Generally, it is agreed that information and communication technology (ICT) promotes easier planning
and preparation of lessons; helps teachers to have access to up-to-date learners and school data anytime and
anywhere. This is especially significant in this Covid era where hybrid education is being promoted. Therefore,
this study investigated the knowledge of basic school teachers in the Kassena-Nankana Municipality in the use of
ICT for lesson preparation and delivery. One hundred and two (102) out of five hundred and ten (510) basic school
teachers were sampled using the simple random sampling technique for the study. A questionnaire and an
observation checklist were used to collect data from the teachers. Data were coded into the IBM-SPSS version 21
to generate descriptive statistics (frequency counts and percentages) for the analyses. Findings from the study
revealed that 92.2% of basic school teachers in the Kassena-Nankana Municipality agreed that ICT is a diverse set
of technological tools and resources used to communicate and to create, disseminate, store and manage
information. The basic school teachers were of the view that the use of ICT in lesson delivery comes with lots of
benefits to their classroom instructional practices. The findings further revealed that basic school teachers in the
municipality have basic knowledge in ICT use but do not use this knowledge in their lesson delivery due to factors
such as constant changes in technology, cost of ICT tools, limited time allocation for ICT lessons in the schools,
technical nature of ICT, lack of ICT laboratories, and network facilities in schools for teachers and students. The
study recommended that more time should be allocated for the teaching of ICT in basic schools and also, basic
school teachers should be given constant ICT training through workshops and refresher courses to boost their
competencies in using ICT in their lesson preparation and classroom instructional practices.
EXTENT INFORMATION RESOURCES PROVISION OF NATIONAL OPEN UNIVERSITY OF NIGERIA...AkashSharma618775
This work examined the extent Information resources provision of National Open University of Nigeria
meet the information needs of their students in Southeast Nigeria. Three research questions guided the study.
Descriptive survey research design was adopted for the study. The population of the study comprised 42,200
NOUN Students from four study centers in southeast out of which 2111 were sampled. Random sampling
technique was used to draw the sample. Instrument for data collection was a structured questionnaire. Its
reliability was established using Cronbach alpha. Data collected was analyzed using arithmetic mean. From the
analysis, given that the various information resources needed by students are to a high extent, more so the
provided information resources by NOUN to its students to meet their information need are to a low extent.
However these were not without challenges ranging from poor funding, inadequate provision of information
resources, and irregular power supply and so on but they further highlighted some solutions to the challenges.
Based on the findings, the study recommends that the stakeholders should oftentimes conduct a resources
verification exercise on the resources and facilities of the NOUN programme and they should also ensure that the
policy and the vision statement that established the NOUN programme are strictly followed.
Ranking the criteria of quality evaluation forIJITE
Recent past has witnessed the fast use of the information and communication technology in the ever
developing field of education. Enormous information is brought to the classroom for easy access by the
learner anywhere in the world. Learners of today are distinguished by their proficiency in use of
technology to know about assessment and successful management of informational opportunities. Critical
analysis of existing education scenario emphasizes the introduction of major thrust areas as Information
Communication Technology, literacy, organization of curriculum, and others. This is to elevate the
standard of education and disseminate the information in shortest time with use of online and offline
resources through internet. These are for professional growth, teaching support materials and other
classroom related activities. The research work and true knowledge of topics calls for the need to evaluate
the information provided on the internet. The present paper caters to this need, especially in context to
intellectual information available on the internet. The research work in this paper is accomplished by
selecting a system of quality criteria and defining in terms of internet usage for intellectual purpose.
Several questions are designed to assess each criterion and as a result an instrument is developed and
validated in the form of a questionnaire. The quality criteria taken into consideration are as Content,
Objective reasoning, Scope, Authority; these are further classified into indicators for easy assessment.
The collected data has been tabulated and analysed to rank the criteria as per their preference for quality
assessment of the intellectual information available on the internet. The results indicate that authority is
the most preferred criteria while objective reasoning is the least preferred one as per their calculated
mean values.
To adjust oneself in modern scientific world, and to understand an environment in which industrial technology and science play an ever more important role, man needs a solid grounding in science. The initial scientific knowledge he has given in the course of regular schooling is no longer enough. From the point of view both of knowledge and of methods, the education must continue throughout his working life. Education is a lifelong process. The growing need for scientific knowledge and training, due to the evaluation of the modern world and the rapid spread of education, has been analysed and is now widely recognized. In face of that need, it would seem logical to give emphasis on the most modern educational technologies, and in particular, to make a wide spread mass use of television techniques, internet, multimedia etc. This study investigated the impact of information and communication technology (ICT) on Achievement of Students in Chemistry at Secondary Level. For the purpose, a list of secondary school of CBSE and U.P. Board are prepared and four institutions were selected with the help of lottery method. The selected samples of four schools were randomly divided into two groups Experimental groups and Controlled groups. The required data was collected at two stages as pre-test and post test scores from the achievement test in chemistry. Data was analysed quantitatively employing statistical techniques of mean, S.D. and t-test.
Technological expansion and the changing way individuals gain access to information has deeply impacted the structure of libraries – physically as well as conceptually. A new generation of digital services platforms for libraries is emerging, designed to provide a more comprehensive approach to the management and access to all formats of library materials. Despite the modernization of libraries and their adaption to the digital age, the library still hold a critical role within community to serve its users, continuing to be beacons of information sharing, learning, and entertainment even amidst tight fiscal times.As one of the leading university in Indonesia, Bogor Agricultural University Library must find solutions to new challenges, overhaul many of their entrenched business processes, and foster systems that engage students.This study examined the information seeking behavior of the digital native and digital immigrant students of Bogor Agricultural University, in order to remind the library that there are some changes happened in its users and to recommend the new services should be taken by the library. The similarities and differences in seeking information of those two group students were discussed.
In today’s world information and communication technology (ICT) play a crucial role and at the same time, it affects our lives every day. In the current digital age, many organisations across the globe make use of ICT as a tool to facilities teaching and learning(Bosamia,2018). These technologies have been used to enable end-user to access content materials offered online such as portable devices such smartphone, laptops and so on which operate for information, speed, and communication anywhere and anytime without physically visiting the location where the service is offered. With the use of ICT, e-commerce comes into play which enables end-user to send an email, market shopping to on-line shopping, classroom learning to e-learning where class are conducted over the internet.
EXTENT INFORMATION RESOURCES PROVISION OF NATIONAL OPEN UNIVERSITY OF NIGERIA...AkashSharma618775
This work examined the extent Information resources provision of National Open University of Nigeria
meet the information needs of their students in Southeast Nigeria. Three research questions guided the study.
Descriptive survey research design was adopted for the study. The population of the study comprised 42,200
NOUN Students from four study centers in southeast out of which 2111 were sampled. Random sampling
technique was used to draw the sample. Instrument for data collection was a structured questionnaire. Its
reliability was established using Cronbach alpha. Data collected was analyzed using arithmetic mean. From the
analysis, given that the various information resources needed by students are to a high extent, more so the
provided information resources by NOUN to its students to meet their information need are to a low extent.
However these were not without challenges ranging from poor funding, inadequate provision of information
resources, and irregular power supply and so on but they further highlighted some solutions to the challenges.
Based on the findings, the study recommends that the stakeholders should oftentimes conduct a resources
verification exercise on the resources and facilities of the NOUN programme and they should also ensure that the
policy and the vision statement that established the NOUN programme are strictly followed.
Ranking the criteria of quality evaluation forIJITE
Recent past has witnessed the fast use of the information and communication technology in the ever
developing field of education. Enormous information is brought to the classroom for easy access by the
learner anywhere in the world. Learners of today are distinguished by their proficiency in use of
technology to know about assessment and successful management of informational opportunities. Critical
analysis of existing education scenario emphasizes the introduction of major thrust areas as Information
Communication Technology, literacy, organization of curriculum, and others. This is to elevate the
standard of education and disseminate the information in shortest time with use of online and offline
resources through internet. These are for professional growth, teaching support materials and other
classroom related activities. The research work and true knowledge of topics calls for the need to evaluate
the information provided on the internet. The present paper caters to this need, especially in context to
intellectual information available on the internet. The research work in this paper is accomplished by
selecting a system of quality criteria and defining in terms of internet usage for intellectual purpose.
Several questions are designed to assess each criterion and as a result an instrument is developed and
validated in the form of a questionnaire. The quality criteria taken into consideration are as Content,
Objective reasoning, Scope, Authority; these are further classified into indicators for easy assessment.
The collected data has been tabulated and analysed to rank the criteria as per their preference for quality
assessment of the intellectual information available on the internet. The results indicate that authority is
the most preferred criteria while objective reasoning is the least preferred one as per their calculated
mean values.
