This chapter presents historical background, conceptual and contextual aspects of the problem under the study. It also highlights the statement of the problem, purpose, objectives, research questions, scope, significance, limitation and delimitation of the study.

1.2 Historical background

Governments have invested in education to ensure that they improve contexts in which educational institutions operate. Although Government expenditure is crucial, the general public also has a financial obligation to contribute to raising education’s overall quality. Communities have placed administrators of educational institutions under intense pressure to maintain a high level of educational quality (Saengchai et al., 2020). They have done that by connecting their economic development initiatives to educational strategies that cleanse the effects of challenges that tend to hinder student participation (Dahal, 2017).

Student Participation is key in ensuring that students gain the benefits of education. However, students do not participate as expected (Ahmad, 2021). Different strategies, actions and techniques that promote better students’ participation so as to benefit from the nation’s educational advancement was encouraged (Saengchai et al., 2020). In order to ensure that students’ participation in learning is improved, different countries have utilized different strategies that include pedagogical reforms and policies (Astin, 2014).

Realizing the importance of student participation, policy measures was put in place in different countries to ensure improved students’ participation. For instance, Affirmative Action policy interventions that was applied in California in the 1970s (Douglass, 2018), Brazil in 1988 (da Silva, 2019) and South Africa in 1994 after apartheid (Maria van der Bank et al., 2015) to increase participation of the black people. The same was carried out in the 1990 in Uganda to increase participation of female students in Universities (Ministry of Gender, Labour & Social Development, 2015). Then in 1997 Uganda implemented Universal Primary Education policy (Martínez-Martínez, Zamudio-Lazarín, & Coutiño, 2019), Kenya, 2003 respectively (Ngugi et al., 2015). While Affirmative Action was meant to improve student participation, it mainly focused on marginalized groups (Tarquino et al., 2021). Although students enrolled, the quality of learning did not improve (Greenbank, 2007).

To improve quality of learning there was need to decongest classrooms. This was done by introducing double shift systems where two schools would operate in the same school, one in the morning up to midday and another from 2:00pm to 5:00pm. According to Parente (2020), double-shift system were introduced in Ghana and Colombia in 1960s, while in Uganda, it was introduced in 2008 (Evarist, 2018). While everything was done to promote participation in congested institutions, the amount of time for student-teacher engagement was restricted (Ntibazimana, 2015).

As a way of neutralizing problems that hinder students’ participation, competence based curriculum that was characterized as student centered pedagogy to allow students’ participation and skill development was embraced by several countries (Ruth & Ramadas, 2019). Feasibly, Heo (2012) posits that, this has been done in Australia in 1990, South Africa in 1998, Uganda in 2007 and Rwanda in 2015 (Mabhonga, 2021).

Uganda used several policies, activities, methods and systems to ensure that it promote better students’ participation in learning (Saengchai et al., 2020). Systems such as double shift system in 2008 (Evarist, 2018) to decongest overcrowded classrooms was embraced. In 2007, adoption of competence-based curriculum, which was described as student-centered pedagogy to enable students’ involvement and skill development become more vital (Mabhonga, 2021). Policies like, Universalization of education in 1997 (Martínez-Martínez, & Coutiño, 2019) and Affirmative Action in the early 1990s (Nabayego, 2013) were implemented though it mainly focused on marginalized groups (Tarquino et al., 2021) and in the 1970s, Vocational education to increase craftsmanship was a key (Kim, 2021). Although all these were done, students did not participate as expected.

1.3 Conceptual Background

Students’ participation was conceptualized differently by scholars. For example Abdullah, Abu Bakar, Mahbob, (2012); Aziz et al., (2018); Bergmark & Westman, (2018) Muslih et al., (2021) understood students participation as integration of students in academic and institutional life through Visual, oral, listening, writing and mental activities. This integration was in form of full integration, conditional interaction, marginal interaction and silent observation Liu, (2001) as cited by (Ciro, 2018).

Bartley et al., (2010) defined students’ participation as a formal and informal experiences that involved decision making and course evaluations. In this participation, students were engaged actively naturally in presentations, on-time submission of assignments and class discussion (Abdullah et al., (2012); Aziz et al., (2018). Items that might be evaluated in student participation were engagement in class discussions, engagement in online discussions and student behavior in group setting (Czekanski & Wolf, 2013). Both formal and informal participation were important in promoting a positive learning environment, encouraging the development of effective student interactions with peers and motivating students (Bergmark & Westman, 2018).

Student participation is an assessment of a student’s presence in a course outside of their assessment (Bekkering & Ward, 2020). Gordon & Grey, (2018); Komakech & Osuu, (2014) assumed student participation as use of distinct practices to monitor students’ attendance, active listening, being in class, doing the assignment, and being prepared for class. The students attendance was monitored by removing the fear barrier that hampers students participation (Diab-Bahman et al., 2022).

For this study, student’s participation was destined to mean student’s formal and informal experiences (Song et al., 2019) using electronic instructional media for presentations (Karahoca et al., 2010), assignments submission, class discussion (Abdullah et al., (2012); Aziz et al., (2018), presence in class (Bekkering & Ward, 2020; Ciro, 2018) and their full integration, conditional and marginal interaction in academic and institutional life Liu, (2001) as cited by (Ciro, 2018).

Although, several studies revealed that student’s participation had been influenced by the other factors. Conferring to Ghalley & Rai, (2019a), teacher traits, students traits, external and internal factors (Hofer et al., 2022). Physical environment of the classroom (Baafi, 2020) and electronic instructional media usage seemed to be more pronounced than others (Puspitarini & Hanif, 2019; Wamalwa & Wamalwa, 2014) .

Electronic instructional media usage that was more pronounced as a factor that increases students participation was understood as a process that involves utilizing all available teaching resources to offer instruction in order to accomplish certain learning objectives (Egerton 2011). This involved more students-centered strategies that improvd essential teaching and learning to boost students and lecturers’ autonomy for efficient instruction and assessment (Amadi, 2020).

In the same vein, Phosuwan et al., (2013) assert that, electronic instructional media usage as a process where lecturers improvd their supervisory skills for the most beneficial pedagogical and evaluative approaches to help students improve their learning abilities in communicative media. This was affirmed by Bagarukayo, (2018); Bwire et al., (2020) who shared similar views on instructional media usage. They posit that applying knowledge, concepts and ideas in a new situation that involved digitally-mediated activities of operating, evaluating, presenting, uploading, demonstrating, discussing, and assessing, provided a rich learning environment for the practical skills needed by students.

For this study therefore, the term electronic instructional media usage was referred to be the instructional practices lecturers used to efficiently teach (Marpanaji et al., 2018; Rosenblum et al., 2021), mentor (Ismail, 2018), supervise (Chaivisuthangkura, 2020), assess and evaluate (Kumar & Sharma, 2021) student’s engagement when using electronic devices in order to meet learning objectives.

1.4 Contextual Background

Kyambogo University is the second largest public University in Uganda (Wanami & Kintu, 2019). Studies have shown that Kyambogo University embraced the Learning Media platform to position themselves in the blended learning (Banditvilai, 2016). Kyambogo University adopted and implemented the e-learning system in order to provide students with flexibility in learning and good time management by using World Wide Web. This helped the lecturers to develop a course syllabus, set goals and objectives as well as selecting quality textbooks and journal articles for reading. Lecturers develop eLearning exercises, quizzes and examinations using such webs (Olema., Baptist., & Ndawula., 2020).

Kyambogo University’s Open, Distance and elearning (ODeL) centre was established in 2007 to manage and administer flexible, accessible, and cost-effective bachelor of education science degree programs. The blended distance mode, utilizing print materials and online media, offered students the option to study from home and work, promoted interaction and learning satisfaction (Wanami & Kintu, 2019).

It was noted that, developing partnerships in e-Learning required both recognizing lecturers’ and students’ skills as well as selecting appropriate electronic instructional media (Jenna, 2017). Despite the fact that students participation electronic media usage could not be understated, little theoretical and empirical research had been done in this area (Olema., & Ndawula, 2020). Understanding the students’ perception about electronic media usage had an impact on the caliber of their training. It influenced their participation and devotion to eLearning and contributed to the development of programs that improved course design by the faculty (Mirembe et al., 2019).

1.5 Statement of the Problem

Appropriate technology usage enhanced students’ participation and created more authentic learning (Madinah, 2020). Different studies showed that, electronic instructional media attracted students’ attention, stimulate student motivation and aroused learning interest (Mirembe et al., 2019). Somabut (2016) revealed that, meaningful, genuine electronic instructional media activities help students to construct understanding and developed problem solving skills (Guma et al., 2013). Electronic instructional media usage at the teaching orientation stage greatly helped the effectiveness of the learning process and the delivery of messages and content of the lesson (Ediyani et al., 2020; Tafonao et al., 2019).

However, students in Kyambogo university found it difficult to participate fully in programed learning activities at the University (Amolloh et al., 2017). Some found it difficult to leave the work place so that they can participate (Awori et al., 2020). Those who got permission, walked long distances (Nobanee & Dilshad, 2021). Many of them ended up dropping out, having retakes and ultimately failed to finish (Gray, 2014).

In Uganda, a study by Tumuheki et al., (2016) on how participation could be promoted related learner participation to motivation, Mahuro & Hungi, (2016) attributed it to teacher’s pedagogical and content knowledge. Atwebembeire & Namubiru, (2018) related it to assessment system, Uganda Society for Disabled Children & Enable-Ed, (2017) associated it to conducive learning environment and Lubaale, (2020); Sekaggya & Oddy, (2022) linked participation to gender. Also, outside Uganda, Kasa, (2021); Kumaraswamy, (2019) in their study found out that, active learning approach promoted students participation. Whereas, Bergmark & Westman, (2018) reported that, use of motivation promoted students participation, Demirdağ, (2021) found that use of effective communication skills promoted students participation.

