(5131570086) Emmanuel Tetteh Atteh

UNIVERSITY OF EDUCATION, WINNEBA
FACULTY OF SCIENCE EDUCATION
DEPARTMENT OF INFORMATION AND COMMUNICATION TECHNOLOGY
EDUCATION
INTEGRATING ICT INTO THE PRACTICE OF TEACHING:
IMPLICATION ON THE PERFORMANCE OF STUDENTS
EMMANUEL TETTEH ATTEH
JUNE, 2017
UNIVERSITY OF EDUCATION, WINNEBA
FACULTY OF SCIENCE EDUCATION
DEPARTMENT OF INFORMATION AND COMMUNICATION TECHNOLOGY
EDUCATION
INTEGRATING ICT INTO THE PRACTICE OF TEACHING:
IMPLICATIONS ON THE PERFORMANCE OF STUDENTS
EMMANUEL TETTEH ATTEH
(5131570086)
A RESEARCH SUBMITTED TO THE DEPARTMENT OF INFORMATION AND
COMMUNICATION TECHNOLOGY EDUCATION OF THE FACULTY OF SCIENCE
EDUCATION, UNIVERSITY OF EDUCATION, WINNEBA, IN PARTIAL
FULFILMENT OF THE REQUIREMENT FOR THE AWARD OF BACHELOR OF
SCIENCE DEGREE IN INFORMATION AND COMMUNICATION TECHNOLOGY
EDUCATION
JUNE, 2017
DECLARATION
Candidate’s Declaration
I hereby declare that this research is the result of my own original work and that no part of it has
been presented for another degree in this university or elsewhere.
……………………………………………. .………………………….
EMMANUEL TETTEH ATTEH DATE
Supervisor’s Declaration
This research has been supervised and approved as meeting the requirements laid down by the
University of Education Winneba.
…………………………………………… ……………………………..
MR. KOFI BENTUM WILSON DATE
i
DEDICATION
I sincerely dedicate this work to Almighty God and my wife Mrs. Gifty Atteh.
ii
ACKNOWLEDGMENT
I express my sincere and deepest gratitude to the Almighty God who has been my caretaker
throughout this trial times of this research and eventually accomplished the journey to the
academic world. I am also grateful to my hard working and dedicated supervisor for his timely
guidance and unwavering support throughout the process of writing this project which has
contributed immensely to the success of this work.
My warmest appreciation to my wife Gifty Atteh for her support and understanding when I spent
less time with her as I got engrossed in this research project and to my colleagues who made it
possible for me to collect data in the sampled secondary schools.
Finally, to entire individuals who supported this noble course but their names were not
mentioned, I say God richly bless them.
iii
ABSTRACT
The use of ICT in teaching is a relatively new phenomenon and it has been the researchers' focus.
The effective integration of this technology into classroom practices poses a challenge to
teachers. The purpose of the study was to examine the relationship between the use of
information and communication technologies (ICT) in teaching and student performance in three
secondary schools. This study also aimed at finding out the factors influencing use of ICT in
teaching. A survey was employed and in order to empirically investigate the study, purposive
sampling method was used to select students and teachers. The results showed that a
significantly high percentage of respondents (80%) agreed that ICT integration into teaching
positively influence student performance. Also, global investment in ICT to improve teaching in
schools has been initiated by many governments. Despite all these investments on ICT
infrastructure, equipment and professional development to improve education in many countries,
ICT adoption and integration in teaching have been limited. These challenges include lack of
teacher ICT skills; lack of teacher confidence; lack of pedagogical teacher training; l lack of
suitable educational software; limited access to ICT; restrictive curricula, etc. The study finally
concludes that teachers need to be educated and assured that technology can make their teaching
interesting, easier, more fun for them and students, more motivating and more enjoyable.
Researchers should assess the impact of teacher ICT training curriculum on integration of ICT
in. Researchers could also find out how teacher training in pedagogy- ICT integration can be
improved to enhance their performance and professional development. Research can also be
done to establish the impact of teacher ICT training policy on teacher performance. Impact of
teacher motivation on the pedagogy ICT integration in secondary schools is another area where
research could also be done.
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TABLE OF CONTENTS
DECLARATION..............................................................................................................................i
DEDICATION................................................................................................................................ii
ACKNOWLEDGMENT................................................................................................................iii
ABSTRACT...................................................................................................................................iv
CHAPTER ONE..............................................................................................................................1
1.0 INTRODUCTION.................................................................................................................1
1.1 Background of the study................................................................................................1
1.2 Statement of the problem...................................................................................................3
1.3 Purpose of the study...........................................................................................................4
1.4 Research objectives............................................................................................................4
1.5 Research questions.............................................................................................................4
1.6 Significance of the study....................................................................................................4
1.7 Limitation and delimitation of the study............................................................................5
1.8 Organization of the Study...................................................................................................6
CHAPTER TWO.............................................................................................................................7
2.0 LITERATURE REVIEW......................................................................................................7
2.1 Introduction........................................................................................................................7
2.2 Factors influencing ICT integration...................................................................................7
2.3 ICT integration, challenges and benefits............................................................................8
2.3.1 ICT integration enhancing teaching and learning process............................................10
2.3.2 ICT integration enhancing the quality and accessibility of education..........................11
2.3.3 ICT enhancing teaching and learning environment......................................................11
2.4 ICT integration enhancing the students’ performance.....................................................12
2.5 Conclusion...........................................................................................................................14
CHAPTER THREE.......................................................................................................................16
v
3.0 METHODOLOGY...............................................................................................................16
3.1 Introduction......................................................................................................................16
3.2 Research approach and design.........................................................................................16
3.3 Sources of data.................................................................................................................16
3.4 Population.........................................................................................................................17
3.4.1 Sex of Respondents.......................................................................................................17
Table 3.1 Sex (Teacher).........................................................................................................18
3.4.2 Age of Respondents.......................................................................................................18
3.5 Sample and sampling techniques.....................................................................................19
3.6 Research Instrument.........................................................................................................19
3.7 Data collection tool..........................................................................................................20
3.8 Intervention......................................................................................................................20
3.9 Ethical consideration........................................................................................................21
3.10 Reliability and Validity......................................................................................................22
3.10.1 Pilot-testing of instruments.........................................................................................22
3.11 Conclusion.........................................................................................................................23
CHAPTER FOUR.........................................................................................................................24
4.0 RESULTS AND DISCUSSION..........................................................................................24
4.1 Introduction......................................................................................................................24
4.2 Sample Characteristics.....................................................................................................24
4.2.3 Subjects Taught.............................................................................................................24
4.2.4. Teaching Experience....................................................................................................25
