Abstract:
The study investigated the use of technology in teaching reading in English in four
selected Senior High Schools in the Offinso-North District. It focused on how
language teachers integrate technology into reading lessons, alongside the benefits
and challenges of such integration. Guided by Mayer’s Cognitive Theory of
Multimedia Learning and Schema Theory by Sir Frederick, the study employed a
mixed methods approach using an exploratory sequential design. Data were gathered
through interviews and questionnaires. The findings revealed that teachers use
technology to support pronunciation, decoding, vocabulary development, fluency, and
reading comprehension. Benefits identified included increased student engagement,
improved pronunciation and comprehension, higher motivation and participation, and
enhanced academic performance. However, the study also noted key challenges such
as limited access to technology, low digital literacy, unreliable electricity, poor
internet connectivity, and decoding difficulties. It recommended training programs to
improve teachers' digital literacy and efforts to upgrade ICT infrastructure in schools.
Description:
A thesis in the Department of English Education,
Faculty of Foreign Languages Education, submitted
to the School of Graduate Studies in partial fulfilment of
the requirements for the award of the degree of
Master of Philosophy
(English Language)
in the University of Education, Winneba
JULY, 2024
