Perception of social studies tutors on the integration of information and communication technology in teaching and learning social studies in public colleges of education in Ghana

Abstract

The purpose of the study was to investigate the perception of Social Studies tutors in the public Colleges of Education in Ghana towards the integration of ICT in teaching and learning Social Studies. A descriptive survey design was used to conduct the study. Stratified sampling technique was used to select 130 Social Studies tutors from public Colleges of Education in Ghana for the study. However, a response rate of 92% was achieved in this study because out of a total of one hundred and thirty (130) questionnaires distributed, one hundred and twenty (120) questionnaires were retrieved and used for the analyses. The questionnaire was used to collect data for the study which were analyzed using both descriptive statistics like mean, frequency, and standard deviation as well as inferential statistics such as t-test and ANOVA with the aid of SPSS version 20. The study found that Social Studies tutors had access to their personal computers most (M=3.67, SD=0.67), followed by desktop computers of the colleges (M=3.25, SD=0.52), laptop computers of the colleges (M=2.10, SD=1.17), availability of projectors (M=1.67, SD=0.95), accessibility to internet (M=1.35, SD=0.88) availability of IPAD (M=1.21, SD=0.74), and availability of Palmtop computers (M=1.01, SD=1.06). The findings indicated that respondents perceived that ICT helps to draw weaker students‟ attention to class (Mean =4.03, Std. Dev. =0.74), generates genuine interest in students (Mean = 4.45, Std. Dev.=5.24), makes it easier to prepare course materials (Mean =4.06, Std. Dev.=0.89), enhances teaching and learning without face-face interactions (Mean =3.95, Std. Dev.=0.92), and the relationship between theory and practice is strengthened (Mean =4.03, Std. Dev. =0.87). Additionally, the study revealed that challenges confronting the integration of ICT tools in the teaching and learning of Social Studies included insufficient ICT tools (mean =3.908, Std. Dev.=0.879), lack of pedagogical models on how to use ICT for teaching learning (Mean=3.767, Std. Dev.=0.914), and insufficient ICT during pre-service training (Mean =3.40, Std. Dev.=1.088). It was further revealed in the study that sex [t (118) = 31.04, p<0.05] and teaching experience [F (4, 115) =2.85, p<0.05] significantly influenced the Social Studies tutors‟ integration of ICT into the teaching and learning of Social Studies in the public Colleges of Education in Ghana. Therefore, it was recommended that the management of the public Colleges of Education in Ghana should liaise with the Ministry of Education, the National Council for Tertiary Education, parents, religious bodies, old students, and philanthropists to provide adequate ICT facilities like computers and projectors to ensure access to ICT tools by the Social Studies tutors in the public Colleges of Education in Ghana. It was also recommended that the management of the public Colleges of Education in Ghana should provide sufficient in-service training on ICT use in teaching and learning Social Studies so as to equip the tutors to effectively integrate ICT into the teaching and learning of the subject.