4.2.5. Stage of student............................................................................................................26
4.3 Results and Discussion.....................................................................................................27
4.3.1. ICT integration in teaching positively impact student performance............................27
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4.3.2. ICT integration affects student learning process..........................................................29
4.3.3 ICT integration motivate student to learn......................................................................30
4.3.4. Challenges of integrating ICT into teaching................................................................31
4.3.5. Factors influencing ICT integration in teaching...........................................................33
CHAPTER FIVE...........................................................................................................................36
5.0 FINDINGS, CONCLUSIONS AND RECOMMENDATIONS..........................................36
5.1 Introduction......................................................................................................................36
5.2 Summary of Findings.......................................................................................................36
5.3 Conclusions..........................................................................................................................39
5.4 Recommendations............................................................................................................40
5.5 Further Research...............................................................................................................40
Referencing....................................................................................................................................42
APPENDIX A................................................................................................................................46
APPENDIX B................................................................................................................................47
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CHAPTER ONE
1.0 INTRODUCTION
1.1 Background of the study
The world is being taken over by the storm of the twin forces of Globalization and technological
changes. The past fifteen years have seen a new global economy being created which is
“powered by technology, fuelled by information and driven by knowledge” according to Tinio
(2002). As technology is changing global economy, education which is a major sub-system in the
economy has not been spared by this wave of change. The rapid development in Information and
Communication Technologies (ICTs) has made tremendous changes in the twenty-first
century, as well as affected the demands of modern societies. Recognizing the impact of
new technologies on the workplace and everyday life, today’s educational institutions try to
restructure their educational programs and classroom facilities in order to minimize the
teaching and learning technology gap between developed and the developing countries. This
restructuring process is providing students with knowledge of specific subject areas, to promote
meaningful learning and to enhance professional productivity (Tomei, 2005). Hakkarainen et al.
(2000) reported that ICT is a transformative tool and its full integration into the teaching
process is necessary to prepare students for the information society they will inherit.
According to a United Nations report (1999) ICTs cover internet service provision,
telecommunications equipment and services, information technology equipment and services,
media and broadcasting, libraries and documentation centres, commercial information providers,
network-based information services, and other related information and communication
activities.
1
The various kinds of ICT products available and having relevance to education, such as
teleconferencing, email, audio conferencing, television lessons, radio broadcasts, interactive
radio counselling, interactive voice response system, audiocassettes and CD ROMs etc. have
been used in education for different purposes (Sharma, 2003; Sanyal, 2001; Bhattacharya &
Sharma, 2007).
ICTs are effective instructional aid to teaching as students also learn more quickly, demonstrate
greater retention, and are better motivated to learn as it creates a conducive environment for the
teacher and students. The use of ICT in classroom teaching is very important for it provides
opportunities for teachers and students to operate, store, manipulate, and retrieve information,
encourage independent and active learning, and self-responsibility. ICT integration enhances the
quality of teaching and accessibility of education. However, the educational system currently is
bedevilled with myriads of problems including lack of adequate ICT tools, poor internet
connections, inadequate manpower, and lack of coherent ICT policy framework.
During the last two decades, educational institutions have invested heavily in information and
communication technologies (ICT). ICT has had a major impact in the university context, in
organisations and in teaching and learning methods. One puzzling question is the effective
impact of these technologies on student performance. Many academic researchers have tried to
answer this question at the theoretical and empirical levels. They have faced two main
difficulties. On one hand, student performance is hard to observe and there is still confusion
about its definition. On the other hand, ICT is evolving technologies and their effects are difficult
to isolate from their environment.
There is no standard definition for student performance. The standard approach focuses on
achievement and curricula, how students understand the courses and obtain their degrees or their
2
marks. However, a more extensive definition deals with competencies, skills and attitudes
learned through the teaching process. The relationship between the use of ICT and student
performance is not clear, and earlier economic research have failed to provide a clear consensus
concerning the effect on students’ performance.
This research study is meant to find out how ICT integration into teaching has impacted on
student performance, the challenges in its integration and its benefits after integration. The
people who will benefit from this study are those working in the educational sector including but
not limited to Education policy makers, quality assurance and standard officers, District
Education Officer (DEO) and Provincial Education Officer (PDE), school principals, teachers,
and students.
1.2 Statement of the problem
The integration of ICT in teaching is a major step in promoting innovation in teaching
practice. However, the challenges in its integration includes lack of adequate computers and
other ICT tools , poor Internet connections, inadequate manpower, lack of confidence in
teachers during integration, lack of access to resources, lack of time for the integration, lack of
effective training, lack of personal access during lesson preparation and the age of the teachers.
Teachers are also not motivated to take ICT to their classrooms. As technology advances and
teaching becomes more challenging to the teacher, ICT provide some of the solution to some of
the challenges teachers face in their work. ICT integration in teaching has remained slow and not
in tandem with immense technological tools that have been developed for use in Education.
Information and communication technology can provide more flexible and effective ways for
professional development for teachers but teachers are failing to take advantage of these
opportunities presented by ICT for their professional development.
3
1.3 Purpose of the study
This study shall review literature on the concept of ICT integration into teaching and student
performance. The purpose of the study is to examine to what extent the integration of ICT impact
student performance in 3 public secondary schools namely Suhum Presbyterian Secondary
School, Aquinas Secondary School and Winneba Secondary School in the Eastern, Greater and
Central region of Ghana respectively.
1.4 Research objectives
The study aims to determine:
a) Impact of ICT integration on student performance.
b) The challenges of ICT use in teaching.
c) Impact of ICTs on student learning process.
d) Impact of ICTs on student motivation and engagement for learning.
e) The factors that would influence the integration of ICT into teaching.
1.5 Research questions
a) What is the impact of ICT integration on student performance?
b) What are the challenges of integrating ICT into teaching?
c) Does ICT integration into teaching affect student learning process?
d) Are students motivated to learn due to integrating ICT in teaching?
e) What are the factors that influence ICT integration into teaching?
1.6 Significance of the study
This research study identifies some of the problems that hinders ICT integration into teaching,
and if integrated the benefits and impact it has on student performance therefore the study will
4
benefit the ministry of education and donor partners interested in ICTs in education who will use
the study to develop interventions that will enhance ICT integration in teaching, so that they
focus on improving the quality of teaching and learning as well as educational efficiency of
teachers. This research is an added voice, to the cry for ICT integration in various schools and
hence, it influences both the ministry of Education and the donor community to redouble their
efforts in provision of the relevant ICTs in schools where it is inadequate or lacking altogether.
Other researchers may use the study findings to further research on how ICT integration in
teaching can be improved. The research will assist educational officers, teachers, students and
other interested parties to understand and appreciate the significance of ICT integration into
teaching in schools.
1.7 Limitation and delimitation of the study
ICT in this research takes a centre stage by looking at it integration in teaching and implication
on student performance. The scope of the study is limited to three public secondary schools in
the three geographical regions of Ghana that is the Eastern, Greater and Central region namely
