Oluga, Joshua2025-07-142025-07-142024-11-30Oluga, J. (2024). Digital teaching and learners' participation in lower primary school classes in Bidibidi refugee settlement, Yumbe districthttps://hdl.handle.net/20.500.12504/2565Various pages : col.When teachers apply digital teaching devices, methods, and applications in the teaching and learning process, children develop socially, emotionally, physically, and cognitively through learner participation. This is because digital teaching improves learners' attendance, enrolment, performance, and completion rate. This study, therefore, was undertaken to examine "the application of digital teaching and learner participation in lower primary school classes in Bidibidi refugee settlement, Yumbe District". The study's objectives were to; describe the digital devices that improve learner participation in lower primary school classes, determine how digital teaching applications enhance learner participation, and establish the relationship between the digital teaching methods and learner participation. A descriptive cross-sectional research design was adopted for this study. A total number of 133 participants were computed using the standard sample formula. Sampling techniques were applied to select the participants through random and non-random, and these were purposive, simple random, and stratified. The participants included; 91 lower-class learners, 30 lower-class teachers, 10 head teachers from the selected schools of study, and 2 key informants from the Office of the Prime Minister in Bidibidi (OPM). Face-to-face interviews were conducted with the head teachers and key informants, questionnaire surveys with teachers, and observation with learners. Data was analyzed and processed using content, inferential, and regression analysis with figures, tables, and SPSS version 16.0 statistical measures used to interpret and present meaningful information. Results presented revealed that digital devices positively predicted learners' participation at (Beta = .280, p = .019), digital application, which was the highest positive predictor of learner participation at (Beta =0.575, p=O. 009), and digital methods at (Beta =0.138, p=0.027). This implied that a unit increase in digital devices, applications, and methods led to; a .280, 0.575, and 0.138 increase in learners' participation and vice versa. The findings from the study suggested that; teachers and learners in Bidibidi primary schools have a positive perception of the applicability of digital teaching approaches in teaching and learning in lower primary school classes. The national education stakeholders and education agencies may need to invest more in the already existing digital teaching facilities and digital skilling of teachers for 21st century teaching pedagogies for quality education posterities.enRefugee childrenDigital learningEducationPrimaryTechnological innovationsUgandaYumbe DistrictThesis