To adjust oneself in modern scientific world, and to understand an environment in which industrial technology and science play an ever more important role, man needs a solid grounding in science. The initial scientific knowledge he has given in the course of regular schooling is no longer enough. From the point of view both of knowledge and of methods, the education must continue throughout his working life. Education is a lifelong process. The growing need for scientific knowledge and training, due to the evaluation of the modern world and the rapid spread of education, has been analysed and is now widely recognized. In face of that need, it would seem logical to give emphasis on the most modern educational technologies, and in particular, to make a wide spread mass use of television techniques, internet, multimedia etc. This study investigated the impact of information and communication technology (ICT) on Achievement of Students in Chemistry at Secondary Level. For the purpose, a list of secondary school of CBSE and U.P. Board are prepared and four institutions were selected with the help of lottery method. The selected samples of four schools were randomly divided into two groups Experimental groups and Controlled groups. The required data was collected at two stages as pre-test and post test scores from the achievement test in chemistry. Data was analysed quantitatively employing statistical techniques of mean, S.D. and t-test.
Technological expansion and the changing way individuals gain access to information has deeply impacted the structure of libraries – physically as well as conceptually. A new generation of digital services platforms for libraries is emerging, designed to provide a more comprehensive approach to the management and access to all formats of library materials. Despite the modernization of libraries and their adaption to the digital age, the library still hold a critical role within community to serve its users, continuing to be beacons of information sharing, learning, and entertainment even amidst tight fiscal times.As one of the leading university in Indonesia, Bogor Agricultural University Library must find solutions to new challenges, overhaul many of their entrenched business processes, and foster systems that engage students.This study examined the information seeking behavior of the digital native and digital immigrant students of Bogor Agricultural University, in order to remind the library that there are some changes happened in its users and to recommend the new services should be taken by the library. The similarities and differences in seeking information of those two group students were discussed.
In today’s world information and communication technology (ICT) play a crucial role and at the same time, it affects our lives every day. In the current digital age, many organisations across the globe make use of ICT as a tool to facilities teaching and learning(Bosamia,2018). These technologies have been used to enable end-user to access content materials offered online such as portable devices such smartphone, laptops and so on which operate for information, speed, and communication anywhere and anytime without physically visiting the location where the service is offered. With the use of ICT, e-commerce comes into play which enables end-user to send an email, market shopping to on-line shopping, classroom learning to e-learning where class are conducted over the internet.
A school is an educational institution for imparting knowledge to children. In an age where information acquisition about a school is assuming astronomical heights, the need for cost-effective and efficient information transmission methods cannot be overemphasized; hence the use of the website of a school to disseminate information is advised. This study examines the process of disseminating information on a school website using a college in the Northcentral of the six-geopolitical zone in Nigeria as a case study. A prior study of manually or locally dissemination of information in a school was carried out and its limitations are highlighted. A website that is able to handle processes like admission, comment, and newsletter has been analyzed and developed using hyper-text language, cascading style sheet, hypertext preprocessor. The study results in solving the information dissemination problem in the college with the development of an educational interactive website.
Mobile learning anytime, anywhere: What are our students doing?Helen Farley
Recent developments in mobile technologies have provided unique opportunities for learning and teaching. This paper reports on recent research undertaken at a regional Australian university in order to understand how higher education students are using mobile devices to support their learning. A survey instrument was developed and deployed and the data collected analysed quantitatively. Upon analysis, these data demonstrate that students are predominantly using laptop computers to support their learning, but their use of smart phones and tablets are also used for a number of specific learning activities. Further analysis indicates that in spite of the limitations in the formal university infrastructure, many students would like to use their mobile devices for formal
learning as well as informal learning.
Evaluating the Readiness to Implement an E Learning Technology to Support Edu...ijtsrd
The study sought thought to establish the preparedness of refugees in settlements to embrace E learning and Multimedia Technology as useful tool for supporting education and learning especially in mathematics, and basic health education when implemented. The study which covered Nakivale refugee settlement adopted the cross sectional survey research design. A questionnaire was administered to learners of senior one, primary six and an interview guide to teachers. The findings showed that majority of the respondents said that they did not have access to ICTs, Majority of the respondents were Ugandan origin and overall the respondents had low experience in performing computer functions. The findings gave a big view of the limited practical implication concerning the readiness to E learning and Multimedia Technology adoption to support education and learning in schools in Uganda. Dr. Alone. Kimwise | Mudaheranwa Benjamin | Beatrice Mugabirwe "Evaluating the Readiness to Implement an E-Learning Technology to Support Education" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-5 , August 2019, URL: https://www.ijtsrd.com/papers/ijtsrd28023.pdfPaper URL: https://www.ijtsrd.com/computer-science/other/28023/evaluating-the-readiness-to-implement-an-e-learning-technology-to-support-education/dr-alone-kimwise
International Journal of Computer Science and Information Technology (IJCSIT) is devoted to fields of Computer Science and Information Systems. The IJCSIT is a open access peer-reviewed scientific journal published in electronic form as well as print form. The mission of this journal is to publish original contributions in its field in order to propagate knowledge amongst its readers and to be a reference publication.
This study investigated ICT skills on use of University Web Portal by students of National Open University of Nigeria (NOUN), Ibadan. Descriptive survey method was used for the research design and the study population was made up of students of NOUN, Ibadan. Simple random sampling technique was adopted for this study to select only 237 as the sample size. The questionnaire was the main instruments employed for data collected and was analysed using simple percentages. Findings revealed the level of ICT as very low. The educational activities carried out on web portal include submission of assignment, register for courses among others. The use of NOUN web portal is frequent for submission of assignment, register for courses etc. The ICT skill influences the use of NOUN web portal by the students. The constraints to effective use of University web portal include internet connection failure, inability to access the web portal properly. The University web portal plays an important role in students study and academic programme. Therefore, management should on admissions to the programme recommend the use of multimedia devices such as iPhone, iPad, Computer system and other supportive gadgets for educational purpose however; this can be incorporated in their tuition fees.
USE OF ICT TO ENHANCE THE LEARNING PROCESS IN HIGHER EDUCATIONijejournal
ICTs in Education refers to the development of information and communications technology specifically
for teaching/learning purposes, while the ICTs in education involves the adoption of general components
of information and communication technologies in the teaching learning process. The National Mission on
Education through Information and Communication Technology (NME-ICT), launched in 2009 by the
Central Government. Let’s see how Information and Communication Technology (ICT) evolved the Higher
Education system: The role of ICT in higher education, what students learn, The role of ICT in Higher
Education, how Students Learn, The role of ICT in Higher Education, when students learn, The role of ICT
in higher education, where students learn. Online courses, development of e-content, e-learning, digital
libraries, online encyclopaedias, journals, and books would promote learning and make knowledge
available to all irrespective of the distance or location or financial resources. Government intervention is
necessary so that ICT can be made successful in higher education. Information and Communications
Technology (ICT) has the proven power to change the world. This acronym refers to the merging of audiovisual and telephone networks with the computer single unified system of cabling.
This research aims at examining the effect of Ease, Affect, Flexibility and Accessibility of information technology on utilizing virtual learning environment at Universitas Terbuka. The population of the research consists students of Bidikmisi scholarship in Non Basic Education program of Accounting that include of 145 respondents. The sampling method is purposive sampling with 141 eligible samples. The questionnaires are measured with Correlation and Multiple Regression analysis that covers descriptive statistics, reliability test and validity test. Classical Assumption Test which includes multcollinearity test is later conducted. Hypothesis testing and discussion are presented at the end. Result of research with t test or partially indicate that, variable of ease of use have positive relation and have significant influence to interest of utilization of virtual learning environment, t test result for accessibility variable have positive relation and no significant effect to interest of utilization of virtual learning environment. The result of the research on the affect variable has a positive relationship and has a significant effect on the interest of utilizing the virtual learning environment. While the flexibility variable shows have a negative relationship and no significant effect on the interest of utilization of virtual learning environment.
The article deliberates on the changing role of library staff in the technology era. Due to electronic information explosion there are challenges for the library community at its very foundation, moving it away from the traditional paper and print format to an ethereal world of circuits and connectivity. Now the idea of library does not remain a physical repository that keeps information for people to access. Library staff has moved from the era of using early typewriters to the present internet. The study adopted a combination of purposive and convenience. The researcher used both primary and secondary sources of data. Personal interviews were the main data collection instrument and data collected was analyzed using SPSS. It was find out that Ghana Technology University College (GTUC) library staff possesses the skills in the use of technology in assisting their patrons in this changing electronic era but their level was not good enough. Recommendations were also provided in the aspect of giving training to library staff, partnering other institutions to increase versatility and collaborating with the university information support unit or service (ITSS).
Nowadays E-learning become new way of learning
and teaching in higher education. The modern technologies
particularly Information and communication technologies, Web
2.0 and the Internet, made higher education no longer limited to
the classroom. The purpose of this paper is to investigate
lecturers' attitudes toward ICT and integration of E-learning
system in higher education. Also the study examine the factors
influencing lecturers' attitudes towards ICT and e-learning
system. The study was conducted at University of Tetovo, one of
the largest public universities of the Republic of Macedonia,
where the language of study is the Albanian language. The
research developed an extended Technology Acceptance Model
(TAM) model for predicting the integration of E-Learning.
