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Factors that influence ICT integration in the teaching and learning of integrated science at the senior high school

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dc.contributor.author Essel, P
dc.date.accessioned 2023-03-08T10:35:39Z
dc.date.available 2023-03-08T10:35:39Z
dc.date.issued 2015
dc.identifier.uri http://41.74.91.244:8080/handle/123456789/1631
dc.description A THESIS IN THE DEPARTMENT OF SCIENCE EDUCATION, FACULTY OF SCIENCE EDUCATION SUBMITTED TO THE SCHOOL OF GRADUATE STUDIES, UNIVERSITY OF EDUCATION, WINNEBA IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE AWARD OF THE DEGREE OF MASTER OF PHILOSOPHY IN SCIENCE MAY, 2015 en_US
dc.description.abstract This study was designed to investigate ICT integration and its use in the teaching and learning of integrated science in selected senior high schools in the Agona East district within the Central Region. A descriptive survey design approach was employed in the study involving four schools. The target population for the study comprised all senior high schools in the Central Region of Ghana. The accessible population however consisted of senior high schools in the Agona East District of the Central Region. One district science coordinator, one hundred and twenty students and sixty science teachers in four senior high schools in the Agona East District formed the research subjects for the study. Data was collected using questionnaires, interview and informal observation as instruments. The teachers’ and students’ questionnaires had reliability indices of 0.87 and 0.91 respectively. Descriptive statistics was used to analyze the data. The results gathered from the four schools involved in the study revealed that though a few of the schools have made progress and had some resources to promote ICT use in science teaching and learning most of them were not well equipped with ICT resources. Teachers indicated that the unavailability of ICT resources, lack of training and inadequate support from the stakeholders of education in Ghana were some of the challenges impeding ICT integration in science teaching and learning. The study recommended that the training needs of science teachers must be addressed immediately. Additionally, investments should be made by the districts directorate of education towards equipping schools with ICT resources by addressing the individual needs of schools at the senior high school level to promote ICT integration in pedagogy. The teacher is an important component in ensuring a successful integration of ICT in the teaching and learning of integrated science therefore based on the findings of the study, it was suggested that a study on the ICT training needs of science teachers in the research area should be conducted. en_US
dc.language.iso en en_US
dc.publisher Unversity Of Education,winneba en_US
dc.subject ICT integration en_US
dc.subject Teaching and learning en_US
dc.subject Integrated science en_US
dc.title Factors that influence ICT integration in the teaching and learning of integrated science at the senior high school en_US
dc.type Thesis en_US


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