Abstract:
This study was designed to investigate ICT integration and its use in the teaching and
learning of integrated science in selected senior high schools in the Agona East
district within the Central Region. A descriptive survey design approach was
employed in the study involving four schools. The target population for the study
comprised all senior high schools in the Central Region of Ghana. The accessible
population however consisted of senior high schools in the Agona East District of the
Central Region. One district science coordinator, one hundred and twenty students
and sixty science teachers in four senior high schools in the Agona East District
formed the research subjects for the study. Data was collected using questionnaires,
interview and informal observation as instruments. The teachers’ and students’
questionnaires had reliability indices of 0.87 and 0.91 respectively. Descriptive
statistics was used to analyze the data. The results gathered from the four schools
involved in the study revealed that though a few of the schools have made progress
and had some resources to promote ICT use in science teaching and learning most of
them were not well equipped with ICT resources. Teachers indicated that the
unavailability of ICT resources, lack of training and inadequate support from the
stakeholders of education in Ghana were some of the challenges impeding ICT
integration in science teaching and learning. The study recommended that the training
needs of science teachers must be addressed immediately. Additionally, investments
should be made by the districts directorate of education towards equipping schools
with ICT resources by addressing the individual needs of schools at the senior high
school level to promote ICT integration in pedagogy. The teacher is an important
component in ensuring a successful integration of ICT in the teaching and learning of
integrated science therefore based on the findings of the study, it was suggested that a
study on the ICT training needs of science teachers in the research area should be
conducted.
Description:
A THESIS IN THE DEPARTMENT OF SCIENCE EDUCATION, FACULTY
OF SCIENCE EDUCATION SUBMITTED TO THE SCHOOL OF
GRADUATE STUDIES, UNIVERSITY OF EDUCATION, WINNEBA IN
PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE AWARD
OF THE DEGREE OF MASTER OF PHILOSOPHY IN SCIENCE
MAY, 2015