While Kyambogo University developed electronic instructional media platforms for learning, little was known about how and what electronic instructional media was used to enhance student participation in learning in the department of Pre-primary. Studies related student participation to learning perceptions (Habibu et al., 2012; Kasa, 2021). However, no studies specifically showed how lecturers used electronic instructional media in their teaching to enhance students’ participation in Learning in Pre-primary department. For effective promotion of students’ participation in learning, understanding students’ perceptions of electronic instructional media usage for eLearning in Pre-primary department was vital. Stephen et al., (2012) examined domestication of instructional media knowledge in Universities, however, lacked strategies for encouraging students to use electronic instructional media. A study was done to improve student-lecturer communication through electronic instructional media. To bridge this gap, the study explored how using electronic instructional media promoted students participation in learning in Pre-primary department.

1.6 Purpose of the study

The purpose of the study was to explore how electronic instructional media usage promotes graduate student participation at department of Pre-primary education, Kyambogo University.

1.7 Objectives of the study

To explore the forms of electronic instructional media that were available at the department of Pre-primary education, Kyambogo University.
To examine the students’ perceptions towards electronic instructional media usage.
To establish how lecturers used electronic instructional media to enhance students’ participation in learning.

1.8 Research questions

What were the forms of electronic instructional media used to enhance students’ participation at the department Pre-Primary Kyambogo University?
What were the students’ perceptions in using electronic instructional media at the department of Pre-Primary Education, Kyambogo University?
How were lecturers using electronic instructional media to enhance students’ participation in Learning at the department Pre-Primary department at Kyambogo University?

1.9 Significance of the study

The case study gained information from Head of Examination and lecturers who used electronic instructional media in teaching during online classes so as to inform software designers to develop educationally meaningful applications (apps) for students. The lecturers will utilize the results of the study to design digital teaching lessons, presentations and assessments. Lecturers will use this information to supplement their knowledge on supervision, Assessment of students’ online learning in order to support their knowledge construction through media usage anytime anywhere.

1.10 Scope of the study

1.10.1 Geographical scope

The case study was conducted at the department of Pre-Primary education, Kyambogo University.

1.10.2 Time scope;

The time scope was considered from 2015 to 2023. This was because, during this period SDG 4 came into effect emphasizing inclusive education and lifelong learning (UNESCO, 2019). That was very possible that when one had technology in the absence of the teacher, learning took place. However, when COVID came in Uganda in 2020, those without technology were excluded and the rich benefited (Madinah, 2020).

1.10.3 Content scope;

The case study investigated how electronic instructional media usage at Pre-Primary department, Kyambogo University to enhanced student participation in learning. The researcher interacted with students and lecturers to discover and observe electronic media usage, and assessed students’ perceptions during designated time as deemed fit by all parties. The study identified electronic instructional media usage in Pre-Primary department and whether media was integrated in lectures to enhance student engagement in learning.

1.11 Limitation and Delimitation

1.11.1 Limitation

The study was limited to electronic instructional media usage that enhanced students’ participation in learning. It was conducted at the department of Pre-Primary, Kyambogo University and therefore its findings shall be generalised to apply to other ECD teacher training institutions that ought to use electronic instructional media to enhance students’ participation in learning.

1.11.2 Delimitation

The study referred to student’s participation in eLearning as the student’s formal and informal experiences (Bartley et al., 2010), presence in class (Bekkering & Ward, 2020) and their full integration in academic and institutional life Liu, (2001) as cited by (Ciro, 2018). Whereas instructional media usage referred to the instructional practices lecturers used to efficiently teach (Marpanaji et al., 2018; Rosenblum et al., 2021), enhance students engagement in learning. Any other definition outside that was not considered.

CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction

This chapter examined theoretical background, existing body of literature on instructional media usage and students’ participation in learning. It shows how this research related to existing body of knowledge and identified the gaps existing in the current body of knowledge.

2.1 Theoretical Background

The assumption of this study was that, when you increased electronic instructional media usage, student’s participation increased. Numerous theories concur with this supposition. The E-learning theory created by Mayer, (2015) served as the basis for this investigation.

E-learning theory developed by Mayer, (2015) states that, Learning facilitated by technologies, transforms the concept of teaching and learning (Kumar & Sharma, 2021). E-learning theory was built on cognitive science principles that demonstrated how the use and design of educational technology through digital learning platforms can enhance traditional learning (Learningflah, 2012). Convenient teaching methods in terms of time, place, and pace promoteed students self-regulation and gave them opportunities to practice strategies, and skills related to individual or organizational goals by themselves (Clark, 2002).

The six E-learning theory principles were seen to be integrated into electronic instructional media usage to demonstrate effective learning (Clark, 2002). The first was called the multimedia principle that involves adding graphics to words to improve learning. The second was the contiguity principle; this included placing text near graphics to improve learning. The third ws the modality principle which states that, explaining graphics with audio improved learning. The forth was the redundancy principle which states that, explaining graphics with audio and redundant text can hurt learning. The fifth is the coherence principle states that when one is not using gratuitous visuals, text, and sounds, it can prohibit learning. The sixths is the personalization principle which supports the use of conversational tone and pedagogical agents to increase learning (Clark, 2002).

Students’ participation had been shown to rise at the Faculty of Art & Design, Southern University College, Malaysia, Chaudhary Bansi Lal, and Jagannath Indian Universities, when E-learning theory was applied through the use of digital presentation tools during lectures, increasing students competencies, satisfaction, and learning results (Kian et al., 2022; Kumar & Sharma, 2021). Similarly, Aparicio, & Oliveira, (2016), university of Lisboa in Portugal, plugged that, eLearning theory enabled lecturers and students to integrate the eLearning strategies and technologies to overcome barriers to success and prepared lecturers to facilitate effective online learning and assessed the students success when using electronic instructional media (Andrade, 2015). E-Learning theory was built on cognitive science principles that demonstrated how the use and design of educational technology enhanced effective learning (Mayer & Barbara, 2016). Therefore, the study utilized theory to design electronic instructional solutions, used it to assist students in interpreting content, and engaged them in mastering concepts.

2.2 Using electronic instructional media to enhance student participation in Learning

Many studies showed that electronic instructional media usage had been found to largely affect student participation in learning. For example, Cacheiro-Gonzalez et al., (2019) assert that, online discussions carefully supervised and monitored encouraged co-constructed knowledge. Knowledge is constructed through actions like sharing, negating, assessing, supporting students’ higher order thinking (Kwon & Park, 2017). On the same note, Bergdahl et al., (2018) posit that students were aware of the advantages of collaborative learning when teachers emphasized the use of web pages as the major setting for posting and submitting course works. Conforming to Bagarukayo, (2018); Lange & Costley, (2020); Puspitarini & Hanif, (2019), students were also more interested in talking with classmates; fantasizing, recording lectures, creating presentations, watching lectures on video, uploading and exchanging data, and keeping themselves active using electronic media.

To improve the quality of teaching-learning process at the Bisnis Institute of Technology in Indonesia, virtual classrooms were used to promote students’ participation in lessons when lecturers provided learning content (Nur Fitria, 2021). Similarly, Tarantino et al., (2013) posit that online group discussions allowed many students to participate in class discussions, research and interacted with the content to gain new knowledge at the same time from any location. However, the trend of using electronic instructional media in the classroom and the outcome of learning were both influenced by the internet. According to Husain (2014), the internet affected the choice of method to use both within and outside the classroom. The use of the internet boosted the independence of the learning process, speed, feedback, affordability, and productivity (Puspitarini & Hanif, 2019).

Realizing the importance of boosting independent eLearning, Lange & Costley, (2020), showed that through a class webpage, online forums enabled lecturers to connect classrooms and transmit assignments. Amadi, (2020), showed that, electronic technology and internet integration improved active learning through peer discussions. Similarly, Bergdahl et al., (2018) highlighted electronic media usage’s success in promoting student participation in learning through assessments, visual presentations, and mentorships. In order to properly organize and administer teaching for students with visual impairments, specialized evaluations, such as the Learning Media Assessment (LMA), were vital (Rosenblum., Herzberg., Mason., Anderson., Reisman., Edstrand., Abner., and Carter; 2021).

To properly organize and administer teaching at Yogyakarta State University’s Faculty of Engineering in Indonesia, lectures used electronic instructional media through computer software to make presentations as learning materials to monitor and assess how well learning objectives were being met (Baiková 2015). They used file sharing technologies to distinguish between notifications that were vital for the supervisor and those that were essential for the students. Bergdahl et al., (2018) affirm that, students saw and checked assignments from lecturers, shared links, increased on commenting as lectures saw questions and problems that were primarily directed at them.

Lecturers’ use of electronic instructional media networks for supervision was practised, with a focus on mentoring of small groups like students’ theses and group projects (Baiková 2015). In his study, Bagarukayo (2018) noted that instructors posted notes to a platform that students may access at their convenience and used electronic instructional media tools to improve research, teaching, learning, and evaluation. Additionally, Lange & Costley’s, (2020) study demonstrated that, video lectures offered a variety of interactive features for students that were intended to enhance their knowledge that was presented through both auditory and visual media. Furthermore, lecturers had to examine their assessment delivery method, reflected on online learning as an instructional delivery mechanism for quality online teaching.