Statistical analysis was conducted to assess lecturers' attitudes
towards integration of e-learning, and to analyses the
relationships between their attitudes and their demographic
characteristics, perception of usefulness of technology, perception
of ease of use of the technology, skills abut technology and
previous experience and usage the technology that predict the
integration of e-learning system. The findings of the study show
that there existed positive relationship between these factors and
prediction of the integration e-learning. The findings of this study
reveal that the lecturers have a positive attitude towards elearning
as well lecturers who are familiar about computer and
information and communication technology differ in their
attitude towards e-learning when compared to the lecturers who
are not familiar with technology. Attitude plays a vital role in
using technology as a strong tool for a positive change.
Questionnaire was used to collect data from a sample of 49
lecturers from different program studies. Statistical techniques
are used for the analyses of data. The findings indicate that
lecturers have an important role in prediction of the integration
of E-Learning system in University of Tetovo. The reported
findings might be of interest to academics, administrators, and
decision-makers involved in planning, developing and
implementation of e-learning in University of Tetovo and similar
universities in developing countries.
An Assessment of the Availability of ICT Infrastructure for Curriculum Instru...iosrjce
The integration of Information and Communication Technology (ICT) into the curriculum has
become a necessity worldwide. The education system does not only pursue the integration of ICT into the
curriculum because of its popularity in the market system, but because of the role it is perceived to play in the
changing curriculum (encourages active construction of knowledge). This paper undertakes an assessment of
the availability of ICT infrastructure for curriculum instruction based on a study of public secondary schools in
Mumias sub-County in Kakamega County, Kenya. The study adopted a descriptive survey design. The target
population comprised head teachers, teachers and students in public secondary schools in Mumias sub-County.
Schools were selected using stratified random sampling technique while students’ sample size was determined
using Kathuri and Pals formula. Head teachers and heads of computer departments were purposively selected.
Questionnaire, structured interview schedule and content analysis were the main instruments of data collection
for the study. Two sets of questionnaire were prepared, one for the students and the other for the teachers. The
structured interview schedule was used to solicit information from the head teachers. Both qualitative and
quantitative data were collected for the study. Qualitative data was analyzed descriptively. Analyzed data was
presented in form of cumulative frequency tables, percentages and graphs. The study established that the main
ICT facilities in place in most schools in Mumias sub-County were radio for interactive radio instruction and
computers. The radios available in the studied secondary schools were however inadequate. A majority of the
examined secondary schools had an average computer to learner ratio of 30:1. The study recommended that the
Ministry of Education should hasten the development of ICT policy to ensure that teachers practice what is in
line with the ministry’s expectations, schools should involve their governing bodies to facilitate provision of ICT
infrastructure and that concerned departments within the Ministry of Education should conduct regular and
differentiated ICT teacher trainings.
A school is an educational institution for imparting knowledge to children. In an age where information acquisition about a school is assuming astronomical heights, the need for cost-effective and efficient information transmission methods cannot be overemphasized; hence the use of the website of a school to disseminate information is advised. This study examines the process of disseminating information on a school website using a college in the Northcentral of the six-geopolitical zone in Nigeria as a case study. A prior study of manually or locally dissemination of information in a school was carried out and its limitations are highlighted. A website that is able to handle processes like admission, comment, and newsletter has been analyzed and developed using hyper-text language, cascading style sheet, hypertext preprocessor. The study results in solving the information dissemination problem in the college with the development of an educational interactive website.
Mobile learning anytime, anywhere: What are our students doing?Helen Farley
Recent developments in mobile technologies have provided unique opportunities for learning and teaching. This paper reports on recent research undertaken at a regional Australian university in order to understand how higher education students are using mobile devices to support their learning. A survey instrument was developed and deployed and the data collected analysed quantitatively. Upon analysis, these data demonstrate that students are predominantly using laptop computers to support their learning, but their use of smart phones and tablets are also used for a number of specific learning activities. Further analysis indicates that in spite of the limitations in the formal university infrastructure, many students would like to use their mobile devices for formal
learning as well as informal learning.
Evaluating the Readiness to Implement an E Learning Technology to Support Edu...ijtsrd
The study sought thought to establish the preparedness of refugees in settlements to embrace E learning and Multimedia Technology as useful tool for supporting education and learning especially in mathematics, and basic health education when implemented. The study which covered Nakivale refugee settlement adopted the cross sectional survey research design. A questionnaire was administered to learners of senior one, primary six and an interview guide to teachers. The findings showed that majority of the respondents said that they did not have access to ICTs, Majority of the respondents were Ugandan origin and overall the respondents had low experience in performing computer functions. The findings gave a big view of the limited practical implication concerning the readiness to E learning and Multimedia Technology adoption to support education and learning in schools in Uganda. Dr. Alone. Kimwise | Mudaheranwa Benjamin | Beatrice Mugabirwe "Evaluating the Readiness to Implement an E-Learning Technology to Support Education" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-5 , August 2019, URL: https://www.ijtsrd.com/papers/ijtsrd28023.pdfPaper URL: https://www.ijtsrd.com/computer-science/other/28023/evaluating-the-readiness-to-implement-an-e-learning-technology-to-support-education/dr-alone-kimwise
International Journal of Computer Science and Information Technology (IJCSIT) is devoted to fields of Computer Science and Information Systems. The IJCSIT is a open access peer-reviewed scientific journal published in electronic form as well as print form. The mission of this journal is to publish original contributions in its field in order to propagate knowledge amongst its readers and to be a reference publication.
This study investigated ICT skills on use of University Web Portal by students of National Open University of Nigeria (NOUN), Ibadan. Descriptive survey method was used for the research design and the study population was made up of students of NOUN, Ibadan. Simple random sampling technique was adopted for this study to select only 237 as the sample size. The questionnaire was the main instruments employed for data collected and was analysed using simple percentages. Findings revealed the level of ICT as very low. The educational activities carried out on web portal include submission of assignment, register for courses among others. The use of NOUN web portal is frequent for submission of assignment, register for courses etc. The ICT skill influences the use of NOUN web portal by the students. The constraints to effective use of University web portal include internet connection failure, inability to access the web portal properly. The University web portal plays an important role in students study and academic programme. Therefore, management should on admissions to the programme recommend the use of multimedia devices such as iPhone, iPad, Computer system and other supportive gadgets for educational purpose however; this can be incorporated in their tuition fees.
USE OF ICT TO ENHANCE THE LEARNING PROCESS IN HIGHER EDUCATIONijejournal
ICTs in Education refers to the development of information and communications technology specifically
for teaching/learning purposes, while the ICTs in education involves the adoption of general components
of information and communication technologies in the teaching learning process. The National Mission on
Education through Information and Communication Technology (NME-ICT), launched in 2009 by the
Central Government. Let’s see how Information and Communication Technology (ICT) evolved the Higher
Education system: The role of ICT in higher education, what students learn, The role of ICT in Higher
Education, how Students Learn, The role of ICT in Higher Education, when students learn, The role of ICT
in higher education, where students learn. Online courses, development of e-content, e-learning, digital
libraries, online encyclopaedias, journals, and books would promote learning and make knowledge
available to all irrespective of the distance or location or financial resources. Government intervention is
necessary so that ICT can be made successful in higher education. Information and Communications
Technology (ICT) has the proven power to change the world. This acronym refers to the merging of audiovisual and telephone networks with the computer single unified system of cabling.
This research aims at examining the effect of Ease, Affect, Flexibility and Accessibility of information technology on utilizing virtual learning environment at Universitas Terbuka. The population of the research consists students of Bidikmisi scholarship in Non Basic Education program of Accounting that include of 145 respondents. The sampling method is purposive sampling with 141 eligible samples. The questionnaires are measured with Correlation and Multiple Regression analysis that covers descriptive statistics, reliability test and validity test. Classical Assumption Test which includes multcollinearity test is later conducted. Hypothesis testing and discussion are presented at the end. Result of research with t test or partially indicate that, variable of ease of use have positive relation and have significant influence to interest of utilization of virtual learning environment, t test result for accessibility variable have positive relation and no significant effect to interest of utilization of virtual learning environment. The result of the research on the affect variable has a positive relationship and has a significant effect on the interest of utilizing the virtual learning environment. While the flexibility variable shows have a negative relationship and no significant effect on the interest of utilization of virtual learning environment.
The article deliberates on the changing role of library staff in the technology era. Due to electronic information explosion there are challenges for the library community at its very foundation, moving it away from the traditional paper and print format to an ethereal world of circuits and connectivity. Now the idea of library does not remain a physical repository that keeps information for people to access. Library staff has moved from the era of using early typewriters to the present internet. The study adopted a combination of purposive and convenience. The researcher used both primary and secondary sources of data. Personal interviews were the main data collection instrument and data collected was analyzed using SPSS. It was find out that Ghana Technology University College (GTUC) library staff possesses the skills in the use of technology in assisting their patrons in this changing electronic era but their level was not good enough. Recommendations were also provided in the aspect of giving training to library staff, partnering other institutions to increase versatility and collaborating with the university information support unit or service (ITSS).
