STUDENT PERSPECTIVES ON DIGITAL LEARNING TOOLS IN COMPETENCY-BASED CURRICULUM IMPLEMENTATION IN JUNIOR SCHOOLS
DOI:
https://doi.org/10.46827/ejes.v12i7.6090Keywords:
competency-based curriculum, digital learning tools, student perceptions, social constructivism, educational technologyAbstract
This study explores the perspectives of junior School students in Kenya on the integration of digital learning tools within the Competency-Based Curriculum (CBC). Guided by social constructivist theory, the research employed a descriptive survey design involving 384 learners from public and private schools in both urban and rural settings in Busia County. Data were collected using a structured questionnaire and analyzed through descriptive and inferential statistics. Findings indicate that while students generally perceive digital tools as beneficial for enhancing engagement and comprehension, access and effective usage vary significantly based on school type and location. Key barriers identified include poor infrastructure, limited internet connectivity, and inadequate teacher support. The study underscores the need to bridge digital divides, incorporate student voice in technology implementation, and enhance teacher preparedness. These insights inform policy and practice toward equitable, effective digital integration in CBC implementation.
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