BRIDGING PEDAGOGY AND INNOVATION: THE IMPACT OF TECHNOLOGY ON INSTRUCTION AND STUDENT OUTCOMES AT KENYA ASSEMBLIES OF GOD EAST UNIVERSITY (EAST)

Abstract

This paper examines the role of technology in improving teaching practices and student learning outcomes at Kenya Assemblies of God EAST University (EAST). The study employed both quantitative and qualitative methods within a descriptive research design. A single questionnaire containing structured and open-ended items was administeredto all categories of respondents. Of the 75 distributed questionnaires, 67 were returned, representing an 89% response rate. Convenience sampling, also known as availability or accidental sampling, was used. Qualitative data provided contextual insights into identified barriers through descriptive themes. The findings highlight a gap between the perceived potential of technology and its actual integration into instruction at EAST. Contributing factors include inadequate training and support, technical limitations, resistance to change, and issues related to accessibility and equity. Previous studies indicate that such barriers are common and require targeted interventions. To address these gaps, the study recommends expanding access to and training in Learning Management Systems and multimedia tools, upgrading digital infrastructure, and providing continuous pedagogical training for faculty. Additionally, attention should be given to improving internet reliability, upgrading classroom facilities, and ensuring equitable access to technological resources. Fostering a culture of innovation and digital inclusion through supportive institutional policies will also be key to sustaining progress.