Abstract:
The purpose of the study was to assess the benefits and challenges of using ICT tools
in teaching Social Studies in Nakolo Junior High School in the Paga East Circuit of the
Kassena Nankana West District in the Upper East Region of Ghana. This study used a
case study design. Quantitative research approach was used. The population for the
study was eighty five (85) teachers in the Nakolo Junior High School in the Paga East
Circuit of the Kassena Nankana West District in the Upper East Region of Ghana.
Census method was used to select eighty five (85) respondents for the study.
Questionnaire was the main instrument used to gather primary data. Descriptive
statistics was used to analyse data. The study results indicate that 84.3% of the
respondents agreed that they find it easy to adapt to changes that the introduction of
new ICT software use to bring in their teaching and learning. Also, 84.3% of the
respondents agreed that teachers are able to use new ICT introductions in their teaching
of the subjects without much difficulty. The study findings indicate that, 86.8% of the
respondents agreed that the use of practical teaching methods can improve students
skills in ICT subject. The study findings highlighted 95.1% of the respondents agreed
that inadequate teaching and learning materials or computers and accessories for
practical demonstration ICT lessons is a challenge teachers face in implementing ICT
curricula. The study concluded that, inadequate ICT teachers’ competencies and
necessary skills in ICT subjects affected students’ academic performance. The study
recommended that the government through the GES should procure the necessary ICT
infrastructure for their schools to enable the teachers and students benefit maximally in
the ongoing technological development and ICT contribution in educational
advancement.
Description:
A Dissertation in the Department of Educational Leadership, Faculty of
Education and Communication Sciences, Submitted to the school of Graduate
Studies, University of Education, Winneba, in partial fulfilment of the
requirements for award of the Masters of Arts (Educational Leadership) degree
DECEMBER, 2020