Abstract:
Research has shown that social studies teachers have been apprehensive about modifying
instruction to incorporate technology. The study focused on Social Studies teachers’
knowledge and usage of ICT in teaching Social Studies in Junior High Schools in the
Gomoa West District of the Central Region of Ghana. The study was hinged on
Technology Acceptance Model developed and used concurrent triangulation design
within the mixed method approach. Census sampling was used to select all the 77 Social
Studies teachers and purposive sampling were used to select 5 out of the 77 for the study.
The study used questionnaire, semi-structured interviews and non-participant
observations as instruments to collect the data. Descriptive statistics such as frequency
and percentages were used to analyze the quantitative data and qualitative data were
analyzed thematically. The study’s findings showed that greater number of the JHS
Social Studies teachers possess knowledge in ICT, have good perception about ICT
integration in teaching Social Studies and are willing to use ICT in teaching. However,
only few of the teachers integrated ICT in teaching the subject. This was as a result of
inadequate computers and other ICT tools, lack of electricity in schools and some of the
Social Studies teachers’ wrong perception about ICT integration in teaching Social
Studies. It is recommended that Social Studies teachers be given regular in-service
training; be provided with computers and other ICT tools, by the Gomoa West District
Education Office. Head teachers, Circuit Supervisors should encourage, motivate and
supervise Social Studies teachers to integrate ICT in teaching Social Studies.
Description:
A THESIS IN THE DEPARTMENT OF BASIC EDUCATION, FACULTY OF
EDUCATIONAL STUDIES, SUBMITTED TO THE SCHOOL OF GRADUATE
STUDIES, UNIVERSITY OF EDUCATION, WINNEBA IN PARTIAL
FULFULMENT OF THE REQUIREMENT FOR THE AWARD OF MASTER
OF PHILOSOPHY (BASIC EDUCATION) DEGREE
AUGUST, 2018