2.3 Factors that affect using electronic instructional media in enhancing students’ participation in Learning

A variety of factors that affected electronic instructional media usage in enhancing students’ participation in e-learning were been identified by different scholars. For example, Ghalley & Rai, (2019); Taat & Francis, (2020); Wang et al., (2022), showed that, classroom organization, suitable physical surroundings, teacher-student characteristics and confidence, usability, system quality, and available technical support affected student participation. In their study on the Equality Learning Program at National Junior High School in Indonesia, Nugroho et al., (2018); found that both internal and external factors had an impact on students’ engagement.

In their study on the factors that impact on students participation in eLearning, Ghalley & Rai, (2019), observed that the most important factor is the teacher. “If a teacher is good, inspiring, and decent, we would hold them up as models. Learning was hampered by a lousy teacher with a negative attitude who was ineffective in the classroom and often insults the students. Conferring to Milburga & Atceru, (2020) study suggested that, lecturers who valued active involvement and accepted mistakes positively enhanced student participation in learning. Similarly, Tran, (2019) found pedagogical factors affected students’ participation in learning, confidence, and self-esteem. However, Wu et al., (2012), affirmed that factors such as ‘teacher’ affected positively student motivation towards learning.

Although teacher factor affected positively student motivation toward learning, also student traits are influenced by both internal and external factors (Aziz et al., 2018; Hofer et al., 2022). Internal factors included student motivation, interest, inclination, abilities, prior knowledge, and physical learning disabilities, while external factors included age, peers, teachers’ behavior, parents’ support, their social and economic status, the classroom environment, curriculum, and others. According to Ghalley & Rai, (2019), a students’ close friend in the classroom had an impact on the students’ engagement through the way some students act in the classroom.

Awori et al., (2020), in their study, assert that conducive physical environment of the classroom was another factor encouraging student’s participation. The environment would encourage learning by students. If the classroom ws too big, the students seated in the back would not be able to read the notes written on the board, and information was always vague and when the information was not clear, students would not give their best in classroom discussion.

2.4. Electronic instructional media being used to enhance students’ participation in Learning

Different views acknowledged that electronic instructional media usage had a strong influence on student’s participation in learning and could work better in tertiary institutions, secondary, primary or even ECD centres. Various institutions have managed to get better practices that helped students improve in participation.

In their study, Almuslamani et al., (2020) observed that using educational videos at Applied Science University in Bahrain was important and of high value that benefited and enhanced increased students classroom participation. While this was done from Far East with different media, geographical setting and social economic status, Guma et al., (2013) affirm that, using computers in teaching promoted independent learning, self-responsibility, resource sharing, and enhanced cognitive skills and engagement in instructional activities. Although positive results were reported, gaps still remained in electronic instructional media usage to enhance ECD graduate students’ participation in learning during their training at department of Pre-primary education, Kyambogo University.

According to Aljaafreh, (2021) lecturer’s support and student-related factors was substantial at enhancing students’ participation in learning respectively. This was done in Jordanian universities focusing on why students used social networks sites for education extensions, having different economic status and geographical setting from that of Ugandan universities.

Conferring to Mok & Staub, (2020), electronic instructional media usage offered additional support and different sources of feedback for Pre-Service Teachers’ during their practicum. It advanced their instructional skills through mentoring and supervision by integrating digital tools to provide real-time feedback in supervision. However, Al-Dheleai & Tasir, (2017); Alenezi & Brinthaupt, (2022) affirmed that, undergraduate students primarily used electronic instructional media informally as a platform to create, develop, participate and maintain personal relationships, rather than as a formal learning tool for supervision and enhancing their participation levels in e-Learning.

Pius, (2018) observed rightly that students in classes where participation was encouraged through using electronic instructional media were more likely to prepare for lessons, attend classes and excel in their performance. On the other hand, Muteheli, (2017), showed that without instructional media, majority of the students were not actively involved and student’s participation during lessons was low. This was done in secondary schools in Tanzania that had different social settings, economic status as compared to the department of Pre-primary education, Kyambogo University.

Conferring to Pimmer et al., (2016), instructional media usage in rural South Africa increased adoption and offered novel affordances to educate, train, and supervise students. However, Dube, (2020) showed that, teachers did not often use instructional media due to lack of time, knowledge on how to prepare and use instructional media, and lack of financial resources. On the same note, Pimmer et al., (2016) revealed that presently, there were only a few studies indicating how instructional media was being appropriated by disadvantaged groups of students, most of which were used in semi-formal and informal educational contexts. However, these studies were too general to using instructional media yet this study seek to be specific to electronic instructional media on enhancing ECD graduate students’ participation in eLearning.

2.5 Lecturers using electronic instructional media in their teaching to enhance students’ participation in Learning.

In their study, Burns et al., (2011) asserted that lecturers using electronic instructional media in teaching offered information on the learner’s progress and understanding of a certain concept or skill. This was affirmed by Khan et al., (2021), they believe that it enhanced students’ academic performance, fostered group communication and controled the exchange of knowledge among them. However, Bowyer & Chambers, (2017) discovered that despite the increase in teaching loads and the increased burden of designing and tutoring, teachers listed lack of staff support, training and lack of expertise as the major obstacles to using electronic instructional media at their institution (Martins & Baptista Nunes, 2016). Although these studies were on general students’ engagement, this proposed study was specific to exploring how lecturer enhanced the ECD graduate students’ virtual participation for learning.

The electronic instructional media usage in teaching according to Oldfield et al., (2012) had significant potential for feedback that was richer and more personal. They continued to say that it provided a wider range of students’ skills that were demonstrated through assignments of using e-portfolios, blogs, supporting peer and self-assessment from any location at any time. Furthermore, using electronic instructional media helped students to develop the capacity to regulate their own learning. This was affirmed by Bergdahl et al., (2018) who contended that using instructional media also offered improvements in the consistency of scoring robust data used for deeper analysis. However, Solih, (2010) revealed that many of the opportunities for assessment and evaluation provided by electronic instructional media usage are constrained by the practical or educational challenges of putting them into practice. For instance, the effective application of computer-assisted assessment for multiple choice testing necessitated a large institutional commitment, technical infrastructure, and high standards of quality assurance methods.

The development of teaching practices based on the teachers’ efforts to develop students’ online learning and the integration of using electronic instructional media (Gordon & Grey, 2018; Komakech & Osuu, 2014). Similarly, Martins & Nunes, (2016), used online instruction offered an integrated approach to academic careers. However, rolling it out was still an issue since using electronic instructional media in assessment and evaluation differed from other learning tools, especially those used for exams (Hikmawan et al., 2019).

Teachers utilized electronic instructional media to assess students’ learning and decided whether they had the abilities, knowledge, and attitudes outlined in the aims and objectives of their lessons (Subaidi & Punan, 2020). Students were encouraged to learn, participate in class activities, and retain new information by employing instructional media (Işman, 2011). On the contrary, to give the school head the impression that they always use electronic instructional media when teaching, Dube, (2020) reported that teachers only use electronic instructional media when the school head went to assess the lessons.

2.6 Students’ perceptions towards the electronic instructional media usage to enhance their participation in eLearning

In their study, Song et al., (2019) shows that, students’ perspectives of electronic instructional media usage and how it affects their engagement in eLearning have been the subject of a variety of observations. According to Muslih et al., (2021), different views have been registered over students perceptions on electronic instructional media usage that media has a threatening effect in enhancing their participation in eLearning. In his study, Baraka, (2018), students revealed that electronic instructional media helped them to gain better competences as they were able to use real electronic instructional media to solve eLearning related problems. However, their perceptions were specific to using electronic instructional media to enhance English language competences (Pius, 2018), yet this study seek to explore students perceptions on electronic media usage for general Learning among the graduate students in department of Pre-primary education, at Kyambogo University.

Ahyani & Wahid, (2021) conducted a study on students perceptions when using electronic media in learning, females revealed that, it was a hobby for male students to use internet than female students that male students were mostly engaged and benefited more with Learning. Similarly, Man et al., (2020), pointed out that, students preferred Learning web-supplemented courses, female students thought to suggest that in the immediate future, mixed mode courses would be attractive proposition than web dependent online-only courses (Ahyani & Wahid, 2021). This was done in the University of Cape Coast in Ghana East, particularly with distance learners’ perceptions of the learning materials they used in terms of content, design and usability, which was geographically, socially, and culturally distinct context from that of Uganda. My study mainly focused on graduate ECD and Pre-primary students’ participation in eLearning at Kyambogo University.

According to Heo, (2012) students perceived that, eLearning web-based module was useful that, the lecturers had an ability to provide students with timely feedback and to offer various ways to assess and evaluate students’ work. Additionally, students interacted positively with the lecturers hence enabling them to freely and actively participate in their learning when online. On the same note, Muslih et al., (2021) reveal that, improving understanding, independence, self-discipline, motivation and interactions and found it easy through using technology. However, some students who prefer traditional on-campus learning as they think learning can cause uncertainty (Vitoria et al., 2018). For example, this occurred to Korean College Students on Online Courses but my study was in department of Pre-primary education, at Kyambogo University, Uganda.