Suhum Presbyterian Secondary School, Aquinas Secondary School and Winneba Secondary
School respectively. Due to the scope of the research time and resources was a limitation. The
researcher as an intern teacher was given permission out of the station only in the afternoons to
collect data; this was after doing his duties in the morning session, and three weeks leave of
absence hence time was a limitation. The researcher had very limited resources so to avoid the
problem of having many respondents giving irrelevant data, the researcher was selective in
choosing respondent to ensure that only those who have knowledge in ICT provided the data.
5
1.8 Organization of the Study
The study was structured into five chapters. The chapter one was made up of introduction and
background study. It included statement of the problem, objective of the study, research
questions, purpose of the study, significance of the study, delimitation and limitation constituted
chapter one. The second chapter provided a review of relevant literature with many elaborations
on ICT integration and student performance.
The chapter three was made up of detailed research plan and methodology that was used for the
study. The chapter four also provided the analysis of the research findings and result as well as
their interpretation. The chapter five consists of summary, conclusions and recommendations of
the study.
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CHAPTER TWO
2.0 LITERATURE REVIEW
2.1 Introduction
The impact of ICT on student performance differs from one institution to another. This chapter
outlines the literature on the factors influencing the integration of ICT into the practice of
teaching, thereafter it discusses the challenges in it integration and after it has been integrated the
benefits that comes with it. Finally, it underlines the impacts of ICT integration on the
determinants of students’ performance.
2.2 Factors influencing ICT integration
Williams (2003) described ICT integration as the means of using any ICT tool (Internet,
e-learning technologies, CD ROMs, etc.) to assist teaching and learning. For the purpose of
this study, Williams’ definition of ICT integration is adopted. Several factors influencing the
adoption and integration of ICT into teaching have been identified by researchers. Rogers
(2003) identified five technological characteristics or attributes that influence the decision
to adopt an innovation. Stockdill and Moreshouse (1992) also identified user characteristics,
content characteristics, technological considerations, and organizational capacity as factors
influencing ICT adoption and integration into teaching. Balanskat, Blamire and Kefalla (2007)
identified the factors as teacher-level, school-level and system-level. Teachers’ integration of
ICT into teaching is also influenced by organizational factors, attitudes towards technology
and other factors (Chen, 2008, Tondeur; van Braak & Valcke, 2008; Lim & Chai, 2008;
Clausen, 2007). Sherry & Gibson (2002) claim that technological, individual, organizational, and
institutional factors should be considered when examining ICT adoption and integration.
7
Factors such as institutional support as well as micro factors such as teacher capability
influencing the use of online learning in high schools in Sydney Neyland (2011).
2.3 ICT integration, challenges and benefits
The field of education has been affected by ICTs, which have undoubtedly affected
teaching, learning, and research (Yusuf, 2005). ICT integration in teaching was introduced to
increase access and to improve the relevance of education. Technology has made it
possible for teachers and students to interact. ICT are resources that can be deployed to augment
existing teaching and learning materials. Haddad et al (2002) identify at least five levels of
ICT use in teaching: Presentation, demonstration, drill and practice, interaction, and
collaboration.
Teachers use ICT to write lesson plans and prepare materials for teaching. ICT integrated
appropriately in teaching can stimulate the development of higher cognitive skills, deepen
learning and contribute to the acquisition of skills needed for learning all life- long and for
working in today’s job market (Tchombe et al., 2008). ICTs integration in teaching have the
potential to innovate, accelerate, enrich, and deepen skills, to motivate and engage students, to
help relate school experience to work practices, create economic viability for tomorrow's
workers, as well as strengthening teaching and helping schools change (Davis and Tearle,
1999; Lemke and Coughlin, 1998; cited by Yusuf, 2005). As Jhurree (2005) states much has
been said and reported about the impact of technology in education.
Research has also shown that use of ICT can make learning more interactive hence can support
new instructional approaches and make hard-to-teach topics such as human anatomy and
cooperative learning more feasible as presented by (Roblyer, Edwards, & Havriluk, 2004).
8
However, teachers must have opportunities to develop requisite aptitudes, be able to
observe or experience constructive learning, and be motivated to integrate ICT in teaching.
The integration of ICT in teaching has been hindered by inadequate manpower, and lack of
coherent ICT policy framework. Hepp, Hinostroza, Laval and Rehbein (2004) claim in their
paper “Technology in Schools: Education, ICT and the Knowledge Society” that ICTs have been
utilized in education ever since their inception, but they have not always been massively present.
Snoeyink and Ertmer (2002) have identified these or similar variations as widespread barriers:
lack of computers, lack of quality software, lack of time, technical problems, teacher attitudes
towards computers, poor funding, lack of teacher confidence, resistance to change, poor
administrative support, lack of computer skill, poor fit with curriculum, scheduling difficulties,
poor training opportunities, and lack of vision as to how to integrate ICT in instruction.
Other factors that make teachers not to effectively use ICT includes and not limited to ‘poor
software development, scepticism on effectiveness of computers in improving learning
outcomes, more time and effort needed to learn the technology and how to use it for teaching,
and teachers’ fear of losing their authority in the classroom since technology makes it more
learner centered according to Hannafin and savenye (1993).
Survey findings of Impact 2 (Harrison 2002) attest to the fact that ICT is having a major impact
on education and hence been regarded as an important means through which access to education
and improvement in quality of education can be improved. Most developing countries that have
lagged behind in ICT like Ghana are now, ‘firmly on the path to establishing digital learning in
schools to boost quality and access of education countrywide’ as reported by Ratemo (2011).
9
2.3.1 ICT integration enhancing teaching and learning process
Conventional teaching has emphasized content, for many years course have been written around
textbooks. Teachers have taught through lectures and presentations interspersed with tutorials
and learning activities designed to consolidate and rehearse the content. Contemporary settings
are now favouring curricula that promote competency and performance. ICT integration in
teaching are starting to emphasize capabilities and to be concerned more with how the
information will be used than with what the information is.
The integration of information and communication technologies can help revitalize teachers and
students. This can help to improve and develop the quality of education by providing curricular
support in difficult subject areas. To achieve these objectives, teachers need to be involved in
collaborative projects and development of intervention change strategies, which would include
teaching partnerships with ICT as a tool. According to Zhao and Cziko (2001) three conditions
are necessary for teachers to introduce ICT into their classrooms: teachers should believe in the
effectiveness of technology, teachers should believe that the use of technology will not cause any
disturbances, and finally teachers should believe that they have control over technology.
However, research studies show that most teachers do not make use of the potential of ICT to
contribute to the quality of learning environments, although they value this potential quite
significantly (Smeets, 2005). Harris (2002) conducted case studies in three primary and three
secondary schools, which focused on innovative pedagogical practices involving ICT.
Harris (2002) concludes that the benefits of ICT will be gained “…when confident
teachers are willing to explore new opportunities for changing their classroom practices
by using ICT. As a consequence, the use of ICT will not only enhance learning
10
environments but also prepare next generation for future lives and careers (Wheeler,
2001).
2.3.2 ICT integration enhancing the quality and accessibility of education
Wider availability of best practices and best course material in education, which can be
shared by means of ICT, can foster better teaching. Teachers are also finding the capabilities of
teaching at any time to be opportunistic and able to be used to advantage . Mobile technologies and
seamless communications technologies support 24x7 teaching and learning. Choosing how much
time to be used within the 24x7 envelope and what periods of time are challenges that will
face the educators of the future (Young, 2002).
Bottino (2003) and Sharma (2003) mention that the use of ICT in teaching can improve
performance, develop relevant skills in the disadvantaged communities and also improves
the quality of education by facilitating learning.
2.3.3 ICT enhancing teaching and learning environment
ICTs such as videos, television and multimedia computer software that combine text,
sound, and colourful moving images can be used to provide challenging and authentic
content that will engage the student in the teaching process. Interactive radio likewise makes use
of sound effects, songs, dramatizations, comic skits, and other performance conventions to
compel the students to listen and become more involved in the lessons being delivered
which gives students a feeling of more motivation than the stereotype lecture. ICT integration
in teaching is much more effective than the monotonous monologue classroom situation
