Abstract:
Inadequate literature has been written specifically on the factors influencing the
integration of Information and Communication Technology (ICT) in teaching in
second cycle schools of Ghana. This study seeks to investigate the current state of
ICT integration process in SHS and to establish factors that influence teaching in
second cycle schools in Greater Accra Metropolis in the integration process. The
study used cross sectional survey design and a mixed research method approach in
addressing the research objectives. The target population was teachers in the second
cycle schools (both Public and Private) in the Greater Accra Region with a sample
size of 103 teachers using convenient sampling. The main instrument used to collect
data for the study is questionnaires (open and closed ended item). Data collected was
analysed in both qualitative and quantitative form. Out of 150 questionnaires
distributed to the sample size, only 103 were retrieved successfully and used for the
data analysis representing 68.67 % responses rate. The result of the study revealed
that factors such as Learning styles / learning need (LSLN), ICT infrastructures such
as internet connectivity and power (ICTIF), Teachers perceive ease of use (TPEU),
Incentives and Motivation for Teachers (IMT) were found to be significantly making
impact in the integration of ICT in SHS. The status of ICT integration in second cycle
school in greater Accra was at the beginning stage due to certain contextual condition
not been met. Challenges such as lack of skills and confidence to navigate and
troubleshoot technical issues, shift in the teaching approaches from the traditional
method towards more student-centred and interactive learning, nurturing digital
citizenship and responsible use of technology and alignment with curriculum and
learning were face by teachers during implementation process. Policymakers,
educators, and administrators should allocate funding and resources for improving
ICT infrastructures, including internet connectivity and power supply, in educational
institutions, develop and implement policies that prioritize the integration of ICT tools
and resources that cater to diverse learning styles and needs and establish professional
development programs and incentives to support educators in enhancing their ICT
skills and pedagogical knowledge.
Description:
A Thesis in the Department of I.C.T Education,
Faculty of Science, submitted to the School of Research and
Graduate Studies in partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Information and Communication Technology Education)
in the University of Education, Winneba