In their study, Phosuwan et al., (2013), the utilization of electronic instructional media and innovation of nursing instructors at Boromarajonani College of nursing in Thailand, shows that a positive students perception was in enhanced knowledge to use electronic instructional media and innovation in making consultations from anywhere outside the class walls. Similarly, Diliberti & Kaufman, (2021); Ganeser, (2020) assert that, students perceived learning characteristics were crucial for effective electronic media usage, as user characteristic impact behavioural intention and success in distance learning applications. However, Most online students perceive online learning as their preferred method for achieving educational goals (Mather & Sarkans, 2018). For example, in Thailand this occurred with nurses rather than with the teachers.

Conferring to aforementioned studies, the literature review on electronic instructional media usage and students’ participation in eLearning is mostly in European perspective. It largely covers America, Malaysia, Korea and Thailand. Looking at African perspective, the literature is minimal covering Ghana and Tanzania, because many studies have not been done in relation to electronic instructional media usage to enhance ECD graduate students participation in learning. These studies were conducted in different geographical, social, cultural and economic settings yet this study looks at filling the gap specifically in department of Pre-primary education of Kyambogo University in Uganda. It will focus on how lecturers’ electronic instructional media usage enhances students’ participation in eLearning when using electronic media.

CHARPTER THREE

METHODOLOGY

3.0 Introduction

This chapter dealt with research design, methods, location of the study, target population, sample size and sampling techniques, research instruments, measurement, validity and reliability, data collection procedure, data processing and analysis, and ethical considerations.

3.1 Research Design

A case study research design was utilized to gather information on an in-depth understanding about how ECD lecturers explored the key characteristics to improve student participation in real-world subjects through electronic media and the implications of a case (Baxter & Jack, 2015; Busetto et al., 2020). The eLearning theory was used to support the study, to emphasize firsthand information and enhance students’ capabilities, interests, knowledge, resources goals and study objectives. The design involved negotiation and collaboration between participants and inquiries, capturing individual, social, and temporal elements of experience (Carter, 2020).

Interviews were conducted to collect data from the Head of Examinations (HoEs), and 4 lecturers purposively selected. FGD was used to gather data from 12 students using convenience sampling techniques. Brink, (2018) describe this design as a direct fact-finding observation study, in which data is directly generated from an in-depth, multi-faceted understanding of a complex issue in its real-life context. This design was ideal for this study as it enabled the investigators to more easily triangulate data by conceptualizing and analysing the qualitative research data (Shorten & Smith, 2017). The approach also enables the participants to elaborate on and express their views on the factors under investigation.

3.2 Research Methodology

In this study, methods of Focused Group Discussions, observation, and interview were utilized to explore how electronic instructional media usage promotes student participation in eLearning in department of ECD and Pre-primary education at Kyambogo University.

Table 1 Summary for Research Methodology

Research Design	Methods	Instruments	Study area
Case study design	Observation	Observation guides	Department of ECD and Pre-primary Education.
	Interview	Interview guides
	Focus Group Discussion	Semi-structured interviews

3.3 Location of the Study

Kyambogo University is found in Kampala city, at Banda hill, Nakawa Division. It was proposed for this study because it’s the only University with department of ECD and Pre-primary education at graduate level in Uganda.

3.4 Study population

Study Population is a set of all the units which possess variable characteristics under study and for which findings of research can be generalised (Shukla, 2020). Thus, the population of this study was comprised of Head of Examinations, lecturers and graduate students from department of Pre-primary education, Kyambogo University. The HoEs and lecturers provided reliable information on using instructional media to enhance students’ participation in eLearning because of their daily contact and interaction with students. Also, among the sample population were students who were the primary digital natives and hence beneficiaries of this noble innovation of using electronic learning media at the University.

3.5 Target Population

The target population is the aggregate of cases about which the study would like to generalize. The target population for this study was HoEs, lecturers, and graduate students in the department of Pre-Primary education, Kyambogo University.

3.6. 0 Sample size and sampling techniques

3.6.1 Sample Size

This study applied a case study design, it used minimum sample size of at least 12 to reach data saturation (Konstantina et al., 2018).

Table 2: Category of respondents, size and the sampling techniques to be used

Category	Sample size	Sampling technique
Head of examination	01	Purposive sampling
Lecturers	04	Purposive sampling
Graduate students: Males Females	06 06	Convenience sampling
Total	17

3.6.2 Sampling Techniques

Convenience sampling was used to obtain samples for each gender from the department of Pre-Primary education.

3.7 Research Instruments

A research instrument is a tool a researcher uses to gather, measure, and analyse information from the participants that are related to research interests (Annum, 2019; Taherdoost, 2021). The researcher employed focus groups discussions, observations, and interviews as methods for gathering data from the participants. The instruments used were interview guides to gather data from the HoEs and lecturers, focus group discussion guides, and observation guides was used on students because they were many and helped to obtain their opinion on instructional media usage (Annum, 2019).

Interview guides.

Data collection involved face-to-face interviews. According to Young et al. (2018), the interviews aided the various participants in better articulating their own experiences that were pertinent to the research of the circumstance. Interview guides with open-ended questions were utilized on a variety of study participants to determine the electronic media usage and the students’ participation (Appendix A, C). The interviewing process for the HoEs centered on learning how lecturers used electronic instructional resources to improve student engagement in learning. The interview guide for the lecturers concentrate on finding out the graduate students’ perceptions towards electronic instructional media usage at department of Pre-primary education, Kyambogo University. The tool assists the researcher in documenting the precise perceptions of media usage. The use of this research tool spared the researcher’s time-consuming task of recording data that is not necessary for the study.

Observation guides

Observation is not only viewing, however it is a systematical look at people, events, behavior, circumstances, artifacts, and habits. Observation guides on students helped to facilitate nonverbal communication on their perceptions on electronic instructional media usage (Dube, 2020). The unique quality of observation guides was that it allowed the researcher to collect real-time data from social interactions that were occurring in the real world. Through using observation guides, the researcher personally explored the forms of electronic instructional media that were available at the department of Pre-primary education, Kyambogo University. The researcher took time to observe the students’ favorite electronic instructional devices they frequently used.

In order to understand how well the students’ perceptions towards electronic instructional media usage in learning at the department of Pre-primary education, it was necessary to observe students using electronic instructional media for learning purposes. The researcher created an observation guide (Appendix B).

Focus Group Discussion guides

The Focus Group Discussion (FGD) guides was be employed to obtain a thorough understanding of social concerns pertaining electronic instructional media usage at the department of Pre-primary education, Kyambogo University (UNICEF, IFRC & WHO., 2020). FGD guides specifically aided in developing a thorough grasp of the societal problem. The researcher was interested in the opinions, thoughts, and attitudes of the graduate students regarding what required in order to keep themselves in the course.

3.8.0 Measurement

3.8.1 Validity and reliability

Validity of the tools is expected to measure the intended outcome of the tool (Bagozzi, 2017). Validity of research instruments was ensured by subjecting the instruments to the scrutiny of research experts, whose recommendation was used to refine the instruments developed, in order to capture the expected data. The practice of pretesting was greatly viewed as an effective method for enhancing data collection and interpretation of findings (Hurst et al., 2015). In order to ensure validity in research instruments, the researcher used quality control measures or validity. The researcher adopted the four guidelines proposed by Creswell and Miller (2000) as cited (Lub, 2015) to ensure trustworthiness in qualitative studies. The strategies include; credibility, transferability, dependability and conformability. Furthermore, validity of research instruments was ensured by producing 10 items based on study objectives and subjecting the instruments to rating by ten experts (Yusoff, 2019). Seven out of ten items were ticked right, the researcher considered as the content validity index.

Dependability was ensured by triangulating reliable data collection methods that was used in the study, such as interviews, observations, and focus group discussions (Creswell & Creswell, 2018; Dawadi et al., 2021). The researcher used multiple methods for collecting data like interviews on ECD HoEs, lecturers’, graduate students, focus group discussion on graduate students and observations. Triangulation of methods helped to strengthen the data given by different research participants using different methods for example during focus discussions, the findings helped to strengthen the lecturers’ and graduate students’ data (Bans-Akutey & Tiimub, 2021). The researchers interpretation was used as another measure of validity (Sürücü & Maslakçi, 2020). In the statements, the researcher described their tendencies and opinions about the phenomenon before scrutinizing the data to see how their preconceptions had changed after analyzing and engaging the date on participants experiences. Darwin, (2020) posits that subjective statements allow readers to find a position of the findings into the context and to understand how the data was constructed by the researcher. Therefore, this gave attempts to give the reader an opportunity to evaluate the study and reach to the conclusion.

Transferability was ensured by using the same instruments that was edited by research experts and was piloted in the non-study departments for collecting data in the field. The thick verbatim was written in the research report without altering the information given ensuring that the researcher got all the data that was needed to answer all questions asked.

Confirmability was ensured by examining participants’ responses and conducting member checks to verify the accuracy of the findings (Korstjens & Moser, 2018). The researcher interviewed ECD HoEs, lecturers, and graduate students to verify facts, clarification, and accuracy. The research draft report was sent to the Department of Pre-primary education for members to check and verify the accuracy of information about Department of Pre-primary education. Finally, the trustworthiness of the findings was validated and evaluated (Leung, 2015).

3.9 Data Collection Procedure

The process for collecting data involved piloting the tools to ensure validity then, reliability test was done. Clearance from Department of Higher Degrees Committee to go out to seek for permission to conduct research used. The researcher got permission from Head of Department to sample lecturers and students (Muhammad & Kabir, 2018).

3.10.0 Data Processing and analysis

3.10.1 Data Processing

Data processing is the process of turning unprocessed facts or data into information that is useful.