Nowadays E-learning become new way of learning
and teaching in higher education. The modern technologies
particularly Information and communication technologies, Web
2.0 and the Internet, made higher education no longer limited to
the classroom. The purpose of this paper is to investigate
lecturers' attitudes toward ICT and integration of E-learning
system in higher education. Also the study examine the factors
influencing lecturers' attitudes towards ICT and e-learning
system. The study was conducted at University of Tetovo, one of
the largest public universities of the Republic of Macedonia,
where the language of study is the Albanian language. The
research developed an extended Technology Acceptance Model
(TAM) model for predicting the integration of E-Learning.
Statistical analysis was conducted to assess lecturers' attitudes
towards integration of e-learning, and to analyses the
relationships between their attitudes and their demographic
characteristics, perception of usefulness of technology, perception
of ease of use of the technology, skills abut technology and
previous experience and usage the technology that predict the
integration of e-learning system. The findings of the study show
that there existed positive relationship between these factors and
prediction of the integration e-learning. The findings of this study
reveal that the lecturers have a positive attitude towards elearning
as well lecturers who are familiar about computer and
information and communication technology differ in their
attitude towards e-learning when compared to the lecturers who
are not familiar with technology. Attitude plays a vital role in
using technology as a strong tool for a positive change.
Questionnaire was used to collect data from a sample of 49
lecturers from different program studies. Statistical techniques
are used for the analyses of data. The findings indicate that
lecturers have an important role in prediction of the integration
of E-Learning system in University of Tetovo. The reported
findings might be of interest to academics, administrators, and
decision-makers involved in planning, developing and
implementation of e-learning in University of Tetovo and similar
universities in developing countries.
An Assessment of the Availability of ICT Infrastructure for Curriculum Instru...iosrjce
The integration of Information and Communication Technology (ICT) into the curriculum has
become a necessity worldwide. The education system does not only pursue the integration of ICT into the
curriculum because of its popularity in the market system, but because of the role it is perceived to play in the
changing curriculum (encourages active construction of knowledge). This paper undertakes an assessment of
the availability of ICT infrastructure for curriculum instruction based on a study of public secondary schools in
Mumias sub-County in Kakamega County, Kenya. The study adopted a descriptive survey design. The target
population comprised head teachers, teachers and students in public secondary schools in Mumias sub-County.
Schools were selected using stratified random sampling technique while students’ sample size was determined
using Kathuri and Pals formula. Head teachers and heads of computer departments were purposively selected.
Questionnaire, structured interview schedule and content analysis were the main instruments of data collection
for the study. Two sets of questionnaire were prepared, one for the students and the other for the teachers. The
structured interview schedule was used to solicit information from the head teachers. Both qualitative and
quantitative data were collected for the study. Qualitative data was analyzed descriptively. Analyzed data was
presented in form of cumulative frequency tables, percentages and graphs. The study established that the main
ICT facilities in place in most schools in Mumias sub-County were radio for interactive radio instruction and
computers. The radios available in the studied secondary schools were however inadequate. A majority of the
examined secondary schools had an average computer to learner ratio of 30:1. The study recommended that the
Ministry of Education should hasten the development of ICT policy to ensure that teachers practice what is in
line with the ministry’s expectations, schools should involve their governing bodies to facilitate provision of ICT
infrastructure and that concerned departments within the Ministry of Education should conduct regular and
differentiated ICT teacher trainings.
CHALLENGES OF INSECURITY IN INFORMATION AND COMMUNICATIONS TECHNOLOGY BASED L...Shehu Abdullahi Ringim
There is general insecurity in the contemporary learning environment particularly at secondary education level. Such insecurity could be posed by distractions to learning as a result of peer pressure, poor program design in the schools and lack of appropriate provision and utilization of learning resources such as the ICT tools. Students of secondary schools are within the age bracket of 14-18 years, which fairly corresponds with the teenage or adolescence stage. Due to limited life experience of this age group, they trend to misuse the ICT infrastructure put in place to support their learning in school or even at home. Therefore, care has to be exercised to protect learners from dangerous and harmful effects of such ICT tools as internet which facilitates access to dangerous websites that render them vulnerable to insecurities and distractions. This paper discussed the available ICT tools in Nigerian secondary schools, the need to guide the students in proper utilization of such tools so that they do not fall victims of the insecurity posed by negative influence of the ICT tools. The paper recommended some strategies to be applied by teachers, administrators, policy makers, and care givers in protecting the learners from such dangers.
Role of ict in education a case of indira college 2IAEME Publication
Latent fingerprints lifted from crime scenes often contain overlapping prints, which are
difficult to separate and match by state-of-the-art fingerprint matchers. The methods that have been
proposed to separate overlapping fingerprints and successful matching previously suffer from limited
accuracy of the estimated orientation field. In this paper, the robustness of overlapping fingerprints
separation is increased, particularly for low quality images. This algorithm reconstructs the
orientation fields of component prints by modeling fingerprint orientation fields. To facilitate this,
orientation cues of component fingerprints are utilized, which are manually marked by fingerprint
examiners. The effectiveness of this model has been evaluated.
The Impact of ICT on Students of The Preparatory Academic Unit 14 of The Auto...inventionjournals
For the following investigation was taken as study area High Academic Unit 14, belonging to the Autonomous University of Nayarit, which aims to determine the level of knowledge and management of Information Technology and Communication -ICT- by students, applying these technologies in various activities inside and outside school. Also, the collection of information involved with the lifting of 101 surveys, consisting of the following questions, 1. How old are you? 2. What is your sex? 3. Do you make use of technologies such as computer, internet, programs, email, social networks, etc.? 4. What place make use of the internet for your questions and / or tasks? 5. In providing Internet services, which often use? 6. To which social networks you connect constantly? 7. Do you think anyone can handle technological tools? 8. Which of these programs you constantly use to your academic activities? 9. The level of use of information technologies and communication - ICT- at your school is? applied to groups of first year for which the data were processed statistically using contingency tables in SPSS 19 program, obtaining as main result a moderate about knowledge and use of ICT impact.
Navigating Challenges and Maximizing Benefits in the Integration of Informati...ssuser793b4e
The integration of Information and Communication Technology
(ICT) in the educational systems of both public and private primary schools in
Africa has become a crucial factor in enhancing teaching and learning. This
paper explores the role of ICT tools in education, including computers,
interactive whiteboards, learning management systems, educational apps,
online collaboration tools, television, and online assessment tools. It discusses
their applications and the advantages they offer, such as fostering creativity,
improving academic performance, increasing motivation and responsibility,
and promoting teamwork. However, it also acknowledges the challenges
associated with ICT integration, including distractions, excessive usage,
exposure to false information, data theft, reduced human contact, and
cyberbullying. Moreover, the paper highlights key challenges in African
education, such as the lack of computer literacy among instructors, low
teledensity, unstable power supply, inadequate financing, and the absence of a
comprehensive ICT curriculum. It concludes by emphasizing the need for a
holistic approach to ICT integration, addressing infrastructure, teacher
training, curriculum development, and organizational support to realize the
full potential of ICT in education especially at the Primary school level.
An Analysis on the Application of Information and Communication Technology (I...AJASTJournal
The paper sought to analyse the application of Information and Communication Technology (ICT) in teaching Health Education students in tertiary institutions in Adamawa State. A survey research design was used for the study. The population for the study comprised of 4 tertiary institutions offering Health Education out of which 2 were sampled. A simple random sampling was used in selecting 150 students from each of the institutions sampled making a total of 300 respondents. Data was collected with the use of questionnaire which was subjected to validity and reliability test. The mean and ANOVA was used in establishing the correlation between the variables in the study. The researcher accepts a result if the average mean is above 2.6 which is on the high side and shows a significant relationship. The researchers also reject a result if the average mean is below 2.5 which is on the low side and shows no significant relationship. Based on the findings of this study, it is recommended that: institutions and their management should have more ICT training centers on campus, the management of the institutions should urgently make sure ICT facilities are available for students’ use, the students should be given assignments, course project, group work, which will involve sourcing for information from the internet, lecturers should encourage students to organize mini seminars for presentation of assignments through the use of power point among others.
