Abstract:
The use of computer based activities to support collaborative teaching provide children with direct teaching of
speaking and listening skills which prepare them for talking. The child in primary school is supposed to get
ready to expand his/her language skills since it is the medium of instruction. There has been urgent need to
improve knowledge dissemination procedures so as to enhance students’ undertakings. In order to achieve good
results in the performance, integration of electronically motivated learning with the traditional ones is necessary.
However, there have been big disparities in performance of languages in the KCPE results between schools from
Kisumu Municipality and Muhoroni Sub. The purpose of the study was to compare the e-learning resources,
usage and challenges in instruction and student performance among primary schools in Kisumu Municipality and
Muhoroni Sub County. The study objectives were to compare the difference in e-learning resources, to determine
the difference in e-learning usage, and to compare the challenges facing the use of ICT’s for instruction among
primary schools in Kisumu Municipality and Muhoroni Sub County. A causal comparative research design was
used on a population of 104 and 50 pupils, teachers, and head teachers from Kisumu Municipality and Muhoroni
Sub County, respectively, on whom three separate questionnaires were used for data collection. Purposive
sampling method was used to select 10 primary schools from the two regions, where 10 pupils, two teachers and
one head-teacher were randomly selected to participate in the study. Hypotheses were used to test statistical
difference in resource usage, and challenges, using the t- test at alpha level of significance. Construct and content
validity was done to ensure the instruments were adequate and the content required was covered respectively.
The findings were that teachers and pupils in Kisumu Municipality had a higher rate of access to ICTs, although
this did not contribute to performance in KCPE. Due to the above, the study recommends that appropriate
infrastructure be established to support e-learning equipment.
