TEACHERS’ AND STUDENTS’ APPRAISAL OF THE USE OF INTEGRATED E-LEARNING VIS-À-VIS CONVENTIONAL APPROACHES TO THE TEACHING AND LEARNING OF BUSINESS STUDIES IN KENYAN SECONDARY SCHOOLS

Modern technology is essential in fast development of any nation and therefore Kenya’s education system must embrace it and move fast with the innovation. Based on a study of selected secondary schools in Kenya, this paper analyses how teachers and students compare the integrated E-learning approach with the conventional approaches to the teaching and learning of Business Studies subject. A descriptive survey research design was adopted. The study was undertaken in the selected E-schools in Kenya. Purposive sampling was used to select the teachers and random sampling technique was used to select the students. A total of three Head teachers, eight Business Studies teachers and 127 Business Studies students participated in the study. Questionnaires and face to face interviews were used to collect data from the sample. Both descriptive and inferential statistics were used to analyze the data gathered in this study. Descriptive statistics included use of frequency tables, percentages and mean scores. Inferential statistics involved Analysis of Variance (ANOVA). From the study findings, one benefit as expressed by the teachers was the use of ICT to support learning experiences that involve more cooperation among learners and teachers within and beyond school and a more interactive relationship between students and teachers. In so doing, richer learning communities are developed. Head teachers should also recognize the need for time to learn and develop meaningful practice. Dedicated time is needed to fully understand and appreciate what ICT can offer, and to undertake the necessary steps to be able to put this into practice.