Status of Information and Communication Technology Training and Support for S...ijtsrd
Education is perceived in this piece as a process of learning in which the knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training, support and research. ICT has a very significant place in the education process that involves teachers and instruction. Information and communication technology have become within a very short time, one of the basic building blocks of modern society including Science and technology teachers. The purpose of the study is to determine the status of ICT training and support for science and technology teacher educators in colleges of education within Southeast Nigeria. The study adopted a survey research design. The population of the study consisted of 454 science and technology teacher educators in colleges of education within Southeast state Nigeria. The instrument was subjected to face validation by three experts. The reliability coefficients of the instrument for the study is 0.98 using Cronbach's Alpha formula. Five research questions that guided the study were answered using mean and standard deviation. Five research hypotheses were tested at 0.5 level of significance using one way ANOVA. Among the findings of the study were that, there is low ICT training, support and competence for science and technology teacher educators. It was concluded, among others, that government should help. Ezenma Chimezie Bernard ""Status of Information and Communication Technology Training and Support for Science and Technology Teacher Educators in Colleges of Education in Southeast, Nigeria"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-3 , April 2019, URL: https://www.ijtsrd.com/papers/ijtsrd21511.pdf
Paper URL: https://www.ijtsrd.com/computer-science/multimedia/21511/status-of-information-and-communication-technology-training-and-support-for-science-and-technology-teacher-educators-in-colleges-of-education-in-southeast-nigeria/ezenma-chimezie-bernard
Mitigating Factors, and Factors Militating against Teacher’s Utilization of I...paperpublications3
Abstract: This study highlights on the findings of a survey study which was done in some schools within one of the sub-counties in Kenya. Evidence has been collected through a literature review, teacher questionnaires and interviews. The main purpose of this study was to investigate the existing factors that support or hinder teachers from utilizing ICTs in their classrooms despite having them. This study was guided by the theory of Technology acceptance model by Davis, Bagozzi and Warshaw, (1989).The study reviewed literature on the importance of the use of ICTs in teaching and learning. Descriptive survey is the framework that guided the study. The study area is Kericho County in Kenya. Analysis of data was done thematically to exhibit the attitudes, values and views of the teachers concerning the usefulness of ICTs in teaching and also the factors that hinder utilization ICTs. Descriptive statistics was also used to analyze data from questionnaires. The literature analyzed shows that ICTs are very important in the following areas: they make the lessons more interesting, easier, more fun for teachers and their pupils, more diverse, more motivating for the pupils and more enjoyable. Additional more personal factors were improving presentation of materials, allowing greater access to computers for personal use, giving more power to the teacher in the school, giving the teacher more prestige, making the teachers' administration more efficient and providing professional support through the Internet. The findings from this study reveals that factors hindering the utilization of this precious teaching materials includes, lack of clarity in the use of this ICTs in the curriculum, time factor, incompetence among the teachers on computer skills, overreliance on traditional methods of teaching and resistance to change.
Similar to ASSESSING TEACHERS’ KNOWLEDGE IN ICT USAGE FOR LESSON PREPARATION AND DELIVERY IN THE KASSENANANKANA MUNICIPALITY (20)
An Exploratory Study of Factors Influencing Corporate Sustainability on busin...AkashSharma618775
This study evaluates the effect of corporate sustainability on business performance of manufacturing
industries in USA, from 2012 to 2015. These Manufacturing industries are listed in Corporate Social
Responsibility Hub (CSRHub), Morning Star and Global Reporting Initiative (GRI). All data used in this report
were extracted from 37 manufacturing companies’ Sustainability, corporate social responsibility (CSR) and
annual reports. These companies are of diverse sectors such as Automobile, Health care, consumer goods, food,
beverages and technology. Quantitative method of research is used in this study; this also includes the use of
explanatory and descriptive research design. The main issues to be discussed in this study are Donation, Incident
rate reduction and Water Recycled as the independent variables, while Revenue is the dependent variable. Data
analysis was carried out using the regression analysis, descriptive statistics and correlation. E-views software
generated the data for further analysis. The findings imply that donation has a positive insignificance effect on
revenue, reduced incident rate reduction had positive significance effect on revenue and water recycling has
negative insignificant effect on revenue. In the future researches, larger samples of companies form diverse sectors
and subsectors should be studied to broaden the research on company performance especially the non-financial
aspect.
Impact of ISO9001 Certification on the Beverage Company's Performance: A case...AkashSharma618775
This study tries to shade light on the effect of ISO9001 on Performance of Brewery companies in
Ethiopia. It empirically analyzes the impact of ISO9001 on the performance of brewery company's proxied by
profit of companies during the sample period of 2002-2015.The sample consists three brewery companies namely:
BGI-Ethiopia, Metha-Abo and Dashen brewery companies. The methodology is based on the Fixed effect model
estimator proposed for dynamic panel data, which is strong in the presence of endogenous covariates, allowing for
individual companies fixed effects, heteroskedasticity and autocorrelation. Based on findings, out of the four
independent variables average revenue and dummy of ISO9001 are positive and significant effect on companies
profit i.e an increase (decrease) in average revenue of companies results in a 5.517 percent increase (decrease) in
the company's profit. The result indicates that ISO9001 certification does have a strong significant positive impact
on brewery companies performance. As the result revealed a company's profit increases by 1.052% due to
ISO9001 certification. The other two explanatory variables average cost and natural logarithm of total sale become
statistically insignificant. In sum, the result of the study indicates that Having ISO9001 certification improves the
profitability of the brewery companies. This finding seems to agree with the study done by T. Dejene (2011) on five
brewery companies in Ethiopia and other scholars like D.S. Sharma(2005),M. Pinar(2001) and J. Singles et
al.(2000).
Administrative Behavior and Personal Traits of the School Heads of Bulan Dist...AkashSharma618775
This study determined the administrative behavior and personal traits of the School Heads of Bulan
Districts. The respondents in this study were the forty (40) elementary school heads. A simple random sampling
was used in this study. The survey questionnaire and documentary analysis were the main instrument in gathering
the necessary data supplemented with an observation and an unstructured interview. To determine the
relationship between the administrative behaviors of the school heads to their personal traits, chi-square test of
homogeneity was applied in this study. Appropriate statistical tools such as frequency count, percentage, weighted
mean and ranking were employed for the analysis and interpretation of the gathered data. The study established
that; there is no significant relationship between the administrative behavior of the school heads and their personal
traits. The study recommends that; school heads should be given ample opportunities to assess their personal traits
and administrative behavior so that they may align the said aspects to effective leadership.
This paper is a conversation on the administration challenges that directors are face so as to accomplish
hierarchical objectives. The forward piece of this paper is a conversation about the more extensive Environmental
Factors that influence the advancement of an Organization today. Factors, for example, economy, political and
sociological are been examined assessing an organization's methodology. At the last section there is a conversation
about the HRM division and how significant it is for an organization, considered as a chain between the association
and its representatives. Leadership is an essential idea in present day control. The supervisor has the responsibility
to revise, at times, the standards and regulations that practice to the management protecting for the steering of
folks of the organization, while he sees that positive ideas and rules is basically out of date. Therefore, the
supervisor should break up the responsibilities efficaciously many of the group of workers. The right department
of labour is the maximum essential piece accomplishing strategic dreams. However, a business enterprise’s
method ought to analyse a few external surroundings conditions which can be very critical. Notwithstanding the
CEOs the maximum critical component in a agency is the HRM. For any goal or challenge HRM is responsibly to
discover the ideal human resource offering also the employees with protection making the great for them that
allows you to do their high-quality at the same time as operating. The current, highly competitive and globalised
surroundings requires a great deal extra activation of enterprise than in the beyond for his or her survival and,
predominant, for their development. This activation calls for a thoughts-set exchange, extroversion, management,
modern forms of management, flexibility, velocity of choice-making and harnessing the creativity and dynamism
of the human element. Business growth calls for firstly the existence or locating a leading personality. The
inspirational leader he will form with the senior a vision for the enterprise. Based on the agreed imaginative and
prescient of the leadership group will proceed in shaping the company's medium-time period goal and to broaden
the precise strategy for achieving this aim.
Enhancement on Disaster Risk Reduction and Management (DRRM) operations of th...AkashSharma618775
The study aimed to determine the enhancement on Disaster Risk Reduction and Management (DRRM)
operations of the schools in the 2nd Congressional District of Sorsogon for the years 2016-2019. It used the
descriptive-survey method since a questionnaire was devised in gathering the primary data as reflected in the
problem. The respondents were the 30DRRM coordinators of the public elementary schools in the 2nd
Congressional District of Sorsogon which were purposively chosen. The statistical tools utilized were frequency
and ranking.
The study revealed that the activities conducted by the school before the disaster were the conduct regular
earthquake and fire drills in rank 1 that were cited by 28 out of 30 respondents which is followed by the conduct of
disaster preparedness orientation with the pupils is favored by 18 respondents that is rank 2. Similarly, 15
respondents mentioned that they meet with PTCA and other stakeholders to discuss the preparedness of the school
in rank 3 then 13 respondents prepare the DRRM plan which is rank 4. Also, the integration of the disaster
preparedness in the lesson was revealed by 10 respondents in rank 5.
During the disaster, the activities were the provision of advisory and announcements about the disaster and
suspending classes as per DepEd guidelines were stated by 20 respondents which are tied in ranks 1 and 2. Then,
the implementation of the DRRM plan was cited by 16 respondents in rank 3 while the tracking of all the school
personnel and learners and coordination with LGU and barangay officials were revealed by 13 respondents that
are tied in ranks 4 and 5.
