Abstract:
Information and Communication Technologies (ICTs) are valuable tools that can help
people gain access to higher-quality education. ICT resources have been used to
develop teaching and learning pedagogical techniques where teachers can use ICT for
online interactive learning. Teachers' attitudes toward ICT and their perceptions of ICT
viability play a significant role in ICT use in their teaching and learning activities.
Empirically, several studies have been done on ICT usage in schools in different
countries but very limited in Ghanaian context. Thus, the study sought to find out the
usage pattern of Information Communication Technology at senior high schools in
Western North Region of Ghana. Descriptive research design with quantitative
approach was used in this study. The population of the study comprise of all teaching
and non-teaching staff of public senior high schools in Western North Region of Ghana.
The sample size for the study was three hundred and ten (310) staff of public senior
high schools in Western North Region of Ghana. Stratified sampling was used for selecting
the sample size from the population. The study used questionnaire in gathering the data
for studying the issue under investigation. Analysis of the data was done through the
use of the SPSS. The study shows that the effects of ICT usage in teaching and learning
explain almost all of the factors that explain students’ academic work. The study
concluded that there is a statistically significant effect of ICT usage in teaching and
learning in students’ academic work. It is recommended that stakeholders should supply
teaching and non-teaching staff of public senior high schools in Western North Region
of Ghana with a rack, laptop computers, tablets, projectors, routers, internet servers,
printer, uninterrupted power supply, power invertor, desktop computers, and solar
panels.
Description:
A dissertation in the Department of Information Technology Education,
Faculty of Applied Sciences and Mathematics Education, submitted to the School
of Graduate Studies in partial fulfilment
of the requirements for the award of the degree of
Master of Science
(Information Technology Education)
in the University of Education, Winneba
MAY, 2021