where the teacher just lectures from a raised platform and the students just listen to the
teacher.
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2.4 ICT integration enhancing the students’ performance
The direct link between ICT use and students’ performance has been the focus of extensive
literature during the last two decades. Several studies have tried to explain the role and the
added value of these technologies in classrooms and on student’s performances. This literature
shows mixed results. On one hand, some research demonstrates that there is no evidence of a key
role for ICT in education (Angrist & Lavy, 2002; Banerjee et al., 2004; Goolsbee & Guryan,
2002; Kirkpatrick & Cuban, 1998). On the other hand, some studies show a real impact of ICT
on students’ achievement (Kulik, 1999; Sosin et al., 2004; Fushs & Wossman, 2004; Talley,
2005; Coates et al., 2004). Based on the extensive usage of ICTs in teaching the need appeared to
unravel the myth that surrounds the use of information and communication technology (ICT) as
an aid to teaching, and the impact it has on students’ academic performance. ICT integration
into the practice of teaching is said to help expand access to education, strengthen the relevance
of education to the increasingly digital workplace, and raise educational quality.
However, the experience of introducing different ICTs in the classroom and other
educational settings all over the world over the past several decades suggests the full
realization of the potential educational benefits of ICT. The analysis of the effects of the
methodological and technological innovations on the students’ attitude towards the learning
process and on students’ performance seems to be evolving towards a consensus, according
to which an appropriate use of digital technologies in education can have significant positive
effects both on students’ attitude and their achievement. Research has shown that the appropriate
use of ICTs can catalyse the paradigmatic shift in both content and pedagogy that is at the heart
of education reform in the 21st century. Kulik’s (1994) Meta-analysis study revealed that, on
average, students who used ICT-based instruction scored higher than students without it use and
12
also learned more in less time and liked their classes more when ICT-based instruction was
included.
Becker (2000) also found that ICT increases student engagement, which leads to an
increased amount of time students spend working outside class. ICT helps in providing a
catalyst for rethinking teaching practice (Flecknoe, 2002; McCormick & Scrimshaw, 2001)
developing the kind of graduates and citizens required in an information society (Department
of Education, 2001); improving educational outcomes (especially pass rates) and enhancing
and improving the quality of teaching and learning (Wagner, 2001; Garrison & Anderson,
2003). ICT used in teaching can help deepen students content knowledge, engage them in
constructing their own knowledge, and support the development of complex thinking skills
(Kozma, 2005; Kulik, 2003; Webb & Cox, 2004).
ICT does not play a role in students’ performance, Fuchs and Woessman (2004) present two
hypotheses explaining the mixed results literature. ICT-based instruction could restrict the
creativity of the learner. ICT tends to allow acting only in a predefined way with limited
interactive possibilities. This might reduce the students’ abilities in terms of problem solving and
creative thinking in predetermined schemes but not their ability to come up with independent
creative solutions on their own” ICT may have an impact on teacher quality and characteristics,
and so student performance and achievement.
This is where the researcher at hand found a gap to be investigated. In this research the
researcher was out to find out the impact of ICT Integration on student performance.
13
2.5 Conclusion
The rise of technologies has complicated its adoption and integration by teachers in classroom.
The effective integration of technology into classroom practices poses a challenge to
teachers than connecting computers to a network. For successful integration of ICT into
teaching, the review has highlighted on factors that positively or negatively influence teachers’
use of ICT. These are personal, institutional and technological factors. Research has revealed
that these factors are related to each other. On a personal level, there are numerous factors that
influence teachers use of ICT.
Teachers feelings, knowledge and attitudes influence their use of ICT in teaching. Research has
shown that teachers’ attitudes towards technology influence their acceptance of the usefulness of
technology and its integration into teaching (Huang & Liaw, 2005). If teachers’ attitudes are
positive toward the use of educational technology then they can easily provide useful insight
about the adoption and integration of ICT into teaching and learning processes. Therefore,
teachers need to be assured that technology can make their teaching interesting, easier, more
fun for them and students, more motivating and more enjoyable.
Also, factors (barriers) that discourage the use of ICT by teachers are teacher-level, school-level
and system-level barriers. Teacher-level barriers include lack of teacher ICT skills; lack of
teacher confidence; lack of pedagogical teacher. These possibilities can have an impact on
student performance and achievement. There are contradictory results in the empirical literature
in this field.
The adoption and use of ICTs in education have a positive impact on teaching, learning, and
research. ICT can affect the delivery of education and enable wider access to the same. In
addition, it will increase flexibility so that students can access the education regardless of time
14
and geographical barriers. It can influence the way students are taught and how they
learn. It would provide the rich environment and motivation for teaching learning process which
seems to have a profound impact on the process of learning in education by offering new
possibilities for students and teachers. These possibilities can have a positive impact on student
performance and achievement. Similarly wider availability of ICT tools, can foster better
teaching and improved academic performance of students.
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CHAPTER THREE
3.0 METHODOLOGY
3.1 Introduction
In this chapter, the research plan and methodology agreed to be vital for this study was
highlighted. The chapter dwelled on the methods that were used to conduct the study. This
comprises of, research design, population, sample and sampling technique, research instruments,
data collection procedure, interventions, reliability and validity and pilot test used for the data
collection.
3.2 Research approach and design
This study employed mainly qualitative strategy with a survey research design. The study
intended to show the relationship between integration of ICT in teaching and student
performance. It covered three regions in Ghana with 3 public secondary schools namely Suhum
Presbyterian Secondary School, Aquinas Secondary School and Winneba Secondary School in
the Eastern, Greater and Central region of Ghana respectively. Survey was suitable for this
extensive research because it entailed investigating populations by selecting samples then
generalizing results to the whole population. The limited time and resources made survey design
most suitable for this study than any other.
3.3 Sources of data
The sources of data for the study were made up of both the primary and secondary. The primary
source provided data gathered through questionnaires, the advantage of using primary data
according to (Saunders et al, 2007) was that they were more reliable since they came from the
original sources and collected especially for the purpose of the study.
16
The secondary sources of data include journals, books, articles, internet sources, government
publications and publications done by many scholars were used.
3.4 Population
The population of the study comprised 60 teachers and 90 students in three public secondary
schools in the three geographical regions of Ghana namely Greater, Eastern and Central region.
This target population was appropriate because it meant that the respondents were working under
more or less same environment and influenced by same factors.
3.4.1 Sex of Respondents
The respondents were asked to indicate their gender. The responses are as presented in Table 3.1.
From the table, thirty-eight (38) teachers representing 63 percent (63%) of the respondents were
male while twenty-two (22) teachers representing 37 percent (37%) were female. This implies
that most of the teachers who are conversant with ICT in the secondary schools are male. This
situation could be as a result of female teachers lacking time to attend training in the evening or
during the school holiday since that is the time they take care of family issues. The male on the
other hand seem to have a lot of time at their disposal since they don’t engage match in family
matters such as performing house hold chores and taking care of children. Hence there are more
male teachers trained in ICT than female.
The total students who responded were ninety (90). The responses are as presented in Table 3.2.
Fifty-three (53) of them representing fifty-nine percent (59%) were male and thirty-seven (37) of
them representing forty-one percent (41%) were female. The relevance of sex in this research
was to identify the gender balance of respondents. Also, all the three secondary schools had more
male student and were willing to participate than female students.
17
Table 3.1 Sex (Teacher)
Gender Frequency Percentage %
Female 22 37
Male 38 63
Total 60 100
Source: field work (2016)
Table3.2 Sex(Student)
Gender Frequency Percentage %
Female 37 41
Male 53 59
Total 90 100
3.4.2 Age of Respondents
Their age distribution was as follows; ninety (90) of them representing sixty percent (60%) were
between the ages of ten (10) and twenty (20) years, thirteen (13) of them representing nine
percent (9%) were between the ages of twenty-one (21) and thirty (30) years. Thirty-eight (38)
respondents representing twenty-five percent (25%) were between the ages of thirty-one (31) and
forty (40) years and nine (9) representing six percent (6%) were between the ages of forty-one
