School resources and effective implementation of e-learning in secondary schools in Kasese municipality, Uganda

Abstract

This study examined the influence of school resources and effective implementation of elearning in secondary schools in Kasese Municipality, Uganda. Specifically, this study examined the influence of tangible resources and effective implementation of e- learning, assessed the influence of intangible resources and e-learning, and examined the influence of school capabilities on e-learning in secondary schools in Kasese Municipality, Uganda. Using quantitative research approach, the study adopted a correlational research design on a sample of 183 teachers. Data was collected using a self-administered questionnaire. Data was analysed using quantitative methods. Quantitative data was analysed using descriptive statistics specifically frequencies, percentages and means, and inferential analyses particularly correlation and regression analyses. The findings revealed schools' resources in terms of tangible and intangible resources, and capabilities had a positive and significant influence on e- learning. Therefore, it was concluded that tangible resources are essential for effective implementation of e-learning in secondary schools, intangible resources are vital for effective implementation of elearning in secondary schools and schools' capabilities are imperative for effective implementation of e-learning in secondary schools. It was thus recommended that, the Ministry of Education, directors of schools and head teachers should ensure that schools have sufficient tangible resources for e-learning in form of ICT facilities, school ICT policies and e-library resources. Directors and head teachers should ensure schools have adequate intangible resources that are technology know how, learning culture and relationship with stakeholders. Directors and head teachers should ensure schools have adequate capabilities which are experimentation, integration capability and teaching content management.