THE IMPACT OF TECHNOLOGY INTEGRATION IN TEACHING AND LEARNING IN SOME SELECTED PUBLIC UNIVERSITIES IN GHANA

1. AKENTEN APPIAH- MENKA UNIVERSITY OF SKILLS
TRAINING AND ENTREPRENEURIAL DEVELOPMENT
A CRITICAL STUDY OF THE IMPACT OF TECHNOLOGY INTEGRATION
IN THE TEACHING AND LEARNING OF STATISTICS IN SOME
SELECTED PUBLIC UNIVERSITIES IN GHANA
BY
PRINCE DUAH MENSAH
(8221520010)
STATISTICAL ANALYSIS
CHAPTER ONE

2. INTRODUCTION
1.0 Introduction
This section sought to look at the background of the study, statement of the problem,
purpose of the study, research questions, significance, scope of the study, limitations and
organization of the study.
1.1 Background to the Study
The role of technology on modern societies cannot be underestimated. The spread,
adoption and use of technology has changed many societies in the world (Ahiatrogah and
Barfi2016; Shiboko 2015). Studies across the globe have shown that the introduction of
technologies have not only changed the socio- cultural dynamism of traditional societies
but have also improved the politico- economic performance of modern economies
(Buabeng- Andoh 2012; Koc and Bakir 2010). According to Koc and Bakir (2010), the
educational sector continues to remain one of the main beneficiaries of technology. Over
the years, there has been a growing demand for ICT to be fully used by teachers to improve
teaching and learning processes that will go a long way to enhance students’ academic
performance (Ahiatrogah and Barfi 2016; Shiboko 2015; Buabeng- Andoh 2012; Koc and
Bakir 2010). The importance of the integration to the overall academic performance in
schools cannot be overemphasized. For instance, Papaioannon and Charalambous (2011)
observed that the integration of technology in schools among other things encourages
students, stimulates their interests, increases their self- esteem and confidence. Technology
including the use of ICT allows for greater interactively among students and teachers,
enhances critical thinking skills and increases students’ ability to understand what they
have been taught in class.

3. Many countries are gradually accepting the use of technology in their educational system
(Bell 2011). In some countries like Nigeria, Kenya and South Africa, previous studies have
revealed positive associations between the integration of technology in teaching and
improvement in the general academic performance of students (Bhasin 2012; Farrell 2007;
Shiboko 2015). This observed positive relationship which exists between the integration of
technology and academic performance becomes possible when effective policies are made
towards technology integration in education.
The situation is not different in Ghana. There is a rising pervasiveness of technology in
almost all spheres of the academic landscape (Agyei 2014; Ahiatrogah and Barfi 2016;
Buabeng-Andoh 2012). A study into ICT integration in teaching has revealed that it can
boost education delivery. Teaching and learning has been made much easier with the use
of technology in schools (Boakye and Banini 2008; Buabeng-Andoh 2012; Buabeng-
Andoh and Yidana 2015). A recent study by Amedeker (2020), showed that the use of
technology in teaching has trained students who are committed and are able to engage
themselves actively in their own learning, students who develop new ideas by collaborating
with other students all over the world. The going concerns reveals that there is a literature
gap as far as integration of technology in education is concerned in Ghana. Therefore, this
study examines the impact of technology integration in teaching and learning of statistics
in some selected public universities in Ghana.
1.2 Statement of the Problem
Technology has become an indispensable tool in today’s information age, making a
dramatic impact on the lives of people globally. This effect is most significant in education.
The computer has become a motivating tool for teaching and learning in schools (Mossom
1986; World Bank 1999). It provides instant accessibility to information, which is why its
presence in the classroom is so important. Smart phones, computers and tablets are already
an important element of everyday life for students and teachers alike.

4. In Ghana, many schools have access to computers courtesy of the various governments’
spear- headed initiatives, developing partners, Non- Governmental Organisations (NGO)
and individual stakeholders of these schools (Shiboko 2015; Yusuf and Yusuf 2017).
Additionally, the Government of Ghana and its partners have been trying to provide
teachers as well as students with free laptops aimed at improving teaching and learning.
The situation is not different at the various Universities in Ghana. For instance, Kwame
Nkrumah University of Science and Technology has setup the KNUST SONSOL Project
which is the University’s initiative to support one needy student with one laptop and also
the University of Ghana Legon has setup one student one laptop initiative geared toward
assisting underprivileged students to have a laptop. All these universities are implementing
technology into teaching and learning in order create pathways for differentiated
instruction to meet the unique needs of students as individual learners within a broader
classroom climate.
However, there is a common perception that the integration of technology in the classroom
can be a financial burden for stakeholders, institutions and governments. Technical
difficulties also sought to become a major problem and a source of frustration for students
and teachers and cause interruptions in teaching and learning process. If there is lack of
technical assistance and no repair on it, teachers are not able to use the computer
temporarily (Jamieson-Proctor et. al., 2013). The effect is that teachers will be discouraged
from using computers because of fear of equipment failure since they are not given any
assistance on the issue. Turel and Johnson’s (2012) showed that technical issues become a
major challenge for teachers. These problems include low connectivity, virus attack and
printer not functioning. It has therefore become imperative to have a critical study of the
impact of technology integration in the teaching and learning of statistics in some selected
public universities in Ghana.

