E-Learning Module Evaluation for Female English Proficiency Development in Nairobi High Schools: A Six-Month Progress Analysis

The rapid advancement of technology has led to increased interest in e-learning as a tool for enhancing educational outcomes. In Nairobi high schools, there is an increasing demand for English proficiency development among female students, necessitating innovative and effective learning solutions. A mixed-methods approach was employed, combining quantitative data from pre- and post-module assessments with qualitative insights gathered through student feedback surveys and focus group discussions. Statistical analysis utilised a t-test for comparing mean scores between the pre- and post-assessments. During the six-month evaluation period, there was a statistically significant improvement in students' English proficiency scores (t(20) = 3.45, p < 0.01), indicating that the e-learning modules were effective in enhancing female students' language skills. The findings suggest that e-learning modules can be an impactful tool for promoting female students' English proficiency development in Nairobi high schools, though further refinement is required to address specific learning needs and challenges. Based on the evaluation results, it is recommended that future e-learning initiatives should incorporate more interactive elements and adaptability features to better meet the diverse educational requirements of female students. e-learning modules, English proficiency, Nairobi high schools, mixed-methods approach, statistical analysis