The activities of the school after the disaster were the conduct of inventory of the damages came out as the most
commonly done activities as cited by 24 respondents in rank 1. Then, the preparation and submission of reports of
damages to the Division Office was mentioned by 18 respondents in rank 2. Meanwhile, the inspection and
assessment of the condition of the infrastructures were revealed by 16 respondents that are tied in ranks 3 and 4.
Also, 13 respondents said that the coordination with the government agencies for immediate assistance was stated
by 13 respondents which is in rank 5.
Moreover, the top three lessons learned of the school after the disaster as revealed by the respondents were the
conducts to capability building activities for increasing the knowledge and skills to cope with the impact of
disasters with frequency of 23, preparedness of schools in time of disasters with frequency of 13, implementing
properly the continuous and sustained conduct of disaster risk assessment with frequency of 11.
Exploring the Marketing Competencies of Women Entrepreneurs in Micro-Small En...AkashSharma618775
This study deals with the marketing competencies and capabilities of women entrepreneurs who own and
manage micro-small- and medium (MSMEs)ventures in traditional and non-traditional lines of activities within
the urban settings in Khartoum State, Sudan. Entrepreneurial and marketing competencies are part of the
dynamic components that contribute to venture survival and success especially for women-owned/ managed MSEs.
This study addresses the perceived knowledge gap in the literature regarding the marketing competencies of
women entrepreneurs, using the marketing mix approach and the resource-based theory. It is a qualitative study
which follows an interpretive approach and applies grounded theory techniques. The study is framed within the
Marketing Mix approach and the resource-based theory highlighted within a gendered perspective. It examines
how women entrepreneurs perceive and apply the marketing function within their MSEs to maintain success
within highly competitive, turbulent and unpredictable markets. In such conditions it is essential to understand
what marketing competencies do these women entrepreneurs are endowed with and utilize while practicing the
marketing function in their entrepreneurial ventures and thrive for high performance and success.
Japonica rice in the domestic market is mainly produced through the contract farming system in
northern Thailand. Thai consumers have misunderstood that Thailand cannot cultivate Japonica rice with good
quality. This study aimed to analyze the acceptability of Thailand’s Japonica rice from the perspectives of Thai
consumers. Its specific objectives were to investigate the consumers’ consumption behaviors for Japanese cuisine
and to evaluate consumer preferences of different Japonica rice choices and attitudes towards Japonica rice
consumption. Data were collected from 385 respondents in Bangkok using the purposive sampling method. The
results indicated that respondents’ consumption behavior of Japanese cuisine in Bangkok was increasing.
Analyzing the preference of different Japonica rice choices found that the respondents preferred JR1 (from
Japan), JR3 (Thailand) and JR2 (from Vietnam), in descending order. JR2 attributes especially smell and soft
sticky texture were like JR3. However, JR3 shared similar qualities to JR1 in terms of smell, flavor and soft sticky
texture. JR3 can be a good alternative choice for Japanese restaurant owners and consumers. In addition, the
higher market price of JR1 creates a competitive opportunity for JR3 in the domestic market. Moreover, their
attitudes towards domestically grown Japonica rice consumption was also positive.
Corporate Governance and Earning Management in Saudi ArabiaAkashSharma618775
The research paper examines the corporate governance and earning management in Saudi Arabia. It
explores certain studies that worked in different areas and discusses their findings. The essential goal of this paper
is to exactly research the impact of the late corporate administration controls presented by Capital Market
Authority (CMA) on compelling income administration hone in Saudi Arabia. Corporate governance theory is
discussed here that elaborates the procedures of organization and different strategies. At that point speculations
are tried utilizing multivariate procedure to figure out whether corporate administration qualities essentially
oblige optional accumulations. The paper also discusses literature of previous studies and some methodologies are
discussed that are important. Three different types of methodologies are described here that are related to
organization. At the end, conclusion is presented.
Effect of market penetration management strategies on performance of Small En...AkashSharma618775
Small businesses in Kenya face a myriad of challenges. Most of the establishments have gone under the
waters due to various reasons including market turbulences. The businesses leave the market as soon as they make
entry. If they stay, they stagnate at the same level they started. The objective of the study was to find out the effect
of market penetration strategies on the performance of small enterprises in Kenya. The study used descriptive
survey design. The study was conducted in Migori County, Kenya. The target population was 4997 which were
businesses registered by the department of Trade of Migori County in 2019. A sample of 481 individuals were
interviewed. This number was derived using Yamane sampling model. Data was collected from business owners
with the help of a structured questionnaire. The researcher used Cronbach’s alpha coeffect to test the reliability of
the study instrument. Data was sorted, sorted and entered using a statistical software program for social sciences
(SPSS). A simple linear regression was used to test the relationship between market penetration management
strategies and performance of small enterprises in Kenya. Pearson Product Moment correlation was employed in
testing the strength of the relationship between market penetration management strategies and growth of small
enterprises in Kenya.
The Impact of Adopting International Auditing Standards on audit quality in S...AkashSharma618775
This study will investigate the Impact of Adopting International Auditing Standards on audit quality in
Saudi Arabia. The current research focuses on Saudi Arabia. This relatively large country in the Middle East is
known for two main things, its oil and Islam. The research objectives can be identified as: To evaluate the current
state of auditing practise in Saudi Arabia, to identify the need for the adoption of international auditing standards
in Saudi Arabia, to identify the challenges in the adoption of international auditing standards in Saudi Arabia, and
to evaluate the impact of the adoption of international auditing standards in Saudi Arabia. The research is
adopting a mixed methods strategy that will combine both qualitative and quantitative research. This research is
making several contributions to the academic literature in adoption International Auditing Standards in devolving
countries in in general, and more specific in Saudi Arabia.
Effect of Knowledge Management on Employee Retention in IT industry: Regressi...AkashSharma618775
Knowledge management (KM) is a tool that includes humans, processes and technology for managing
information and knowledge resources in an organization in order to keep in pace with the industrial
advancements. Knowledge management plays a key role in helping employees in performing their day to day
duties effectively. In addition to this it also has impact on certain lon term associations of employees with their
organization in terms of their survival and development there, which would have a major impact on Employee
Retention in the organizations. Thus studying the effect of Knowledge management on retention of employees in
organizations is very important in analyzing both the individual and organizational development, which would
have significant impact on the better development of the society.
There are still many prevalent problems surrounding the high school curriculum. This can be seen with
many teachers still struggling with students’ retention on subjects being taught, as well as students having
difficulty with test taking. A focal point with the matter is the subjects themselves that are taught, as both teachers
and students complain about how many of the school subjects do not object towards practical skill sets needed
towards real life. In several countries, students are taught subjects related to vocation, career, finances, and even
investment. A main reason as to why these countries suffer less from economic distress, as well as having more
successful outputs for students, is because financial education is well implemented into the high school curriculum.
The purpose for this paper is to show case studies of various countries showing success due to financial education
taught in schools, and to therefore prove the point that financial education is needed all around for the youth.
Towards A Global Civil Society: A Review of Pertaining Issues, Successes and ...AkashSharma618775
This article reviews the notion of civil society by raising pertinent issues, successes and drawbacks. Often
referred to as the space where we act for common good, civil society aims to connect poor or marginalized people
with groups that can mobilize support to help. We know that civil society by itself cannot achieve poverty
eradication. It must act in partnership with governments and institutions but it must be one of the partners and
not just a servant to carry out the designs of governments or corporations. Therefore there is need to expand the
role of NGOs and civil society organizations in three main specific areas related to poverty eradication: technical,
financial and political and enhancing the participation of those whose lives are affected by decisions and this can
only happen when there is an enabling environment designed to promote popular participation. The contributions
of civil society in global environmental preservation cannot be ignored since it is a cross cutting issue and both
national and international governments need other actors to make it a reality. In short, there has been increasing
support for civil society as understanding has grown about the important role that CSOs can play in bringing
about development goals. The Millennium Declaration and the Millennium Summit Outcome Document
emphasize the relationship between sustainable human development and democratic governance and the need for
civil society engagement to foster both.
(Neo)-Colonialism, globalised modernisation and global energy and environment...AkashSharma618775
This review looks at three issues which are key to the process of globalisation, namely; colonialism,
modernization, energy and environment. The benefits of globalised colonialism, though very weak, may include a
few of the following, viz: Increasing knowledge sharing, research, and skills; providing platforms for mutual
support, and benefits to synergize at various levels; encouraging multi-cultural contributions at different levels;
fostering global citizenship for greater harmony; promoting multiculturalism and acceptance to cultural diversity;
facilitating multi ways communications and interactions; promoting self-employment, digital entrepreneurship,
and outreach; and giving voice to everyone by promoting common language. On the contrary, the notable negative
impacts of globalised colonialism include: increasing the technological gaps and digital divides; creating more
legitimate opportunities for electronic colonialism; exploiting local resources and destroying local/ indigenous
cultures; increasing inequalities, conflicts, and clashes; promoting cultural imperialism; strengthening a
symmetrical communication, facilitating haves; contributing to jobless growth and promoting outsourcing; and, it
is promoting voiceless growth and language imperialism. It important to note that energy is a driving factor in the
world economic development, World energy consumption contributes to pollution and environmental
deterioration and global house emissions which therefore calls upon world economist and politicians to set
environmental regulations. It’s also crucial to transform the current energy systems with a transition to renewable
source and their efficient use. For example, globalized modernization has today has become a major sort of debate
among academicians, policy makers and NGOs. Finally, our review notes the various merits of globalize
Deconstructing Global Movements of People: Implication for Collective Securit...AkashSharma618775
This review deconstructs a set of four aspects, namely immigration, global security and global borders. In
particular, we focus on issue one, the global immigration, in terms of its significance, challenges and implication.