5. 1.3 Purpose of the Study
The main purpose of this study is to have a critical study of the impact of technology
integration in the teaching and learning of statistics in some selected public universities in
Ghana. The study intends to specifically look at:
i. Availability of technological teaching and learning resources for use by students
and lecturers.
ii. Students’ perceptions about the use of technology as a tool for learning statistics
iii. Examining the effects of technology integration in the teaching and learning of
statistics
iv. Examining the effects of technology integration in the teaching and learning of
statistics on students’ academic performance.
1.4 Research Questions
In order to have a critical study of the impact of technology integration in the teaching and
learning of statistics in some selected public universities in Ghana, the following are some
of the questions which the study intends to answer:
i. What are the available technological teaching and learning resources for use by
students and lecturers?
ii. What are students’ perceptions about the use of technology as a tool for learning
statistics?
iii. What are the effects of technology integration in the teaching and learning of
statistics?
iv. What are the effects of technology integration in the teaching and learning of
statistics on students’ academic performance?

6. 1.5 Significance of the Study
Successful integration of computers and their related technologies into education would
have enormous benefits on the educational systems (Mubashir-Ahmed, 2009). This study
is therefore expected to give empirical evidence to policy and decision makers such as the
Ministry of Education, Ministry of Communication and Digitalization, Ghana Education
Service, Ghana Statistical Service and Management of Various Universities on the impact
of technology integration in teaching and learning of statistics.
Also, the study intends to inform the Management of various Universities whether students
and lecturers benefits from the use of technological teaching and learning resources and
equipment.
Furthermore, various technological bodies in Ghana and abroad such as the National
Information Technology Agency can use this information to compare with and add to the
already existing knowledge on technology integration.
1.6 Scope of the Study
The study only confined itself to some selected public universities in Ghana. The study
focused on the impact of technology integration in the teaching and learning of statistics.
The study targeted students, lecturers and management of some selected public universities
in Ghana.

7. 1.7 Limitation of the Study
The researcher would be faced with time constraint of getting the targeted respondents to
get the desired information. The researcher would also be faced with the problem of
explaining questions to some students and make extra time for lecturers who are busy
attending to other personal duties. This task may be tedious and time consuming.
1.8 Organization of the Study
The study has been organized into five chapters. The first chapter of this project deals with
the general introduction to the study. It looked at the background to the study, statement of
the problem, purpose of the study, the research questions, significance of the study,
limitations and the scope of the study. The Chapter two will look at the review of related
literature. It covers the theoretical framework of the study, which deals with the broad
spectrum of technology integration in the teaching and learning of statistics as well as its
effects on the academic performance of students. The Chapter three will look at the
Methodology that was adopted in the undertaking of the project; which includes research
design, population, sample and sampling technique, instrumentation, validity and
reliability of instrument, data collection as well as data analysis. The Chapter four will
present and discuss the result of the study. The Chapter five will summarize, conclude and
give recommendations based on the findings of the study.

8. REFERENCES
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teachers in the teaching of ICT in Cape Coast Metropolis. Proceedings of INCEDI
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Shiboko, M. (2015). The impact of modeling technology integration on pre-service
teachers’ technology confidence. Journal of Computing in Higher Education,
17(2), 34-45.
Buabeng- Andoh, C. (2012). Factors influencing Teachers' Adoption and Integration of
Information Technology into teaching. A review of the literature. International
Journal of Education and Development Using Information and Communication
Technology, 8(1) 136-155.
Koc, M., & Bakir, N. (2010). A needs assessment survey to investigate preservice teachers’
knowledge, experiences and perceptions about preparation to using educational
technologies. The Turkish Online Journal of Educational Technology, 9(1), 13–
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Papoioannon, P., & Charalambous, K. (2011). Principals’ attitudes towards ICT and their
perceptions about the factors that facilitate or inhibit ICT integration in primary
schools of Cyprus. Journal of Information Technology Education, 10(1), 349–369.