Pen and paper, basic mechanical devices, like, or electronic data processing equipment like computers was used to process data (Huang, 2019). Data editing is an interactive process that detects and corrects errors in data, starting before imputation and repeated after imputed and altered during disclosure risk analysis. During this process, the researcher checked for credibility, consistency, incorrect flow, missing data, duplication, internal consistency, and inconsistencies between estimates and outside sources. This process ensured data integrity and maintained disclosure protections (Pageau et al., 2014).

3.10.2 Data Analysis

Analysis of the data was done throughout the data collection process (Belotto, 2018). Every time field data was acquired, it was repeatedly transcribed by listening to the speech recordings and writing down the field data. The investigator used a recorder to capture the sounds while taking notes in a notebook. The researcher combined the information in the notebook with the recorded data to construct the transcribed data without changing or modifying any of the data. Davidson, (2018) posits that, every transcription entails some translation of spoken words into meaning.

The researcher gathered data, transcribe it and do the coding (Skjott Linneberg & Korsgaard, 2019). Thereafter, the qualitative data analysis using the reduction, imagination variation, and essence stages followed so as to draw conclusions (Suter, 2014). The seven-step process involves horizontalizing, listing relevant expressions, and deleting irrelevant statements. Horizons are the textural meanings or constituent parts of the case being studied, and horizontalization is a never-ending process (Sara, 2021).

Secondly, researcher conducted reduction experiences into invariant constituents by clustering horizons into themes and splitting translated data into meaningful (Suter, 2014). The third step was thematic clustering to create core themes, which validated through multiple data sources. Themes from participant experiences was compared to other tools and literature to verify accuracy and representation across data sources (Alhojailan & Ibrahim, 2012).

The fourth step involved creating unique textural descriptors of each participant. The narrative in the textural description explained how participants felt about the study (Alase, 2017). The researcher used verbatim quotes from the interview to convey the experiences of the subjects in this step. In order to make it easier for people to grasp the participants’ experiences, the researcher presented the narrative explanations of the relevant units (Hill et al., 2022). Textural descriptions and creative variation was used to construct each specific structural description. By employing creative variation, the researcher developed the structures by imagining how experience occurred. Composite structural descriptions was built and written. Each research assisted textural description combined into a structure that explained how the event happened, and the researcher did the analysis (Alase, 2017). This process helped the researcher to understand the experiences with case under investigation.

Synthesizing the text’s structure and content into a single statement, the researcher come up with two narratives, one textural and one structural, each describing “what” happened. The research listed the important units (Sara, 2021). The researcher produced meaningful units that would be shared by all of the co-researchers and built composite textural and structural descriptions using these shared meaningful units as the foundation. In order to capture the essence of the phenomenon, the researcher deleted individual meaning units from the composite textural and structural descriptions. The third-person combined narratives that the researcher authored was written on behalf of the entire group. The group’s collective tales were brought together at this phase (Alhojailan & Ibrahim, 2012). To generate a comprehensive account of the phenomenon under research, the composite essential descriptions was coupled with the composite textural description. This step was aimed to understand phenomenon’s essence.

The written narratives were categorized during validation according to the categories of the respondents, and each category of participant who was had participated was given a copy of the narrative to confirm its accuracy (Thuv, 2023). Edits were made right away to reflect what the participants thought was an accurate portrayal of what the speaker meant. The data process, in short, involved becoming familiar with the data, generalizing initial codes, looking for themes, examining themes, defining and labeling themes, and lastly producing the report (Skjott Linneberg & Korsgaard, 2019; Suter, 2014). Discussions comparing the narratives to related literature was made basing on these categories (Davidson, 2018).

3.11.1 Ethical Considerations

University clearance: Shall obtain clearance from the University.

Seeking permission: Formal permission was sought from Head of Department.

Participant’s voluntary consent; As adult students, lecturers, and department heads, the participants had the exclusive right to agree to engage in, withdraw from, or refuse to participate in this research study. The participants were given a consent form, which was thoroughly explained before they decided whether to willingly sign it or not. Participants who didn’t agree, did not participate in the study.

3.11.2 Confidentiality

The researcher ensured confidentiality. The tools that were used did not bear names and the researcher had a lockable facility to store the instruments. Laptop had a password whereby nobody could access the data.

3.11.3 Safety of the participants

To ensure all participants involved were safe at all times from healthy risks especially Covid-19, the researcher ensure observance of SOPs such as social distancing, hand washing, wearing of masks and sanitizing.

CHAPTER FOUR

PRESENTATION OF FINDINGS, ANALYSIS AND INTERPRETATIONS

4.0 Introduction

This chapter presents data and discussion of results. This study intended at assessing lecturers’ perspectives regarding electronic media usage and students’ participation in the department of Pre-Primary Department. The findings presented below begin with a discussion of the demographic information before proceeding to the presentation of three sections informed by the research objectives.

4.1 Demographic information

Characteristics of the Participants

The distribution of participants according to their category of HoEs, lecturers, graduate students and gender is shown in the table below.

Table 3 Category, HoEs, lecturers, graduate students and gender

Category	Gender		Total
Category	Male	Female	Total
Head of Examinations	—-	01	01
Lecturers	02	02	04
Graduate students	04	08	12
Grand total	06	11	17

Source: Primary data from the field (2020)

The findings in Table 3 above, results indicate that, of the 18 participants in the study, the majority (11 of them) were female. In all four participant categories, the number of female respondents exceeded that of male respondents. Regarding educational background, all four participant categories included mature graduates. This allowed the study to include respondents who could articulately relate their experiences, describe noteworthy incidents, and offer insightful opinions and attitudes when appropriate. As a result, there was a greater chance of receiving reliable information.

Presentation and interpretation of results.

The perspectives of the graduate students regarding electronic instructional media available at the department were explored in the comparison with the status of Implementation of the Education Sector Early Childhood Development Policy in Uganda and countries in the Western world. In this section, the researcher sheds light on what the ECD lecturers and graduate students in particular recognizes as electronic instructional media that enhances students’ participation at the department of Pre-Primary education, Kyambogo University of Uganda.

Data was reliable since all participants were eligible to provide a wide range of electronic instructional media experience. Creating room to capture unique experiences of electronic instructional media from different angles.

Table 4

Category	Sample size	Sampling technique
Head of examination	01	Purposive sampling
Lecturers	04	Purposive sampling
Graduate students: Males Females	06 06	Convenience sampling
Total	17

4.2 Analysis of the different objectives of the study

The study analyzed the different objectives qualitatively inline to the study results from the interviews, objectives and focus group discussions.

4.2.1 To explore the forms of electronic instructional media that were available at the department of Pre-primary education, Kyambogo University.

On findings out the forms of electronic instructional media that were available at the department of Pre-primary education, Kyambogo University, the graduate student participants responded to the research question one that was addressing the forms of electronic instructional media used to enhance students’ participation at the department of Pre-Primary Kyambogo University.

During the interview one of the male graduate participants responded that there is computer based electronic and the Audio-Visual instructional media that were some of the forms that were aired out and largely seemed to enhance the graduate students’ participation as explained by one of the student:

For me, the electronic instructional media that I use to actively attend my online lectures are my personal laptop, smart phone, college desktops and a Tablet that was provided to us the CCTs to enhance support supervision in our center schools. (students B; 12/06/2023)

While one of the female students during the interview further elaborated that;

“For me I use zoom application on my smartphone to attend the lectures specifically when I am far or sometimes I record the lessons on the phone then I play it later, however after COVID online lessons has reduced the lecturers prefer to conduct the lessons face to face and our colleagues who are not in class miss out”. (student A: 12/06/2023)

The students acknowledged that they use video applications like zooms to enhance their online learning, they further indicated that

During the focus group discussion one of the students indicated that;

we mostly use face to face lessons however during some times when the conditions are unfavorable like during the pandemic of when the lecturer is facing challenges to attend to the lessons he/she can send to use Zoom codes in our respective emails then we login (teller 1: 12/06/2023).

on the same account another student responded that;

our colleagues who do not have smartphones or computers look for a colleague who has them then they share (Teller 2: 12/06/2023).

While another respondent further explained;

Though most times during the lessons the online lessons is communicated to enable us students get prepared like for example buy data bundles on time, students who donot have smartphones or computer will fail to access applications like Google meet that we normally use during lessons (Teller 3: 12/06/2023).

On the same note another female students elaborated that;

For me the when I am feeling sickly specifically when I am in my periods and I am unable to attend the classes my friend sends me live lessons which access using my smartphone through Face book App (Teller 4: 12/06/2023).

The views of the lecturers also concurred with those of the graduate students. For example, one lecturer from the department of Pre-Primary Education had the same view and said:

I always use Computer based electronic and the Audio-Visual instructional media like Digital TV, Projector, my personal laptop, departmental desktops to conduct my online lecturers (lecturer A: 12/06/2023)

This was reiterated by another lecturer from the department, stating that, Computer based electronic and the Audio-Visual instructional media enables the graduate students be comfortable at workplaces, increasing their desire for learning unlike the graduate students who were required to fully attend the physical classes, ended up confused on what to do and never got opportunity to have online lessons she explained:

….. has acted as a safety measures for students who travel long distances. Following the students’ participation in eLearning, at the moment, they are far better than the way they came because they can share screen, make and develop PowerPoint for presentation, raise a hand and send a massage during the online sessions alone (lecturer C: 12/06/2023).

The presence of the forms of electronic instructional media used to enhance students’ participation was also highlighted by the graduate students at the department of Pre-Primary Kyambogo University when one of them was upset that,

“for sure, before lecturers instructing graduate students, they must try to be up-to-date on contemporary technology to prevent embarrassment”. This was supported by another graduate student who echoed that, “lecturers need to do prior practice on how to use the electronic devices to avoid being embarrassed” (Lecturer D; 12/06/2023).

