CHAPTER THREE

Research design

The research design chosen for this study is a mixed-methods design, combining both
qualitative and quantitative approaches to provide a comprehensive understanding of
the impact of technology on student learning. This design was selected to allow for a
more holistic exploration of the topic, capturing both the qualitative experiences and
perceptions of participants as well as quantifiable data to support the findings.

Target Population

The overall target population for this study includes 60 sub-county schools in selected
Sub-counties in Nairobi County, comprising of 60 principals, 900 teachers, and 24,000
learners, totaling 24,960 subjects. The involvement of principals, teachers, and learners
in the study is crucial to gather diverse perspectives and insights on the impact of
technology on student learning from different stakeholders within the educational
system.

sample size

The sample size for schools will be determined using 20% of the total number of
schools, while the sample size for respondents (principals, teachers, and learners) will
be determined using Krejcie and Morgan Table (1970) to ensure a representative
sample. The sample sizes for each category of respondent will be calculated based on
10% for principals and teachers, with the remaining allocated to learners to ensure
adequate representation across all groups.

research instruments and data collection

The instruments chosen for data collection were selected based on their reliability and
validity in measuring the variables related to technology’s impact on student learning.
The instruments will include a mix of open-ended and closed-ended items to gather
both qualitative insights and quantitative data. The instrument will consist of sections
focusing on technology usage, learning outcomes, perceptions, challenges, and
recommendations related to technology integration in education. The instrument will be
administered to principals, teachers, and learners within the selected schools. Data will
be collected using the instruments through surveys, interviews, and observations to
gather a comprehensive dataset for analysis.

data analysis and presentations

Qualitative data will be analyzed using thematic analysis to identify patterns, themes,
and insights from the responses provided by participants. Quantitative data will be
analyzed using statistical methods such as descriptive statistics, inferential statistics,
and data visualization techniques to present findings in a clear and meaningful way for
interpretation and discussion.

REFERENCES

Some key references include:

a) Carstens, K. J., Mallon, J. M., Bataineh, M., & Al-Bataineh, A. (Year). “Effects of
Technology on Student Learning.” The Turkish Online Journal of Educational
Technology.

b) The Impact of Technology Integration on Student Engagement and Achievement in

Mathematics Education: A Systematic Review” from ResearchGate.

c) Effects of Technology on Student Learning” from ERIC

d) D. G. (2012). The self-efficacy of the elementary teacher toward technology use

(Order No. 3525444) Available from ProQuest Dissertations \& Theses Global.
(1039543880).

e) Yehle, A. K. (2000). Technology use, reasons for technology use, and impacts of
technology use: A case study preservice student teachers in the area of emotional
disturbance (Order No. 9996907). Available from ProQuest Dissertations \& Theses
Global. (304646311). Retrieved October 5, 2020, from http://libproxy.lib.ilst.

f) Yokuş, G., \& Yelken, T. (2017). The Adoption of mobile devices as digital tools for
seamless learning. Turkey Mersin University.