Issue two, in terms of, motives for emigration, impact of emigration, challenges facing emigrants, and mitigation
measures to address the challenges. Issue three, global security, is addressed in terms of its importance as well as
global security challenges and strategy. Issue four, global borders, is addressed in terms of benefits of global
borders and shortcomings of global borders. The review suggests a linear connection among the three issues of
immigration, global security and global borders; these need to be analysed within the global context for global
peace and security to prevail and be consolidated. This analysis may be useful among scholars of international
relations and diplomacy as well as those engaged with international migration and refugee issues. The review
contributes to the bourgeoning understanding of international relations and diplomacy by underlining the
challenges and opportunities available to international immigrants as they intersperse with global borders that are
mapped by countless aspects of global security.
Effectiveness of drip irrigation in enhancing smart farming: a micro-study in...AkashSharma618775
This study aims to examine the effectiveness of drip irrigation in enhancing smart farming in the midnorth of Uganda. A descriptive review was adopted targeting one smart farm in the district. Data was gathered by
means of an interview guide and a farmers’ observation guide, and it was analysed using content analysis
correspondingly. The outcomes suggest that drip irrigation does not represent a large fraction of irrigation systems
in mid-north Uganda and the world in general; however, a number of new drip irrigation systems are being set-up
notwithstanding the very slow pace. Further revelation suggests that farmers can benefit from drip irrigation
through gaining knowledge and skills from visits and advises from the frequent visits; being a source of income
when the produce are sold; as well as providing food security for families, the adjacent community and the district
as a whole. Nonetheless, drip irrigation faces challenges of dearth of commitment by some members of the family,
untimely delivery of agro inputs, over cultivation of the land and very expensive inputs. It is obvious that drip
irrigation technologies are essential in enhancing smart farming in Oyam district, mid-north Uganda and the
country as a whole. The outcomes of the study can be useful as a source for scaling out drip irrigation in the region
and beyond especially when mounting a parameter on integration of drip irrigation on community development
agendas for small-holder farmers as targeted by the government’s agricultural cluster development programme.
This article contributes to the budding body of information on smart farming by emphasising obtainable
prospects, which can generate more pro-active small scale drip irrigation technologies.
APPRAISING FEMALE LABOUR IN THE INDIGENOUS ECONOMY OF MAMFE - SOUTHWEST CAMER...AkashSharma618775
African indigenous women have been instrumental in the growth and survival of local economies but
underrated in scholarly discourses. In this regard this paper reviews the role of female labour in Artistry,
agriculture, associations, investments, trade, education and skill jobs in the years 1922-1961, amidst patriarchal
background status and colonial incursion. The paper argues that female labour was the most contributing factor
to food production, household upkeep and the growth of the local economy of Mamfe during the period of British
rule in the Southern Cameroons. It debunks the untested opinions of many Cameroonians that attributed the
survival means of Mamfe women to solely prostitution- a perception that ignored the potentials of the women and
the vital role of female labour. The data needed to sustain this argument was collected from primary sources- oral
interviews with targeted eye witnesses, archival materials and theses and, secondary sources such as published
books, journals and the internet. The historical mode has been used, largely qualitative analysis presented in a
thematic and chronological manner. Findings reveal that during the years reviewed, Mamfe women were
suppressed and engulfed in a patriarchy cultural background. Yet, they were the backbones of households;
ensured food security and stirred the growth of the Mamfe economy. This, paper therefore draws the attention of
Governments, Non-Governmental and International Organizations on the need for gender-based policies that
could further enhance women’s participation in the development of rural economies in Africa including
Cameroon- a prerequisite to food security and poverty alleviation.
An Exploratory Study of Factors Influencing Corporate Sustainability on busin...AkashSharma618775
This study evaluates the effect of corporate sustainability on business performance of manufacturing
industries in USA, from 2012 to 2015. These Manufacturing industries are listed in Corporate Social
Responsibility Hub (CSRHub), Morning Star and Global Reporting Initiative (GRI). All data used in this report
were extracted from 37 manufacturing companies’ Sustainability, corporate social responsibility (CSR) and
annual reports. These companies are of diverse sectors such as Automobile, Health care, consumer goods, food,
beverages and technology. Quantitative method of research is used in this study; this also includes the use of
explanatory and descriptive research design. The main issues to be discussed in this study are Donation, Incident
rate reduction and Water Recycled as the independent variables, while Revenue is the dependent variable. Data
analysis was carried out using the regression analysis, descriptive statistics and correlation. E-views software
generated the data for further analysis. The findings imply that donation has a positive insignificance effect on
revenue, reduced incident rate reduction had positive significance effect on revenue and water recycling has
negative insignificant effect on revenue. In the future researches, larger samples of companies form diverse sectors
and subsectors should be studied to broaden the research on company performance especially the non-financial
aspect.
An empirical review on ethical business conduct among small and medium Malay ...AkashSharma618775
In the contemporary world of business, ethical conduct stood to be amongst very important practices that
businessmen are required to incorporate when conducting businesses. Yet, the challenges of globalization, trade
liberalization and profitability of businesses in the uncertain business environment are critically encourage
businessmen to engage in ethical conducts. To investigate this subject matter, the study employed Malay
businessmen at small and medium scale and analyse their participation in implementing ethical business conduct.
The study used four main dimensions of ethical business conducts namely personal values, managing social
responsibility, ways of conducting business and interaction with others in business setting. Moreover the study
categorized the target respondents on race basis thus the Bumiputera (Malaysians indegenious) composed of 50%
and non-Bumiputera thus Chinese and Indians at the rates in the distribution of 32% and 18% respectively.
Generally, businessmen at SMEs scale are aware of ethical business conduct and are implementing such matters;
yet, there are continuation of unethical conducts regardless of understanding of its importance to among the
businessmen in SMEs.
THE IMPACT OF TRADE LIBERALIZATION ON ECONOMIC GROWTH; THE CASE OF SUB-SAHARA...AkashSharma618775
The main aim of this research is to explore the effect of trade liberalization on economic growth in subSaharan Africa by analyzing certain macro-economic indicators using Ordinary Least Squares approach to
estimate regression equations. Many developing countries have substantially liberalized their trade regime over the
past three decades, either unilaterally or as part of multilateral initiatives. Nevertheless, trade barriers remain
high in many developing countries. One of the concerns that attributes to the reluctance of many of these countries
to liberalize their trade regime is the possible worsening of the trade balance.
This research paper is meant to give a recommendation on which macro-economic indicators sub-Saharan African
countries should pay particular attention to, implementing the necessary policies to ensure its effectiveness thereby
ensuring a step-up in those aspects of the economy in order to promote development. It considers 46 different
countries with different economic policies in sub-Saharan Africa for a 14-year period. Most papers considering
sub-Saharan African region consider a selected few countries based on certain economic reasons of their choice,
and those who consider most countries in the region have different macroeconomic indicators they employ for their
modeling. This paper considers if not all, almost all sub-Saharan African countries regardless of their economic
status.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Pride Month Slides 2024 David Douglas School District
ASSESSING TEACHERS’ KNOWLEDGE IN ICT USAGE FOR LESSON PREPARATION AND DELIVERY IN THE KASSENANANKANA MUNICIPALITY
1. ISSN 2348-3156 (Print)
International Journal of Social Science and Humanities Research ISSN 2348-3164 (online)
Vol. 9, Issue 3, pp: (414-429), Month: July - September 2021, Available at: www.researchpublish.com
Page | 414
Research Publish Journals
ASSESSING TEACHERS’ KNOWLEDGE IN
ICT USAGE FOR LESSON PREPARATION
AND DELIVERY IN THE KASSENA-
NANKANA MUNICIPALITY
Addah Jonathan Walter1
, Yakubu Wasila2
, Harrison Edward Ahali3
Ghana Education Service, Kassena/Nankana West District-Paga, Ghana1
Methodist College of Education, Akim-Oda, Ghana2
C.K. Tedam University of Technology & Applied Sciences, Navrongo, Ghana3
Abstract: Generally, it is agreed that information and communication technology (ICT) promotes easier planning
and preparation of lessons; helps teachers to have access to up-to-date learners and school data anytime and
anywhere. This is especially significant in this Covid era where hybrid education is being promoted. Therefore,
this study investigated the knowledge of basic school teachers in the Kassena-Nankana Municipality in the use of
ICT for lesson preparation and delivery. One hundred and two (102) out of five hundred and ten (510) basic school
teachers were sampled using the simple random sampling technique for the study. A questionnaire and an
observation checklist were used to collect data from the teachers. Data were coded into the IBM-SPSS version 21
to generate descriptive statistics (frequency counts and percentages) for the analyses. Findings from the study
revealed that 92.2% of basic school teachers in the Kassena-Nankana Municipality agreed that ICT is a diverse set
of technological tools and resources used to communicate and to create, disseminate, store and manage
information. The basic school teachers were of the view that the use of ICT in lesson delivery comes with lots of
benefits to their classroom instructional practices. The findings further revealed that basic school teachers in the
municipality have basic knowledge in ICT use but do not use this knowledge in their lesson delivery due to factors
such as constant changes in technology, cost of ICT tools, limited time allocation for ICT lessons in the schools,
technical nature of ICT, lack of ICT laboratories, and network facilities in schools for teachers and students. The
study recommended that more time should be allocated for the teaching of ICT in basic schools and also, basic
school teachers should be given constant ICT training through workshops and refresher courses to boost their
competencies in using ICT in their lesson preparation and classroom instructional practices.