One of the elderly female students indicated that;

I have a job and a family to take care of therefore using electronic media helps me in being able to attend lessons while managing my domestic responsibilities at home (Student D; 12/06/2023).

One of the female lecturers further elaborated that;

When the conditions are not favorable for face to face lessons we advise students to log into Google meet and we hold our discussions sometimes we use Microsoft teams (Lecturer D; 12/06/2023).

While another student further elaborated;

Though I like online lectures when I am in my village I find a challenge with the internet so the lessons are not clear because of the internet in my remote village (Student D; 12/06/2023).

On the same note one of the elderly lecturers indicated that;

I find a challenge in using electronic media however I am also adapting to the various systems specifically using applications like Microsoft teams (Lecturer B; 12/06/2023).

During the interview one of the male teachers further indicated that;

I personally recommend the students to have smartphones and download Zoom or Microsoft teams’ application to facilitate the online lessons in case we are to have this is a reality of the world that we cannot avoid (Lecturer C; 12/06/2023).

During the focus group discussion

In the focus group discussion one of the respondents indicated that;

Most times the lecturers refer the students to download YouTube videos and learn something as he indicated;

Sometimes our lecturers tell us to download YouTube videos and learn somethings and also some times our lecturers send us videos on our portal to learn (teller 4: 12/06/2023).

While another student asserted that;

Some of our fellow students have phones that cannot down YouTube videos so they share with us in such circumstances.

This however showed that one cannot teach using electronic instructional media to the graduate students when he/she cannot effectively use it. The reason behind using electronic instructional media is that electronic instructional media facilitates online interaction between lecturers and students, ensuring safety, convenience, and cost savings, enabling remote study at work and home.

The graduate students gave revealing reasons why media usage was vital to them. In further supporting electronic media usage as an indicative for participation, there was a consensus among the graduate students at the department that, data on computer based electronic instructional media, the use of e-learning is becoming the global issue now. In an educational field, there are many institutions already use it. This was evident in the study when participants mentioned the use of laptops and desktops for learning. Indeed, as one member from FGD asserted:

“Electronic instructional media usage has reduced quarrels from our supervisors especially on the issues of absence from duty, coming for studies with no study leave” (Teller 5: 12/06/2023).

Therefore, knowledge of electronic media usage was perceived as a crucial means of transportation that the graduate students at the department of Pre-Primary Kyambogo University wished to possess. This was posited by one of the lecturers that:

“Department should strive to motivate her staff through providing devices like modern laptops to be used for instruction of the graduate students” (lecturer A: 12/06/2023)..

Additionally, the presence of various forms of electronic instructional media at the department enhanced graduate students’ online engagement. This was well explained by another lecturer who posits that:

“ICT literacy skills should be a condition on recruitment of new staff”.

Participants explained why, in the opinion of the lecturer’s initiative was a crucial attribute. A creative lecturer can provide the graduate students with practical skills for electronic instructional media usage in learning as this simplifies work, communication, submission of assignment is just by a click, eases research, saves time, money and that encourage critical thinking and problem-solving.

The idea behind creativity is that since students are digital natives are unique, lecturers should be able to accommodate students specific and their own differences. This was well asserted by one of the lecturers that;

“The department of Pre-Primary should struggle exposing lecturers to smart media (pedagogy). Furthermore, create a min lab to teach ECD graduate teachers on how teach young children using electronic media” (Lecturer A: 12/06/2023).

Generally, for the presence of the forms of electronic instructional media to bare positive meaning, retooling all lecturers with the current skills in using electronic devices for instruction is vital. This was well explained by the lecturers that:

“we have inadequate computer lab with low quality seats and no speakers (Lecturer A: 12/06/2023)”.

The department should invest in modern facilities, equipment, and a well-equipped computer lab for lecturers and students, offer free study internet and standby generators for graduate students, and design departmental learning systems. This was affirmed by one of the lecturers that;

“We also need production unite where both lecturers and students can edit their videos and photos to enable us become producers as we upload our work than only being consumers (Lecturer A: 12/06/2023)”.

Consequently, the lecturers’ not being able to develop the graduate students’ practical skills effectively, lowered the students’ participation in online learning as they tried electronic instructional media usage. This was affirmed by one of the lecturers who explained that:

“Personally, I need to be trained on how to create different discussion rooms to enable me group students when online and monitor their discussions online. I have participated in different on workshops that have used breakthrough discussion group that has always aroused my interests”. Furthermore, “Another thing that I need the department to do for us, is train us on how to make online illustrations during instruction (Lecturer C: 12/06/2023)”.”.

The study findings further revealed that data on audio visual materials in this regard the scholar considered smart phones, digital TV, projector and tablets as these were mentioned by participants in the study. The graduate students explained that, audio visual aids enhanced the lectures lesson presentation, students’ learning, retention, critical thinking, and minimized students’ feelings in terms of the abstract elements that was always felt before using electronic instructional media.

Computer-based instructional media has been increasingly varied used as the medium of learning, in addition to its variation, computer-based instructional media have some advantages to support the learning process. The advantages of computer-based instructional media not only lie in the speed factor to get the information they offer but also the provision of multimedia which facilitates the presentation of learning materials and media in interesting, visual and interactive way.

Computer-based electronic instructional media is the term used for any kind of computer enabled learning device. Computer-based electronic instructional media makes use of the interactive elements of the computer applications and software and the ability to present any type of media to the users. Computer-based electronic instructional media has many benefits, including the advantage of users learning at their own pace and also learning without the need for an instructor to be physically present.

Computer-based electronic instructional media is a development of integrated information technology in communication (interactive), audio, video, image appearance (image) that is packaged as a multimedia technology. Computer based electronic instructional media includes the use of computers that are directly related to students and educators. Teaching and learning is a process of communicating between students and lecturers to conveying the message.

Audio-visual is an important part of education today because it helps students learn in a better way. That’s one reason the use of audio-visual aids in teaching, learning, and research has been increasing over the years. The speed at which students can access information instantly and share it with others has greatly improved. What’s more, students can now understand concepts and ideas better and faster.

Audio-Visual (AV) is a term used to describe the combination of audio, video, and digital technologies. It’s becoming more common in today’s society because it allows us to do things we could never do before. In today’s world, there are many different audio-visual aids available. From early childhood education to the adult learning environment, these tools have become a necessity in classrooms. These tools have helped students learn and retain more information, as well as make it easier for them to focus their attention. Communication has evolved with the growing use of audiovisual technology. And we can also apply these innovations in the classroom environment to improve communication between students and teachers. In this study, audio visual electronic instructional media is widely used this is evident when more than one participant mentions the use of phones, projectors, tablets and digital T.V.

Research Question Two

What were the students’ perceptions in using electronic instructional media at the department of Pre-Primary Education, Kyambogo University?

To examine the students’ perceptions towards electronic instructional media usage.

The study results has indicated that financial requirement for the acquisition of the medium of electronic mass media cost is high, this indicates that students from poor background who cannot afford smartphones for use in online study are left out,

This view was also further shared by one of the students who asserted that;

“My father faces challenges paying school fees so I cannot ask him to buy for me smart phone, therefore during lessons I sit with one of my fellow students who has a smart phone”.

Another student in the focus group discussion also noted that;

“In my family no one has ever owned a laptop so if the work needs a laptop I cannot afford, that kind of money to buy a laptop I can’t really afford”.

During the focus group discussion another respondent further elaborated that the cost of data is this makes the use of electronic media expensive. He started that;

“The use of electronic data requires data and the university does not have a reliable free internet this makes the use of electronic media in education expensive and not affordable to people like me”.

During the study, the results further revealed that majority of the respondents asserted that network is not stable and such the use of electronic media becomes unreliable, there is poor internet connectivity in Kyambogo University and therefore the use of electronic media becomes quite expensive. This view was specifically indicated by one of the students who revealed that;

Internet is never stable and sometimes the network is stable sometimes is off for example when we use an online study using the application of zoom this requires a stable internet and such if the network is not stable it will jeopardize the internet.

On the same view another lecturer asserted that;

Kyambogo university internet does not reach all places and that is why at Kyambogo primary school we really don’t get reliable internet.

During the focus group discussion one of the students indicated that;

The price for data to be online during lectures requires data for like five thousand shillings this is more than three thousand spend on a plat of meal in Banda restaurant.

During the study majority of the respondents asserted that electronic media faces a challenge of lack of skills from the students, most of the students do not know how to operate the electronic media and this is something that makes it difficult to operate, this was evidenced during the interview when one of the lectures asserted that;

Some of our students do not know how to operate a laptop and this makes the use of electronic media in education very difficult some of the students.

The study results further show that students process limited attention span Limited attention during lectures, during lessons students were more interested in talking with classmates; fantasizing, recording lectures, creating presentations, watching lectures on video, uploading and exchanging data, and keeping themselves active using electronic media. Emphasized that the internet affected the choice of method to use both within and outside the classroom.

