Development of a Digital Textbook on ‘Superstructure Walling Construction’ for Architecture and Construction Students : Focusing on Technical and Vocational Education Institutions in Kenya = Development of a Digital Textbook on ‘Superstructure Walling Construction’ for Architecture and Construction Students: Focusing on Technical and Vocational Education Institutions in Kenya

다국어 초록 (Multilingual Abstract)

This study developed, validated, and evaluated a Digital Textbook (DT) on Superstructure Walling Construction for use in Kenyan Technical and Vocational Education and Training (TVET) institutions. Guided by Constructivist learning principles and the Technology Acceptance Model, the DT was designed using the principles derived from the literature review to promote engagement, interactivity, and accessibility through multimedia, quizzes, and voiceovers. A quasi- experimental design was employed with 50 diploma students divided into experimental (n=25) and control groups (n=25). Data was collected using pre-tests and post-tests to measure academic achievement and a satisfaction survey to assess learners’ experiences. Findings revealed that the experimental group recorded significantly higher post-test scores (M = 29.48, SD = 4.12) than the control group (M = 22.64, SD = 3.35), with ANCOVA confirming group effects F(1,47)=60.15, p<.001). Satisfaction ratings averaged 4.43–4.71, with students attributing the use of multimedia to better understanding and enjoyment, demonstrating the DT’s substantial effect on learning outcomes. Students also expressed high satisfaction, emphasizing the DT’s clarity, interactivity, and multimedia components as factors that enhanced understanding and motivation. Expert validation confirmed the DT’s content validity (CVI = 0.83), while trainer feedback affirmed its pedagogical alignment and usability. Collectively, the results indicate that well-designed digital textbooks can effectively enhance learner achievement, engagement, and self- directed learning in TVET programs. The study concludes that integrating DTs into vocational training offers a viable pathway for modernizing instructional delivery in Kenya, provided that infrastructural, technical, and pedagogical support systems are strengthened to ensure sustainable implementation.

목차 (Table of Contents)

• Chapter I. Introduction 1
• 1.1 Background of the Study 1
• 1.2 Problem Statement 3
• 1.3 Purpose of the Study 5
• 1.4 Research Question 6
• 1.5 Theoretical Framework 6
• 1.5.1 Constructivism 6
• 1.5.2 Technology Acceptance Model (TAM) 7
• 1.6 Significance of the Study 7
• Chapter II. Literature Review 9
• 2.1 Introduction 9
• 2.2 Defining Digital Textbooks: Features and Functionalities 11
• 2.3 The Impact on Learning: Comparing Digital and Print Textbooks 13
• 2.4 Advantages and Disadvantages of DT 19
• 2.4.1 Advantages of Digital Textbooks in Education 19
• 2.4.2 Disadvantages and Challenges 22
• 2.5 Looking Ahead: Emerging Trends and Innovations 24
• Chapter III. Research Methodology 28
• 3.1 Research Design 28
• 3.1.1 Principles guiding the design of DT 28
• 3.1.2 Structure and Features of the Digital Textbook 30
• 3.2 Digital Textbook Content-How can a DT be developed? 36
• 3.3 Research Subjects 43
• 3.3.1 Demographic Profile of Experts 44
• 3.4 Expert Validation of Data collection instruments 48
• 3.4.1 Analysis of Expert Validation of Academic Achievement Test (AAT) 48
• 3.4.2 Analysis of Expert Validation of the Digital Textbook 53
• 3.5 Reliability of Research Instruments 58
• 3.5.1 Reliability of AAT 59
• 3.5.2 Reliability of Student’s Satisfaction Questionnaire 59
• 3.6 Main Data Collection 60
• 3.7 Methods of Processing Analysis Data 60
• 3.8 Ethical Considerations 61
• Chapter IV. Results 62
• 4.1 Introduction 62
• 4.2 Demographic Profile of Participants 62
• 4.2.1 Gender of Students 63
• 4.2.2 Age Group of Students 64
• 4.2.3 Students’ Program of Study 65
• 4.2.4 Prior Use of Digital Textbooks 65
• 4.2.5 Devices Used to Access the Digital Textbook 66
• 4.2.6 Frequency of Using Digital Learning Tools 67
• 4.3 Academic Achievement Test (AAT) Results 68
• 4.3.1 Descriptive Statistics 69
• 4.3.2 Inferential Analysis 71
• 4.4 Students’ and trainer’s perception of the Digital Textbook 74
• 4.4.1 Students’ perception of the DT 74
• 4.4.2 Trainer's perception of the Digital Textbook 77
• 4.5 Summary of Key Findings 81
• Chapter V. Discussion 85
• 5.1 Introduction 85
• 5.2 Discussion of Findings 85
• 5.2.1 Impact of the Digital Textbook on Learning Achievement and Satisfaction 86
• 5.2.2 Features of the DT that Enhanced Learning Experience 89
• 5.2.3 Trainers’ and Experts’ Perceptions on the Digital Textbook 92
• Chapter VI. Conclusions and Recommendations 96
• 6.1 Implications of the Study 98
• 6.2 Recommendations 100
• 6.3 Limitations of the Study 101
• 6.4 Suggestions for Future Research 103
• References 108
• 논문요약 116
• Appendix 1. Learning Experience of DT 118