(41) and fifty (50) years. The survey clearly shows all the respondent within the range of twenty
years were students. Majority of teacher respondents were at their most youthful age and were
18
conversant with ICT and have the potential to improve their current knowledge taking part time
courses in ICT.
Table 3.3Ages
Age Frequency Percentage %
10-20 90 60
21-30 13 9
31-40 38 25
41-50 9 6
Total 150 100
3.5 Sample and sampling techniques
The general method of sampling used was purposive and judgement sampling. The purposive
and judgement sampling was basically used to select 60 teachers and 90 students respondents to
enable the researcher gains access and a deeper knowledge in student performance with the
integration of ICT in teaching and learning. The selection of respondents was purely based on
non-probability sampling procedure which the process involved adoption of sampling of the
selected respondents relevant to the study.
3.6 Research Instrument
The main research instrument used for the study was questionnaire. Thus, a questionnaire was
used to collect data from teachers and students of the three secondary schools. Questionnaire
method of collecting data was chosen for this research because all the respondents were literate
hence there was no difficulty in filling the questionnaire. Questionnaires are also most suitable
for collecting a lot of data when time is limited. Apart from this advantage, it also enabled the
19
researcher to have a wider coverage at less cost and uniformity in the manner in which questions
were posed.The questionnaires were mostly Likert – type scaled questions and few opened
questions providing a lot of diverse details relevant to the study, unlike the open ended questions
the respondents were given the option to express their opinion on whether they agreed or
disagreed to the statements by choosing the appropriate scale 1-5. The open ended questions
allows the respondents to express their opinion through writing of own words. The rationale
behind these opened ended questions was the time value finishing the questionnaires within the
shortest possible time.
3.7 Data collection tool
The qualitative data was collected from a sample size of 150 respondents. The questionnaire was
designed and divided into two parts. The section A covered the demographic characteristics of
teachers and students. These include age, sex, status, stage and years of service, among others.
The other aspect looked at the data structured to answer the research objectives which occurred
to be the relationship between ICT integration in teaching and student performance. These
questionnaires had mainly Likert – type scaled question and only two open-ended questions. The
Likert – type scale questionnaires required the respondents to rate a situation as strongly agree,
agree, strongly disagree and disagree and neither agree nor disagree. The open ended
questionnaires would provide space for the respondents to express their opinion or views on
certain situations.
3.8 Intervention
Interventions were implemented at the three secondary schools to assist the teachers in
integrating ICT in teaching. This was implemented to ensure teachers effectively utilise ICT
tools in teaching and also observe student motivation and engagement in the process. Training
20
sections were organised for the teachers and with the permission of the school’s principal the
researcher used their ICT tools to demonstrate and teach them how to effectively utilise the ICT
resources to teach at the staff common room. The researcher spent three hours each for two days,
for two sections at each school within a period of two weeks. It was a participatory section as the
teachers also brought to bear their existing knowledge of ICT’s used in the practice of teaching
and at the end of each section the teachers fills an assessment form of what they have lent new
from the training sections. At the end of the training section the researcher randomly selected 5
teachers from each school to demonstrate in the class room whiles the researcher observed the
reactions of both student and teachers. The students were motivated as they participated during
the teaching process.
3.9 Ethical consideration
In considering the ethical nature of the research work, a lot of determination, diligence,
dedication, integrity, honesty and expertise were regarded to be the common characteristics. This
was done in order to protect the dignity and right of the human subject to ensure this ethical
consideration was upheld. Besides, the level of judgment of the researcher should be
characterized by self-determination anonymity, confidentiality and informed consent. Permission
was granted by the school’s principal and consent of respondents was sought before obtaining
the required data. They were informed of their alienable right to agree and disagree and right to
withdraw their participation without any penalty.
The respondents were informed of the purpose of the study, procedure for collecting data and
assured of adequate risk protection and no cost involved. Other research ethnics were strictly
observed and information handled with the express knowledge of the concerned participants.
21
3.10 Reliability and Validity
3.10.1 Pilot-testing of instruments
Williman, ( 2005) indicated that "it was best to pilot a study or pre-test on people of who share
similar characteristics of intended respondent so as to detect problem of comprehension or other
sources of confusion".
The researcher made a lot of considerations by taking steps to ensure that the data collected and
used for the study were reliable and valid enough to support any decision taken based on the
research work.
Since the researcher generated the research instrument (questionnaire guide) pilot-testing was
conducted to find out the validity and reliability of the research instruments. The pilot study was
conducted on the teachers and student of Odorgono Secondary School at Awoshie in the Greater
Accra Region to ascertain whether the questionnaire was structured well enough such that it
would be suitable to the environment of study after permission has been sought from the school’s
principal. The pilot-testing was conducted on the teachers and students of Odorgono Secondary
School in Accra since it had similar characteristics of the population under study. The researcher
used purposive method of sampling for the selection of the teachers and students of Odorgono
Secondary School.
The data collector biases were reduced to insignificance level because the researcher was the
only person who administered the questionnaires and exhibited high level of cordiality and
support for respondents. The respondent's identity was safeguarded because they were asked not
to indicate their names on the questionnaires. After the pilot-testing exercise, the various
responses were analysed and necessary corrections, additions or adjustments were made for the
22
final data collection. For instance, some items which were initially open-ended were finally
reconstructed in the form of Likert – type scaled question based on the various responses
obtained. Maintaining adequate consistency in administering the questionnaires further ensured
validity.
3.11 Conclusion
This chapter described the methodology used including research design, research population,
data collection tool, research instrument and among others. It also looked at pre- test of
questionnaires, ethical consideration, validity and reliability of the study. The questionnaires
were written by the researcher to collect data from (150) respondents. The questionnaires were
made up of Likert – type scaled and opened ended questions with sample characteristics of
teachers and students from Odorgonno Secondary School. Permission was granted by the
school’s principal and consent of respondents was sought before obtaining the required data.
23
CHAPTER FOUR
4.0 RESULTS AND DISCUSSION
4.1 Introduction
This chapter presents and discusses the data collected through the administration of
questionnaires in respect of ICT integration in teaching and the impact on student performance.
The data were made up of analysis and results collected from respondents including teachers and
students regarding their views on the impact of ICT on student performance among others.
The chapter also discusses the result of data analysis, as well as test instruments from which
respondents were presented in both tabular and graphical form. The data from respondents are
presented in mostly table form. Also, since the rating scale used contained the number of
responses from respondents, the preliminary analysis is presented mainly in the form of
percentages.
4.2 Sample Characteristics
The target population for the research was one hundred and fifty (150) respondents which
included teachers and students. One hundred and fifty (150) questionnaires were distributed for
the entire research. This number actually equals to the sample of the population. Out of the one
hundred and fifty (150), Ninety (90) were students representing sixty percent (60%) and sixty
(60) were teachers representing forty percent (40%).
4.2.3 Subjects Taught
Respondents were asked to indicate their teaching subjects, the first subject indicated was
assumed to be the major teaching subject for the respondents hence picked for analysis. Highest
percentage of respondent was mathematics teachers comprising of thirty five percent (35%)
24
representing twenty-one (21) teachers, followed by biology teachers at seventeen percent (17%)
representing ten (10) teachers, then physics teachers at thirteen percent (13% ) representing eight
(8) teachers while the least were, computer studies, accounting, and English. Mathematics and
Biology teachers form the highest percentage of respondents. This could imply that more
mathematics teachers have embraced ICT in class than teachers of other subjects.
The results are as indicated in table 4.4 below. Mathematics teachers are more aggressive in
using ICT to teach may be due to the fact that most students perceive mathematics as being
difficult therefore teachers are always on the lookout for ways and means to make the concepts
easier to the students, hence the use of illustrations, demonstrations, presentations and
simulations. ICT facilitates all these methods hence mathematics teachers use ICT more in
teaching.
Table 4.4 Subjects Taught