These results were also in line with those of one the students who mentioned that,

“However, some students just log in and go away, at times they complain that they lack money for data and there is no Wi-Fi in the up country, sometimes when students are asked questions, they pretend not to have heard, switch off data, and don’t participate anymore and also, much as there is an abrupt network failure, graduate students do doge in-disguise of doing other work, as they pretend to be having network failure or even when having nothing to present”

Regarding the students’ perceptions in using electronic instructional media, the results indicated that electronic media may be distracting to students, it may disconnect students from face-to-face relationships, it may make cheating easier, it may disadvantage certain students, it may cause students to use unreliable resources for learning, it may make curriculum planning more difficult or expensive, it may replace the teacher, it may create privacy issues, it may create medical issues, it may cause children to lose track of time, it is often limited, and it may create dependence.

The findings further revealed that electronic instructional media usage, leads to social isolation, too much focus on video-based content, and the thoughtless reconceptualization of traditional degrees into digital.

This view was also further highlighted by one of the lecturers who asserted that;

“the use of video-based content lead to social isolation as the students start to stay alone and may not learn how to interact with one another a skill that is very imperative for their success”.

In this study, various negative perceptions of students towards electronic instructional media usage are displayed for instance one or the participants mentioned that.,

“some students lack money to buy smart phones and laptops,” another mentioned that “when they ask me a hard question, I pretend not to have heard, switch off my data, and don’t participate anymore.” These and many more responses show that there are some students with negative perceptions.

The findings further revealed that the proper use of electronic instructional media promotes and develops a variety of skills in students, such as mathematical skills, communication skills, critical thinking skills, problem solving, teamwork, and research skills.

This was further elaborated by one of the respondents who asserted that;

“When the students use these electronic media they develop their knowledge in very many aspects like computer skills, communication skills, and they can easily acquire new language because of the flexibility of the internet”.

Electronic instructional media makes it possible to improve the quality of education and more effectively use the study time. It is focused on individualization and variability of the educational process, academic mobility of students, regardless of age and level of education.

Results in this study are in agreement with the above scholars where one of the participants said,

“electronic instructional media is quick, easy to use and safe, it promotes online interaction with our lecturers and peers” this shows that students have embraced electronic instructional media with positivity.

Research Question Three

How were lecturers using electronic instructional media to enhance students’ participation in Learning at the department Pre-Primary department at Kyambogo University?

Theme: Lecturers’ involvement to enhance electronic instructional media participation among students.

Integrating electronic instructional media in education provides a magical power of sustaining teaching and learning beyond unexpected interruptions. The enormous flow of information and use of technology emanated in all fields worldwide. Studies have shown the significance of using electronic instructional media in teaching and persuading the vital essence of a deep personal understanding of ICT. This significance is not limited to effective usage or its reason and application during instructional practices. It is a fact that electronic instructional media is prevalently adopted in the educational field for various reasons, such as making instructional practices successful for learners and instructors, increasing students’ motivation in learning, refining learners’ collaboration and engagement with the lesson, and improving the quality of teaching.

This view was also further indicated by one of the lecturers who asserted that;

“When I used electronic media it gives me the flexibility to be in position to teach the students at my convenience this gives me enough time to be position to concentrate on the work”.

Although electronic instructional media, particularly in the classroom environment, is significant, its application is too scarce in some contexts. Various reports inform governments to increase the accessibility of digital technologies to teachers and students to improve the learning process. These technologies are not limited to the convenience of internet connections and different technological devices. However, teachers at the center need to possess enough skills to utilize those devices, such as digital media, cable networks, TV, and radio, as well as social media like WeChat, WhatsApp, Facebook, LinkedIn etc. Gulbahar claimed that equipping schools with these technological devices do not improve teaching quality when teachers lack the skills to effectively utilize them.

This view was also further highlighted by one of the lecturers who asserted that;

“The digital technologies are very expensive and rear some of these are not easily accessible to students who are from rural area”.

In this study integrating is evidenced where one participant mentioned that “Generally I have advanced in using Google meet/class, KELMS, zoom, WhatsApp, Jumboit, giving practical online tests for assessment and evaluation for the graduate students. On the scale of ten, I feel I’m at seven.” Another mentioned that “personally, I’m between seven and eight. This is because I mostly use PowerPoint for instruction, emails and WhatsApp for communication, physical meeting, however videos are unstable due to un strong networks and interferences with echo.”

One of the lecturers asserted that;

They have been using google meet and zoom among many others medium in electronically teaching students at Kyambogo university pre-primary.

Electronic instructional media and websites were created as a result of significant advancements in communication brought about by the internet’s arrival in the 1990s. The once freely available public good of education is now going to be available to those who can afford to pay for specialized services and computer programs that require one’s interaction with and exposure to technical tools and websites. Therefore, the designers of the new educational system must be aware of how modeling in technology is influencing changes in education through the incorporation of electronic instructional media websites for both instructors and students in higher education institutions.

Modeling is now playing a crucial part in how university students learn to provide a sustainable education. Electronic instructional media’s influence on sustainable education is becoming important and compelling. The use of modeling to enhance electronic instructional media enables the latter complement traditional approaches to learning. Effective instruction builds bridges between students’ knowledge and the learning objectives of the course.

Using electronic instructional media engages students, aids student retention of knowledge, motivates interest in the subject matter, and illustrates the relevance of many concepts. In this study, modeling is evidenced when a participant mentioned that “I encourage them to meet the departmental ICT personnel to help them,” and another mentioned that “Sometimes I give them data, I also give them activities to earn them some money to enable them by electronic devices like laptops and smartphones to enable them have some google search and attend the online lectures” both of these were lecturers.

In conclusion, integrating electronic instructional media into education offers a transformative ability to sustain teaching and learning through unforeseen disruptions. The pervasive nature of technology across all sectors underscores its importance in education. Studies have demonstrated the substantial benefits of electronic instructional media, highlighting its role in fostering a deep understanding of ICT, enhancing instructional practices, increasing student motivation, improving collaboration, and elevating teaching quality. Despite these benefits, the application of electronic instructional media remains limited in some contexts due to accessibility and skill gaps among teachers.

Government initiatives to improve access to digital technologies are crucial, yet equally important is ensuring that educators possess the necessary skills to effectively use these tools. The testimonies of lecturers indicate a gradual but significant integration of electronic media in educational practices, with platforms like Google Meet, Zoom, and WhatsApp becoming common. However, challenges such as cost, accessibility, and network stability persist, particularly in rural areas.

The evolution of electronic instructional media, fueled by advancements in internet technology, has reshaped the educational landscape, making it increasingly reliant on technical tools and specialized services. This shift necessitates a thoughtful approach to designing educational systems that leverage technology to enhance learning experiences. Modeling plays a vital role in this context, bridging the gap between traditional and modern learning methods, and fostering sustainable education. Ultimately, the effective use of electronic instructional media engages students, aids knowledge retention, motivates interest, and demonstrates the relevance of concepts, thereby supporting the overarching goal of sustainable education. The experiences and strategies shared by lecturers in this study underscore the potential of electronic instructional media to complement traditional learning approaches, ensuring a resilient and dynamic educational environment.

CHAPTER FIVE

DISCUSSIONS, CONCLUSIONS AND RECOMMENDATIONS

5.0 Introduction

This chapter provides the summary, conclusion and recommendations of the study, addressing the research questions of the study. The chapter begins with a discussion of the findings as informed by the research questions of the study. This is followed by the conclusions and then finally, the recommendations of the study.

5.1 Discussion of the findings

5.1.1 The word participation attached to the students may vary depending on one’s perspective.

5.2 Conclusion of the study

The research findings on the forms of electronic instructional media available at the Department of Pre-Primary Education, Kyambogo University, indicate a significant reliance on both computer-based and audio-visual instructional media to enhance graduate students’ participation. Graduate students and lecturers identified several key forms of electronic media in use, including personal laptops, smartphones, tablets, desktops, projectors, and applications such as Zoom, Google Meet, Microsoft Teams, and social media platforms like Facebook. These tools were particularly vital during periods when face-to-face instruction was not feasible, such as during the COVID-19 pandemic. Graduate students reported using various devices and applications to attend online lectures, record sessions for later viewing, and participate in virtual meetings, demonstrating the adaptability and importance of these tools in their educational experience. The flexibility provided by electronic media allowed students to balance academic responsibilities with personal and professional commitments, as highlighted by the accounts of those managing jobs and family duties.

Lecturers echoed the sentiments of the students, emphasizing the benefits of electronic instructional media in facilitating learning and teaching. They noted that these tools not only supported the delivery of lectures but also enhanced students’ technical skills, enabling them to engage more effectively in the digital age. The use of computer-based and audio-visual media was credited with improving students’ ability to create presentations, share screens, and communicate efficiently during online sessions. However, the study also revealed challenges associated with the use of electronic instructional media. Some students faced difficulties due to a lack of access to necessary devices or reliable internet connections, particularly in remote areas. Lecturers highlighted the need for further training to effectively utilize these technologies and suggested that the department invest in better facilities and equipment, such as modern computer labs and reliable internet infrastructure, to support both students and staff.

The findings indicate that the financial barriers to acquiring necessary technology, such as smartphones and laptops, are substantial. Students from economically disadvantaged backgrounds are particularly affected, as they cannot afford these devices or the data required to participate in online learning. This digital divide excludes them from fully benefiting from electronic media in education. Many students shared personal stories underscoring these financial challenges. For instance, one student mentioned the inability to ask their parent for a smartphone due to financial constraints, while another highlighted the unaffordability of laptops within their family. Additionally, the high cost of data and the lack of reliable, free internet further exacerbate these issues, making online education inaccessible for many.

