EXPLORING THE IMPACT OF STUDENTS' ATTITUDES TOWARDS COMPUTER-ASSISTED INSTRUCTION ON ENGLISH ESSAY WRITING PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN BOMET COUNTY, KENYA

Authors

  • Miriam Chepngeno PhD Student, Department of Curriculum Studies and Instruction, School of Education, Catholic University of Eastern Africa, Kenya
  • Jane Kamau Lecturer, Dr., Department of Curriculum Studies and Instruction, School of Education, Catholic University of Eastern Africa, Kenya
  • Michael Kimotho Lecturer, Dr., Department of Planning and Administration, School of Education, Catholic University of Eastern Africa, Kenya

DOI:

https://doi.org/10.46827/ejes.v12i10.6201

Keywords:

computer-assisted instruction, Kenya certificate of secondary education, Statistical Package for the Social Sciences, Hayes Process Macro V4.1, automated writing evaluation, technology acceptance model

Abstract

This study examines the impact of students’ attitudes toward computer-Assisted instruction (CAI), utilizing tutorial videos to teach grammar, coherence, and mechanics, on their English essay writing performance in public secondary schools in Bomet, Kenya. The main objective is to assess how students’ perceptions of CAI influence their essay writing proficiency, focusing on essay structure, clarity, and technical accuracy. A quasi-experimental design was employed, involving 300 Form Three students from 10 public secondary schools, selected through stratified random sampling to represent both urban and rural contexts. The intervention group received CAI through tutorial videos, while the control group followed traditional instruction. Students’ attitudes toward CAI were measured using a validated questionnaire, and their essay writing performance was evaluated through a standardized rubric assessing grammar, coherence, and mechanics. Quantitative data were analyzed using regression analysis and Hayes Process Macro v4.1 to explore the relationship between attitudes and writing outcomes, as well as potential mediating factors such as technological access and teacher support. Qualitative data from student interviews complemented the findings, providing insights into perceptions of CAI’s effectiveness. The study aims to determine whether positive attitudes toward CAI correlate with enhanced essay writing skills and to identify barriers, such as limited technological infrastructure or low digital literacy, that may affect CAI implementation. The results are expected to offer evidence-based insights for educators and policymakers to optimize the use of tutorial video-based CAI in English language instruction. By highlighting the role of students’ attitudes in technology-driven education, this research contributes to strategies for improving English essay writing performance in resource-constrained settings like Bomet, with implications for broader educational technology integration.

 

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Author Biography

  • Miriam Chepngeno, PhD Student, Department of Curriculum Studies and Instruction, School of Education, Catholic University of Eastern Africa, Kenya

    Miriam Chepngeno is a PhD candidate in Curriculum Studies and Instruction at Catholic University of Eastern Africa, specializing in Curriculum Studies and Instruction, she has an interest in the integration of technology in educational practices. She holds a Master’s degree in Education with a focus on Curriculum Studies and Instruction from Catholic University of Eastern Africa and a Bachelor’s degree in English Education from Moi University. Her research interests include the effects of Computer-Assisted Instruction (CAI) on writing skills, educational technology, the flipped classroom and student-centered learning pedagogies. She is an active member of academic networks, contributing to discussions on educational technology and curriculum design.

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Published

2025-08-13

Issue

Vol. 12 No. 10 (2025)

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Articles

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