Perceived Effects of ICT Integration on Teaching and Learning in Ghanaian Senior High Schools: A Mixed-Methods Study
- AIOR Admin
- 4 days ago
- 2 min read
Florence Christianah Awoniyi, Rita Yeboah, Kwaku Darko Amponsah, Emmanuel Adjei-Boateng, Eziekiel Attuquaye Clottey, Abraham Kwadwo Okrah, Amoabeng Abban
University of Ghana, University of South Africa, University of Education
Integrating Information and Communication Technology (ICT) in education is not just a trend, but a transformative force that is reshaping traditional teaching and learning methodologies. This mixed-methods study delves into the potential effects of ICT integration on teaching and learning in Ghanaian senior high schools, with a specific focus on educators' perspectives. Data were collected from 90 teachers across various categories of schools in the Greater Accra Region, employing both quantitative surveys and qualitative interviews. The findings reveal that ICT positively influences teaching and learning outcomes, enhancing student engagement, promoting critical thinking, and facilitating personalised learning experiences. These personalised learning experiences, enabled by ICT, allow students to learn at their own pace, focus on their individual learning needs, and receive immediate feedback. Notably, female teachers reported a higher perceived impact of ICT on their teaching practices than their male counterparts. Despite these positive perceptions, the study identifies significant challenges, including inadequate infrastructure, limited access to technology, and insufficient training for educators, which hinder effective ICT integration. This research underscores the need for targeted support, such as regular professional development workshops and mentorship programmes, and equitable access to ICT resources, including ensuring all schools have a minimum standard of technology and internet connectivity. These recommendations align with the national curriculum's goals of fostering student digital literacy and innovation. By highlighting these dynamics, the study contributes to the broader discourse on educational technology in Ghana, providing essential insights for policymakers and stakeholders seeking to optimize ICT integration in the educational landscape.
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