The use of ICT and its challenges in the teaching and learning of Integrated Science in selected Senior High Schools in two districts in the Central Region

Abstract

This study investigated into the extent to which ICT is used in teaching and learning and the challenges teachers face in the integration of ICTs in teaching and learning of Integrated Science. The descriptive survey was used for the study. The study took place in Mfantsiman Girls’ Senior High School, Methodist Senior High School, Aggrey Memorial AME Zion Senior High School and Moree Snior High Technical School which are located in the Abura-Asebu-Kwamankese district and Mfantseman Municipality in the Central Region. All integrated science teachers and second year students were purposively selected for the study. The sample comprised of 42 Integrated Science teachers (25 males and 17 females) and 200 students (75 males and 125 females). Questionnaire items and observational schedule were the main instruments used to collect data for the study. The Statistical Package for Social Sciences was used for the analysis. Cronbach Alpha (α) reliability coefficient 0.77 was obtained for the questionnaire items and a Cohen’s Kappa coefficient of 0.75 was obtained for the observational schedule. The study revealed that, even though Integrated Science teachers have embraced the integration of ICTs in their teaching, most of the ICT tools available in the schools for teaching were faulty. This inhibited teachers from integrating ICTs in their teaching process. The study also revealed that the time allocated for teaching was too short to integrate ICTs in their teaching. It was noted that most teachers lacked training opportunities and some basic ICT tools are not available for effective teaching and learning of Integrated Science. The study concluded that; even though, most of the teachers had access to some basic ICT tools for teaching they could not use them for their lesson delivery. The study recommended that the National Council for Curriculum and Assessment (NaCCA) of the Ghana Education Service in collaboration with the Ministry of Education should review the Integrated Science curriculum and revise the syllabus to explicitly state what ICT tools should be used and how it should be used in the teaching and learning process.