Influence of Teachers’ Attitude on the Use of Digital Devices in Kiswahili Content Delivery in Public Primary Schools in Kisumu East Sub-County, Kenya

Abstract

This study examined the relationship between teachers’ attitude towards digital devices and Kiswahili content delivery in public primary schools in Kisumu East Sub-County, Kisumu County, Kenya. The study adopted a mixed-methods descriptive survey design. Data were collected from Teachers of Kiswahili and Heads of Institutions using questionnaires and interviews and analysed using descriptive statistics, Pearson correlation and regression analysis. The findings showed that teachers generally had a favourable attitude towards digital devices. A strong, positive and statistically significant relationship was established between teacher attitude and Kiswahili content delivery (r = .733, p < .001). Regression analysis indicated that teacher attitude explained 53.7 per cent of the variation in Kiswahili content delivery, while 46.3 per cent remained unexplained by the model. The study concluded that positive teacher attitude is important for digital-supported Kiswahili instruction but requires supportive conditions, including adequate digital resources, teacher competence, infrastructure and technical support. The study recommends strengthening practical digital training, improving access to relevant Kiswahili digital resources and creating supportive school environments for technology integration.