The study also revealed that poor internet connectivity and network instability are significant obstacles. Students and lecturers alike reported difficulties with maintaining stable connections during online lessons, which compromises the quality and reliability of electronic instructional media. Furthermore, a lack of skills among students to effectively use electronic media was identified as a major challenge. Many students struggle with operating laptops and other digital tools, hindering their ability to fully engage in online education. This issue is compounded by a limited attention span during online lectures, with students often getting distracted or disengaged.

Despite these challenges, some positive perceptions and benefits of electronic instructional media were noted. Proper use of these tools can enhance various skills, including communication, critical thinking, problem-solving, teamwork, and research capabilities. Moreover, electronic instructional media can improve the quality of education by allowing for individualized and flexible learning experiences, promoting academic mobility, and facilitating online interaction between students and lecturers.

5.3 Recommendations

The department should invest in modern computer labs equipped with up-to-date desktops, laptops, tablets, and other essential devices. Ensure the provision of high-speed, reliable internet access across the university campus. Additionally, explore partnerships with internet service providers to offer subsidized internet packages for students, especially those from remote areas.

Establish a program to provide subsidized or loaned laptops and smartphones to economically disadvantaged students. This could be facilitated through collaborations with tech companies or NGOs. Introduce data allowance programs to help students afford the cost of internet usage for educational purposes. This could involve working with telecom companies to offer special educational data plans.

Organize regular workshops and training sessions for both students and lecturers to improve their proficiency in using electronic instructional media. This should include basic and advanced skills in operating digital tools and navigating online platforms. Integrate digital literacy courses into the curriculum to ensure all students develop essential skills in using electronic instructional media effectively.

Establish a dedicated technical support team to assist students and lecturers with any issues related to electronic instructional media. This service should be easily accessible and responsive. Develop mentorship programs where tech-savvy students can assist their peers in learning how to use various digital tools and platforms.

Encourage lecturers to use diverse and engaging content in their online teaching. This could include multimedia resources, interactive activities, and gamified learning modules to maintain student engagement. Implement regular feedback mechanisms to gather student and lecturer input on the effectiveness of electronic instructional media, allowing for continuous improvement.

Develop a comprehensive strategic plan that outlines the integration of electronic instructional media into the educational framework. This plan should address infrastructure, training, support, and financial considerations. Actively seek funding opportunities through grants and partnerships to support the enhancement of electronic instructional media in the department.

Invest in upgrading network infrastructure to ensure stable and robust connectivity for all online activities. Provide alternative solutions such as offline access to course materials and recorded lectures to mitigate the impact of connectivity issues. Implement initiatives aimed at reducing the digital divide, ensuring that all students, regardless of their economic background, have equal access to the necessary electronic instructional media. Develop policies that consider the needs of students from diverse backgrounds, including those with disabilities, to ensure that electronic instructional media is accessible and beneficial to all.

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APPENDICES

Appendix 1: Interview guide for Head of Department

Dear participant,

I am Balinako Monica a student of Kyambogo University pursuing a masters of education in early childhood development. As part of my academic requirement, am carrying out a research on “Electronic instructional media usage and students’ participation: A Case Study of Department of Pre-Primary Education, Kyambogo University”. You have been identified as a resource person in providing information. The purpose of this research is purely academic and the information you will provide will be anonymously treated as confidential.

Section A- objective 1

To explore the forms of electronic instructional media that are available at the department of Pre-primary education, Kyambogo University.

What e-resources do lecturers in your department use for teaching students?
How are students using e-resource for learning?
How have you addressed the difficulties students have had in your department using e-resources while participating in lectures?

Section B- objective 2

To examine the students’ perceptions towards electronic instructional media usage.

How do students use online resources for participating in lectures?
What challenges have students in your department meet in using e-resource for learning?
What difficulties do your students have while using online resources to participate in lectures?
How have you addressed student’s challenges in using e-resource for learning in your department?

To establish how lecturers use electronic instructional media to enhance students participation in learning.

Section C – objective 3

To establish how lecturers use electronic instructional media to enhance students participation in learning.

In what ways are your lecturers in the department using e-resources for supervision?

How have you made sure your lecturers are utilizing e-resources for Assessment and Evaluation?
How have you ensured that your lecturers are using e-resources to enhance students’ participation in learning?
How have you addressed the difficulties students have had in your department using e-resources while participating in lectures?

Appendix 2: Focus group discussion guides

Dear participant,

I am Balinako Monica a student of Kyambogo University pursuing a Master’s degree of education in early childhood development. As part of my academic requirement, am carrying out a research on “Electronic Instructional media use and students’ participation in e-learning:” A case study of department of ECD and Pre-primary education, Kyambogo University. You have been identified to as a resourceful person in providing information. The purpose of this research purely academic and the information you will provide will be anonymously treated as confidential.

Section A Objective 1

To explore the forms of electronic instructional media that are available at the department of Pre-primary education, Kyambogo University.

How familiar are you with using electronic instructional media.
When you thought about using electronic instructional media, what was the first thing that come into your mind?
Could you tell me a little bit about lecturers and their teaching experiences to the extent of your knowledge?

Section B Objective 2

To examine the students’ perceptions towards electronic instructional media usage.

What are the things you like about using electronic instructional media?
What influences you to use electronic instructional media?
In regards to the practice and technical side of using electronic instructional media, could you give me an idea of how the eLearning worked (e.g. frequency of connections, class connected to, technical issues etc.)?
Did you perceive there to be any social advantage or disadvantages related using instructional media/ online teaching?

Section 3 objective 3

How do you think the introduction and connectivity to using electronic instructional media impacted on your online social experiences?
Were there any educational advantages or disadvantages of using electronic instructional media in learning? If so, what were they?
How about your overall lecture attendance, would you say that participating in eLearning had any particular positive or negative psychological impact to you?
What are things you do not like about using electronic instructional media?
Will you recommend using electronic instructional media to your friend?

Appendix 3: Open-ended interview for Lectures

Dear participant,

I am Balinako Monica a student of Kyambogo University pursuing a masters of education in early childhood development. As part of my academic requirement, am carrying out a research on “Instructional media use and students’ participation in e-Learning: A Case Study of Department of Pre-primary Education, Kyambogo University”. You have been identified as a resource person in providing information. The purpose of this research is purely academic and the information you will provide will be anonymously treated as confidential.

Section A objective 1

What kind of applications are you using related to your teaching of ECD and Pre-primary graduate students in the department?
What kinds of electronic instructional media are you employing in the department to instruct ECD and pre-primary graduate students?
How often do you use these applications and in what kind of context?

Section B objective 2

To examine the students’ perceptions towards electronic instructional media usage.

What has been your experience, so far, with the use of electronic instructional media to give coursework to your ECD and Pre-primary graduate students in the department?
Do you think using electronic instructional media for educational purposes helps your ECD and Pre-primary graduate students’ progress with their studies by any means?
If yes how?
If no why do you think so?
Do you think the usage of electronic instructional media during your instruction has any negative effects on your ECD and Pre-primary graduate students’personal life?
If yes, how have you managed them?
If no, how would you recommend the use electronic instructional media during to another person?

Section B- objective 2

Appendix 2: Open-ended interview for Lectures

Dear participant,

I am Balinako Monica a student of Kyambogo University pursuing a masters of education in early childhood development. As part of my academic requirement, am carrying out a research on “Instructional media use and students’ participation in e-Learning: A Case Study of Department of Pre-primary Education, Kyambogo University”. You have been identified as a resource person in providing information. The purpose of this research is purely academic and the information you will provide will be anonymously treated as confidential.

What kind of applications are you using related to your teaching of ECD and Pre-primary graduate students in the department?
What kinds of electronic instructional media are you employing in the department to instruct ECD and pre-primary graduate students?
How often do you use these applications and in what kind of context?

Section B objective 2

To examine the students’ perceptions towards electronic instructional media usage.

What has been your experience, so far, with the use of electronic instructional media to give coursework to your ECD and Pre-primary graduate students in the department?
Do you think using electronic instructional media for educational purposes helps your ECD and Pre-primary graduate students’ progress with their studies by any means?
If yes how?
If no why do you think so?
Do you think the usage of electronic instructional media during your instruction has any negative effects on your ECD and Pre-primary graduate students’personal life?
If yes, how have you managed them?
If no, how would you recommend the use electronic instructional media during to another person?

Section B- objective 2

Appendix 3: Questionnaire for lecturers

Dear participant,

I am Balinako Monica a student of Kyambogo University pursuing a masters of education in early childhood development. As part of my academic requirement, am carrying out a research on “Instructional media use and students’ participation in e-Learning: A Case Study of Department of ECD and Pre-primary Education, Kyambogo University”. You have been identified to as a resource person in providing information. The purpose of this research is purely academic and the information you will provide will be anonymously treated as confidential.

What kind of applications are you using related to your teaching of ECD and Pre-primary graduate students in the department?
How often do you use these applications and in what kind of context?
What kinds of electronic instructional media are you employing in the department to instruct ECD and pre-primary graduate students?
How do you describe your current use of electronic instructional media as a means to communicate related to your teaching of graduate students?
What are the differences or similarities on how you use electronic instructional media to communicate for private, compared with teaching of the graduate students in ECD and Pre-primary department?
What has been your experience so far, with the use of electronic instructional media to give coursework to your ECD and Pre-primary graduate students in the department?
Do you think using electronic instructional media for educational purposes helps your ECD and Pre-primary graduate students’ progress with their studies by any means?
If yes how?
If no why do you think so?
Do you think the usage of electronic instructional media during your instruction has any negative effects on your ECD and Pre-primary graduate students’personal life?
If yes, how have you managed them?
If no, how would you recommend the use electronic instructional media during to another person?