Subject Frequency Percentage %
English 5 8
Maths 21 35
Physics 8 13
Biology 10 17
Chemistry 7 12
Accounting 5 8
Computer Studies 4 7
Total 60 100
4.2.4. Teaching Experience
The respondents were also asked to indicate their experience in the teaching profession. The
responses were as shown in Table 4.5 and figure 4.5 below. From the table, 13 percent (13%) of
the respondents representing eight (8) teachers indicated that they had three or fewer years in the
25
teaching profession, 40 percent (40%) representing twenty four (24) teachers had experience
between 4 and 6 years, 30 percent (30%) representing eighteen (18) teachers had experience of
between 7 and 15 years while seventeen percent (17%) of the respondents representing ten (10)
teachers had more than 16 years of teaching experience.
Teachers who had served for the longest time in the teaching profession who had knowledge in
ICT are the ones who had shown great interest in acquiring more ICT skills contrary to the
popular belief that they are conservative and techno-phobic.
Table 4.5 Teaching Experience
No of years of experience Frequency Percentage %
1-3 8 13
4-6 24 40
7-15 18 30
16 and above 10 17
Total 60 100
4.2.5. Stage of student
On the stage of student, twenty-three (23) of them representing twenty-six percent (26%) were in
form one. Forty-nine (49) respondents representing fifty-four percent (54%) were in form two
and eighteen (18) respondent representing twenty percent (20%) were in their final year. There
was a low respondent of final year student because they were busy studying for their mock
examination.
26
Table4.6. Stage of student
Stage of student Frequency Percentage %
1 23 26
2 49 54
3 18 20
Total 90 100
4.3 Results and Discussion
This session presents a summary of the responses provided by the respondents based on the
research questions. The responses provided by the teachers and students deals with the research
question one (1) to five (5).
It also discusses detailed of the five research questions and findings. The significance of the
various views expressed by respondents as well as lessons drawn from the discussions assumed a
centre stage which was believed to bring the needed answer to the research question which is the
impact on student performance with the integration of ICT in teaching.
4.3.1. ICT integration in teaching positively impact student performance
The impact of integrating ICT in teaching was investigated in the study. Respondents were asked
to indicate their levels of agreement on whether it positively impact student performance on a
five-point Likert scale (1 = strongly agree, 2 = strongly disagree 3 = agree, 4 = disagree, 5 =
neutral). The scores were interpreted as follows:
Majority of the respondents that is 48 percent (48%) representing seventy-two (72) respondent
and 32 percent (32%) representing forty-eight (48) respondent strongly agree and agree
27
respectively that ICT integration into teaching positively impact student performance, 6 percent
(6%) representing nine (9) respondent and 8 percent (8%) representing twelve (12) respondent
said they strongly disagree and disagree respectively, while 6 percent(6%) representing nine (9)
respondent were neutral to this issue. The results are as depicted by table 4.7 and figure 4.7
below. The survey clearly shows more than eighty percent (80%) of respondent agree to the fact
that ICT integration into teaching impact student performance positively and this imply that it
improve student test scores on some reading and math skills. Kulik’s (1994) meta-analysis study
revealed that, on average, students who used ICT-based instruction scored higher than students
without computers.
The students also learned more in less time and liked their classes more when ICT-based
instruction was included. ICT used in teaching help deepen students’ content knowledge, engage
them in constructing their own knowledge, and support the development of complex thinking
skills (Kozma, 2005; Kulik, 2003; Webb & Cox, 2004). According to table 4.7 below there is a
growing body of evidence that technology integration positively affects student achievement and
academic performance.
The Centre for Applied Research in Educational Technology (CARET) found that, when used in
collaborative learning methods and leadership that is aimed at improving the school through
technology planning, technology impacts achievement in content area learning, promotes higher-
order thinking and problem solving skills, and prepares students for the workforce. The analysis
of the effects of these methodological and technological innovations on the students’ attitude
towards the learning process and on students’ performance seems to be evolving towards a
consensus, according to which an appropriate use of digital technologies in higher education can
have significant positive effects both on students and teachers.
28
Table 4.7 ICT integration in teaching positively impact student performance
ICT integration in teaching
positively impacted student
performance Frequency Percentage %
Strongly agree 72 48
Strongly disagree 9 6
Agree 48 32
Disagree 12 8
Neutral 9 6
Total 150 100
4.3.2. ICT integration affects student learning process
ICT integration affecting student learning process was also determined by analysing the
responses. From the table 4.8 and figure 4.8 below, forty four percent (44%) of the respondents
representing sixty-six (66) and thirty eight percent (38%) representing fifty-seven (57)
respondent said they strongly agree and agree respectively that ICT integration affect student
learning process. Whiles eight percent (8%) representing twelve (12) respondent and six percent
(6%) representing nine (9) respondent strongly disagree and disagree respectively to that
assertion and four percent (4%) representing six (6) respondent were neutral of the assertion.
From table 4.8, majority of respondents that is 82% said it affect student learning process and
this could be due to the fact that the teachers and student use ICT to achieve new things
which they could not have done.
Some of these are: finishing assignments, solving questions, use of certain search
engines, history of other countries, increased typing skills, chatting with friends, increased
29
scope of research, etc. The student respondents felt that the introduction of ICTs in their
educational institutions has had beneficial impact both on them and on their teachers.
According to the responses of the students, ICT was enhancing their learning process.
Table 4.8 ICT integration affects student learning process
ICT integration in teaching affect
student learning process Frequency Percentage %
Agree 57 38
Disagree 9 6
Neutral 6 4
Total 150 100
4.3.3 ICT integration motivate student to learn
Some respondents indicated that integrating ICT into teaching motivate student to learn, this
formed forty six percent (46%) representing sixty-nine (69) respondent who strongly agree,
while eight percent (8%) representing twelve (12) respondent strongly disagree and thirty six
percent (36%) representing fifty-four (54) respondent agree. six percent (6%) representing nine
(9) respondent disagree whiles four percent (4%) representing six (6) respondent were neutral.
Details of the results are as indicated in table 4.9 and figure 4.9 below. Feedback from the study
indicates that ICT integration in teaching motivate student to learn, this implies ICT increases
students’ self-efficacy; consequently, students develop a more positive attitude toward learning.
Rochowicz concluded that ICT makes learning more relevant, meaningful, and enjoyable;
30
consequently, academic frustration declines. Students experience a greater enjoyment from
learning content because they are confident in their ability to accomplish the task when using
technology. ICT use for pedagogical purposes should be intensified and exploited to the
fullest.
Table 4.9 ICT integration motivate student to learn
ICT integration in teaching
motivate student to learn Frequency Percentage %
Agree 54 36
Disagree 9 6
Neutral 6 4
Total 150 100
4.3.4. Challenges of integrating ICT into teaching
In this study the researcher wanted to know the challenges facing the uptake of ICT in the three
secondary schools. The researcher asked the respondents to indicate the major problem or
challenge that they have faced with the integration of ICT in their teaching. The researcher
summed up the challenges as presented in Table 4.10 and figure 4.10 below. From Table 4.10
and figure 4.10, inadequate infrastructure was cited by forty two percent (42%) of the
respondents representing sixty-three (63) as the major challenge. The second challenge, at thirty
percent (30%) representing forty-five (45) respondent, was inadequate training, followed by
inadequate teaching time at ten percent (10%) representing fifteen (15) respondent. Other
31
problems were: irrelevant software at eight percent (8%) representing twelve (12) respondent.
Teacher resistance did not come out as a big hindrance which was six percent (6%) representing
nine (9) respondent, contrary to what was noted by Hannafin & Savenye (1993).
This implies that the teachers are ready to embrace ICT in their work but they do not have the
facilities to demonstrate this. Inadequacy of ICT infrastructure emerged as the major challenge
facing ICT integration in schools. Though all the three schools have computers it seems that
these computers are not enough for the large numbers of student in most schools. Of late, schools
have been turned into damping grounds by donors who donate dead computers to them, due to
this situation schools would be seen to have many computers but in reality very few are in
working condition if not none. Though inadequate training ranks second in the list of challenges
to ICT integration it should be viewed as a major challenge since this research has shown that it
is so much linked to ICT infrastructure usage by teachers.
A balance between pedagogy-ICT training and provision of infrastructure must be maintained if
integration is to be achieved. This means that when ICTs are availed in schools the appropriate
training of staff must follow otherwise the expensive ICTs will remain as displays in the
computer laboratories or rooms. From this research, it is evident that ICT infrastructure has a
great impact on ICT integration in the three secondary schools.
32
Table 4.10 Challenges of Integrating ICT into teaching
Challenges of ICT Integration into
teaching Frequency Percentage %
Inadequate infrastructure 63 42
Inadequate teaching time 15 10
Inadequate Training 45 30
Irrelevant software to curriculum 12 8
Limited finances 6 4
Teacher resistance 9 6
Total 150 100
Source: field work 2016
4.3.5. Factors influencing ICT integration in teaching
In this study the researcher wanted to know the factors influencing ICT integration in teaching.
The researcher asked the respondents to indicate the factors influencing the use of ICT in
teaching. The first factor indicated was assumed to be the major factor for the respondents hence
picked for analysis. The researcher summed up the factors as presented in Table 4.11 and figure
4.11 below. From Table 4.11 and figure 4.11, teacher’s attitude was cited by 36 percent (36%)
representing fifty-four (54) respondent, twenty two percent (22%) representing thirty-three (33)
respondent said teacher’s competence influence ICT integration in teaching. Lack of teacher’s
confidence was cited by fourteen percent (14%) representing twenty-one (21) respondent as
influencing ICT integration whiles eight percent (8%) representing twelve (12) respondent said
teachers integrate ICT for their professional development and twenty percent (20%) representing
thirty (30) respondent said limited facilities determines whether ICT will be integrated into
teaching or not. From their feedback it is clear that for the integration of ICT into teaching-
33
learning process, it can be concluded that the factors that influenced teachers use of ICT in
education on a personal level include teachers‟ attitudes, ICT competence, confidence and
professional development. On a personal level, there are numerous factors that influence
teachers’ use of ICT. Research has shown that teachers’ attitudes towards technology influence
their acceptance of the usefulness of technology and its integration into teaching (Huang & Liaw,
2005).
From the table below it implies that if teachers’ attitudes are positive toward the use of
educational technology then they can easily provide useful insight about the adoption and
integration of ICT into teaching processes. On the school level, factors such as funding, training
and facilities influence teachers’ adoption and integration of technologies into their classrooms.
Teachers’ professional development is also a factor to successful integration of ICT into
classroom teaching. ICT related training programs develop teachers’ competences in
computer use (Bauer & Kenton, 2005; Franklin, 2007; Wozney et al., 2006), influencing
teachers’ attitudes towards computers (Keengwe & Onchwari, 2008) and assisting teachers
