords
Acknowledgements
The author acknowledge Prof. Musa Moya Bukoma in the Faculty of Computer Science of Makerere University Business School for his valuable input and guidance in developing this paper.
Erratum: It has come to the attention of the publisher that the article, 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, published with an incorrect affiliation for Professor Foluso Ayeni. This error was introduced in the editorial process and has now been corrected in the online version. The publisher sincerely apologises for this error and for any inconvenience caused.
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
Publisher
:Emerald Publishing Limited
Copyright © 2023, Emerald Publishing Limited