reorganize the task of technology and how new technology tools are significant in student
learning (Plair, 2008).
The key factor in the studies is teacher’s attitudes toward technology or intentions to use
technology in their classrooms. If teachers have negative attitudes toward technology,
providing them with excellent ICT facilities may not influence them to use it in their teaching.
Therefore, teachers need to be assured that technology can make their teaching interesting,
easier, more fun for them and students, more motivating and more enjoyable.
34
Table 4.11 Factors influencing ICT integration in teaching
Factors influencing ICT integration
in teaching Frequency Percentage %
Teacher's attitude 54 36
Teacher's competence 33 22
Lack of teacher's confidence 21 14
Teacher's professional development 12 8
Limited facilities 30 20
Total 150 100
35
CHAPTER FIVE
5.0 FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
5.1 Introduction
The research was conducted to explore how ICT integration into teaching impacted on student
performance. The research was carried out extensively to find answers to the research questions.
This chapter present the major findings identified in the research work. It includes findings from
theory (literature) and practical (research). Conclusions drawn and recommendation made are
also presented. The chapter further recommends areas with regard to the research that need
further study in future to be considered in any future research of this nature.
5.2 Summary of Findings
Most of the teachers who are conversant with ICT in the three secondary schools are male.
Research studies revealed that male teachers used more ICT in their teaching and learning
processes than their female counterparts (Kay, 2006; Wozney et al., 2006). The study revealed
significant differences between males and females in technical ICT capabilities, and situational
and longitudinal sustainability. There is a need to encourage more female teachers to take up
ICT training because they will need it to enhance learning as well as for them to act as role
model to the girl child so as not to shy away from technology. Teachers who teach mathematics
are the most conversant with ICT in schools. There is no reason why teachers for other subject
apart from mathematics should not integrate ICT in teaching, there is a lot of information for all
the subjects that can be accessed by both teachers and students from the internet.
There are several avenues through which teachers can acquire ICT skills but evening class
trainings are not suitable for teachers in acquiring ICT skills related to teaching. Teachers should
36
be given ample time to learn the skills adequately. The willpower teachers have to learn ICT
and ICT integration was very high, and this must be harnessed by government without
delay. ICT has had a profound impact on the process of learning in secondary schools by
offering new possibilities for learners and teachers and also encourage them to learn. These
possibilities have a positive impact on student performance and achievement. Students are
acquiring new skills and new competencies, more collaboration, team building, and project
management. According to the study, ICT integration into teaching impact student performance
positively and this imply that it improve student test scores and students who used ICT-based
instruction scored higher than students without ICT integration in their teachings.
Finally, the challenges and factors that influence the use of ICT in teaching were also reviewed.
Teacher-level influence includes lack of teacher ICT skills; lack of teacher confidence and lack
of pedagogical teacher training. The school-level influence comprise absence of ICT
infrastructure, old or poorly maintained hardware and limited access to ICT. Knowing the
extent to which these factors affect individuals and institutions may help in taking a decision on
how to tackle them (Becta, 2004). Teacher training and an environment that promotes reflection
on teaching practice are vital to support beneficial pedagogical integration of ICTs.
Among the factors that influence successful integration of ICT into teaching are teachers’
attitudes and beliefs towards technology (Hew & Brush, 2007; Keengwe & Onchwari, 2008). If
teachers’ attitudes are positive toward the use of educational technology then they can easily
provide useful insight about the adoption and integration of ICT into teaching and learning
processes. The more experience teachers have with computers, the more likely that they will
show positive attitudes towards computers (Rozell & Gardner, 1999). Positive computer attitudes
are expected to foster computer integration in the classroom (van Braak, Tondeur &
37
Valcke, 2004). Teachers with more experience in ICT have greater confidence in their
ability to use them effectively. To conclude, Jones (2004) reported that teachers competence
relate directly to confidence. Effective adoption and integration of ICT into teaching in schools
depends mainly on the availability and accessibility of ICT resources such as hardware, software,
etc. Obviously, if teachers cannot access ICT resources, then they will not use them. Therefore,
access to computers, updated software and hardware are key elements to successful adoption and
integration of technology. The findings of this study indicate that teachers have strong desire for
the integration of ICT into teaching but they encountered many barriers to it.
For successful integration of ICT into teaching-learning process, it can be concluded that
the factors that positively influenced teachers use of ICT into teaching include teachers
attitudes, ICT competence, computer self-efficacy, teaching experience, education level,
professional development, accessibility, technical support, Teachers’ feelings and knowledge
influence their use of ICT in teaching. Research has shown that teachers’ attitudes towards
technology influence their acceptance of the usefulness of technology and its integration into
teaching (Huang & Liaw, 2005). If teachers’ attitudes are positive toward the use of educational
technology then they can easily provide useful insight about the adoption and integration of ICT
into teaching and learning processes.
On the school level, factors such as support, funding, training and facilities influence teachers’
adoption and integration of technologies into their classrooms. Teachers’ professional
development is a key factor to successful integration of ICT into classroom teaching. ICT related
training programs develop teachers’ competences in computer use (Bauer & Kenton, 2005;
Franklin, 2007; Wozney et al., 2006), influencing teachers’ attitudes towards computers
38
(Keengwe & Onchwari, 2008) and assisting teachers reorganize the task of technology
and how new technology tools are significant in student learning (Plair, 2008).
The key factor that influence the use of ICT in the studies is teachers’ attitudes toward
technology or intentions to use technology in their classrooms. If teachers have negative
attitudes toward technology, providing them with excellent ICT facilities may not influence them
to use it in their teaching. Therefore, teachers need to be assured that technology can make
their teaching interesting, easier, more fun for them and students, more motivating and
more enjoyable.
5.3 Conclusions
The Ministry of Education should encourage affirmative action to bring gender parity in ICT
proficiency among teachers. All teachers in all subjects taught in secondary schools should be
encouraged to use ICT to teach and digital content for all subjects should be developed.
Furthermore the teacher training colleges and education departments in the universities should
have pedagogy- ICT integration as one of the core courses to be learnt by the trainees.
Teachers can be facilitated to acquire pedagogy-ICT integration skills by having more ICT
infrastructure and sponsorship for ICT training programs that address this need. Efforts should be
made to motivate more teachers to gain skills in the use of ICT in teaching and learning process.
One such motivation is, involving teachers in digitizing the curriculum and developing digital
content that is suited to prepare students for the 21st century. The teachers should use ICT for
delivering curriculum materials, research, class presentation and lesson notes since this will
improve creativity, innovation and collaboration among teachers and students hence enhancing
their performance. The Government of Ghana and her development partners should invest in ICT
39
in schools by providing relevant ICT infrastructure but this should be done strategically, that is
after careful analysis and planning in order to meet the specific needs and create synergies.
For ICT integration programs to be effective and sustainable, teachers themselves must be
competent in the use of the technology, and they must have a broad understanding of the
technical, curricular, administrative, financial, and social dimensions of ICT use in education.
5.4 Recommendations
a. Government must fund the integration of ICT in teaching and provide infrastructural support
as reform is not just the provision of ICT equipment.
c. Staff development schemes should be organized by school administrators to equip and redirect
teachers’ focus to emancipate students. This scheme and retraining, will aid teachers to better
understand their new and expected role as well as help them navigate a fully ICT integrated
curricular.
Therefore, the training of teachers in the pedagogical issues should be increased if teachers are to
be convinced of the value of using ICT in their teaching-learning process. It can influence the
way students are taught and how they learn. It would provide the rich environment and
motivation for teaching and learning process which seems to have a profound impact on the
process of learning in education by offering new possibilities for learners and teachers which will
have a positive impact on student performance and achievement.
5.5 Further Research
Researchers should assess the impact of teacher ICT training curriculum on integration of ICT
in. Researchers could also find out how teacher training in pedagogy- ICT integration can be
improved to enhance their performance and professional development. Research can also be
40
done to establish the impact of teacher ICT training policy on teacher performance. Impact of
teacher motivation on the pedagogy ICT integration in secondary schools is another area where
research could also be done.
41
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Cope, C., & Ward, P. (2002) “Integrating learning technology into classrooms: The importance
of teacher‟ perceptions”. Educational Technology & Society, 5(1), 67-74.
Crisan, C. (2004). Mathematics teachers’ learning about and incorporation of ICT into for the
21st century, a report on teachers’ use of technology.
Dankwa, W. A. (1997) A catalyst for transforming education in Ghana.
Dede (1998) “Learning with Technology”. Yearbook of the Association for Supervision and
Curriculum Development (Alexandria, VA: ASCD), 199-215,)
Drent, M., & Meelissen, M. (2007) “Which Factors Obstruct or Stimulate Teacher
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Hannffin, R.D, Savenye. S, (1993) ‘Technology in the classroom: the teacher’s role and the
resistance to it, in Education Technology.
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45
APPENDIX A
QUESTIONNAIRE FOR TEACHERS AND STUDENT OF PUBLIC SECONDARY
SCHOOL TO IDENTIFY THE IMPLICATION ON STUDENT PERFORMANCE WITH
THE INTEGRATION OF ICT INTO THE PRACTISE OF TEACHING
INTRODUCTION
This research is designed to solicit views on the topic, ICT integration into the practice of
teaching, implication on student performance. It is strictly for academic purpose and your
anonymity as well as confidentially is highly protected in relation to your responses is also
assured
1. Gender: Male [ ] Female [ ]
2. Age: 10-20 [ ] 21-30 [ ] 31-40 [ ] 41- 50 [ ]
Please specify your status (Teacher/ Student)....................................................
Question 3 and 4 is applicable to teachers
3. Number of years’ experience, please tick;
1-3years [ ] (b) 4-6years [ ] (c) 7-15years [ ] (d) 16 years and above [ ]
4. Teaching Subjects …………………………………………………………………………
Question 5 is applicable to students
5. Stage of student please tick;
1[ ] (b) 2 [ ] (c) 3 [ ]
46
APPENDIX B
Kindly read each item carefully and indicate your agreement or disagreement with each
statement by ticking [ ] the appropriate response. Be guided by the scale provided
1- Strongly disagree 2- Strongly Agree 3- Agree 4- Disagree 5- Neutral
6. ICT integration in teaching positively impact student performance.
[ ] Strongly agree [ ] Strongly Disagree [ ] Agree [ ] Disagree [ ] Neutral
7. ICT integration affects student learning process.
8. ICT integration motivate student to learn.
9. What is the major Challenge of integrating ICT into teaching?
……………………………………………………………….
10. What are the factors influencing ICT integration in teaching?
………………………………………………………………………….
47

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UNIVERSITY OF EDUCATION, WINNEBA

FACULTY OF SCIENCE EDUCATION

DEPARTMENT OF INFORMATION AND COMMUNICATION TECHNOLOGY

INTEGRATING ICT INTO THE PRACTICE OF TEACHING:

IMPLICATION ON THE PERFORMANCE OF STUDENTS

EMMANUEL TETTEH ATTEH

FACULTY OF SCIENCE EDUCATION

DEPARTMENT OF INFORMATION AND COMMUNICATION TECHNOLOGY

INTEGRATING ICT INTO THE PRACTICE OF TEACHING:

IMPLICATIONS ON THE PERFORMANCE OF STUDENTS

EMMANUEL TETTEH ATTEH

A RESEARCH SUBMITTED TO THE DEPARTMENT OF INFORMATION AND

COMMUNICATION TECHNOLOGY EDUCATION OF THE FACULTY OF SCIENCE

EDUCATION, UNIVERSITY OF EDUCATION, WINNEBA, IN PARTIAL

FULFILMENT OF THE REQUIREMENT FOR THE AWARD OF BACHELOR OF

SCIENCE DEGREE IN INFORMATION AND COMMUNICATION TECHNOLOGY

been presented for another degree in this university or elsewhere.

EMMANUEL TETTEH ATTEH DATE

University of Education Winneba.

MR. KOFI BENTUM WILSON DATE

contributed immensely to the success of this work.

possible for me to collect data in the sampled secondary schools.

mentioned, I say God richly bless them.

infrastructure, equipment and professional development to improve education in many countries,

research could also be done.

1.1 Background of the study................................................................................................1

1.2 Statement of the problem...................................................................................................3

1.3 Purpose of the study...........................................................................................................4

1.4 Research objectives............................................................................................................4

1.5 Research questions.............................................................................................................4

1.6 Significance of the study....................................................................................................4

1.7 Limitation and delimitation of the study............................................................................5

1.8 Organization of the Study...................................................................................................6

2.0 LITERATURE REVIEW......................................................................................................7

2.2 Factors influencing ICT integration...................................................................................7

2.3 ICT integration, challenges and benefits............................................................................8

2.3.1 ICT integration enhancing teaching and learning process............................................10

2.3.2 ICT integration enhancing the quality and accessibility of education..........................11

2.3.3 ICT enhancing teaching and learning environment......................................................11

2.4 ICT integration enhancing the students’ performance.....................................................12

3.2 Research approach and design.........................................................................................16

3.3 Sources of data.................................................................................................................16

3.4.1 Sex of Respondents.......................................................................................................17

Table 3.1 Sex (Teacher).........................................................................................................18

3.4.2 Age of Respondents.......................................................................................................18

3.5 Sample and sampling techniques.....................................................................................19

3.6 Research Instrument.........................................................................................................19

3.7 Data collection tool..........................................................................................................20

3.9 Ethical consideration........................................................................................................21

3.10 Reliability and Validity......................................................................................................22

3.10.1 Pilot-testing of instruments.........................................................................................22

4.0 RESULTS AND DISCUSSION..........................................................................................24

4.2 Sample Characteristics.....................................................................................................24

4.2.3 Subjects Taught.............................................................................................................24

4.2.4. Teaching Experience....................................................................................................25

4.2.5. Stage of student............................................................................................................26

4.3 Results and Discussion.....................................................................................................27

4.3.1. ICT integration in teaching positively impact student performance............................27

4.3.3 ICT integration motivate student to learn......................................................................30

4.3.4. Challenges of integrating ICT into teaching................................................................31