Keywords: Teachers Knowledge, Information and Communication Technology, Lesson Preparation, Lesson
Delivery.
I. INTRODUCTION
During the past fifteen years, the world has witnessed a phenomenal growth in communication technology, computer
network, and information and communication technology (ICT). Mohanty (2011) defined ICT as a diverse set of
technological tools and resources used to communicate, and to create, disseminate, store, and manage information. These
technologies include computers, the internet, broadcasting technologies such as radio and television, and telephone. For
this study ICT will mean all tools including computers, smartphones, radios, and televisions that support teaching and
learning activities in education. The development of new broadband communication services and convergence of
telecommunication with computers have created numerous possibilities to use a variety of new technology tools in the
teaching and learning process.
2. ISSN 2348-3156 (Print)
International Journal of Social Science and Humanities Research ISSN 2348-3164 (online)
Vol. 9, Issue 3, pp: (414-429), Month: July - September 2021, Available at: www.researchpublish.com
Page | 415
Research Publish Journals
The integration of ICT offers unprecedented opportunities to the education systems with its capacity to integrate; enhance
and interact with each other over a wide geographic distance in a meaningful way to achieve learning objectives
(Majumdar, 2006). Majumdar (2006) further explains that the growth of these communication and computer systems,
their ease of use, the power and diversity of information transfer allow teachers and students to have access to a world
beyond the classroom. It has the potential to transform the nature and process of the learning environment and envisions a
new learning culture. Interactivity, flexibility, and convenience have become the order of the day in the ICT-supported
environment. Information and communication technology opens up opportunities for learning because it enables learners
to access, extend, transform and share ideas and information in multi-modal communication styles and formats. It helps
the learner to share learning resources and spaces, promote learner-centered and collaborative learning principles and
enhance critical thinking, creative thinking, and problem-solving skills (Mohanty, 2011).
Similarly, Maifi (2016) is of the view that ICT has recently gained a rise in interest. It is a significant research area for
many scholars around the globe. Their nature has highly changed the face of education over the last few decades. The use
of ICT-based instructional technologies in education has been widely discussed in light of the advancements in new
technologies (Maharaj-Sharma, Sharma, & Sharma, 2017). Governments all over the world have drafted policies on ICT
in education and have made enormous investments in initiatives aimed at integrating information and communication
technologies in schools (Maharaj-Sharma, et al, 2017).
II. LITERATURE REVIEW
Information and Communication Technology (ICT)
According to Hennessy, Deaney, Ruthven, and Winterbottom (2007), ICT has several definitions depending on the nature
of its use. Hennessy, et al (2007) describe ICT as an umbrella term that includes any communication device or application
encompassing: radio, television, cellular phones, computer and network hardware and software, satellite systems, as well
as the various services and applications associated with them, such as video-conferencing and distance learning.
According to Thijs, Almekinders, Blijleven, Pelgrum, and Voogt, (2001), ICT consists of various tools and systems that
can be exploited by capable and creative teachers to improve teaching and learning situations. Lim and Tay (2003) cited
in Thijs et al (2001) classified ICT tools as:
Informative Tools: Informative tools are applications that provide large amounts of information in various formats such
as text, graphics, sound, or video. Informative tools can be regarded as a passive repository of information (Thijs et al,
2001). Examples include tools and information resources of the existing multimedia encyclopedia of the Internet,
Network Virtual Drive, Intranet systems, Homepage among others The Internet is a huge electronic database, and
researchers consider the Internet as the most significant ICT tool in e-learning environments. Studies have shown that
students rely on the internet to help them do their homework. In short, students consider the internet as a virtual textbook,
reference library, virtual tutor, learn to study shortcuts, and virtual study groups (McNeely, 2005) cited in Thijs et al
(2001).
Situation Tools: Situating tools is a system that places the students in an environment where it involves a context and the
occurrence of a situation. Examples of such systems include simulation, virtual reality, and multi-user domain. Situation
software tools such as CD-ROM offers hypermedia application which gives better opportunities for teachers to enhance
the learning environment. Hypermedia application covers more than one of the following media such as text, audio,
graphic images (still images), animation, and video clips. Hypermedia applications are well integrated into the learning
environment to enhance student autonomy and thinking (Cheung & Lim, 2000 cited in Essays, 2013).
Constructive Tools: A constructive tool is a general-purpose tool that can be used to manipulate information, construct
their knowledge or visualize students' understanding. Construction tools such as Microsoft Word or PowerPoint have a
strong impact in the educational environment and are widely used in most organizations in the form of memos, reports,
letters, presentations, record routine information, giving businesses the most (McMahon, 1997). Therefore, teachers can
use the software to promote writing in the curriculum. PowerPoint is a presentation graphics programme packaged as part
of Microsoft Office for Windows or Macintosh. Although generally used for developing business presentations, it is also
very advantageous in the context of increased creativity among students. While word processing programme is the most
common computer applications used, spreadsheet-like Excel is just as important in teaching and learning of English.
3. ISSN 2348-3156 (Print)
International Journal of Social Science and Humanities Research ISSN 2348-3164 (online)
Vol. 9, Issue 3, pp: (414-429), Month: July - September 2021, Available at: www.researchpublish.com
Page | 416
Research Publish Journals
Students will be exposed to learning design and statistical data using the Excel programme that can be automated through
the formula.
Communicative Tools: Communicative tools are systems that allow easy communication between teachers and students
or between students outside the physical barrier classroom. It includes e-mail, electronic bulletin boards, chat,
teleconference, and electronic whiteboard (Chen, Hsu & Hung, 2000 cited in Thijs et al, 2001). Synchronous
communicative tools such as chat or video conference enable real-time communication while using the tools of
communicative asynchronous (e.g. e-mail and electronic whiteboard), a system in which exchange of messages between
people are not 'live' but somehow delayed. A communicative tool is most appropriate for activities requiring more time to
think before responding. The utilization of electronic mail is increasing day by day. E-mail is the most commonly used on
the internet. It is easy to use it as a primarily text-based system and simple communication tool for teachers and students
that allow students to dominate class beyond physical barrier (Chen, et al, 2000 cited in Thijs et al, 2001).
Collaborative Tools: Collaboration tools of ICT is currently the focus of much interest and emerging as development of
new tools that make online collaborative projects draw a realistic option for a distributed group work. The Internet can be
used for many collaborative activities such as meetings, discussions, information dissemination, and other tasks.
Interactive electronic whiteboard is not just used as a tool for meeting and development, but recently became the most
popular tool among teachers. Whiteboard is an electronic device that interfaces with the computer where the computer
image is displayed on the board that can be manipulated interactively (Weiser & Jay, 1996). This tool is increasingly
popular with teachers when used in conjunction with a computer and a video projector that produces an interactive
learning community. Instead of having to crowd around one or two computers, an interactive whiteboard not only
displays the materials, but also respond to human interaction with computer commands and orders on a touch screen. In
addition, Essays (2013) explained that these technologies provide impulsive information sharing, constructing knowledge,
and stimulate personal growth.
Other collaborative tools, such as e-mail messaging, Wireless Application Protocol (WAP) and General Packet Radio
Services (GPRS) embedded in micro-browser equipped mobile phones and link students in different geographic locations
exceeding the boundaries of class. In addition, the development of mobile phones and Personal Digital Assistant (PDA)
allows learners to exchange information in a short time simultaneously and asynchronously, and provides flexibility for
one-one, one-to-many, and many-to-many communication, especially for the online discussion forum. Thijs et al (2001)
believe that learning is no longer seen as a solitary activity but is described as taking place through social interaction with
peers, mentors, and experts, hence, the learning environment must be interactive where collaborative tools are dominant.
Benefits of Integrating ICT in lesson Preparation and Delivery
Mohanty (2011) is of the view that generally, ICT brings a lot of benefits to education. He went further to explain that
ICT promotes greater efficiency throughout the school, increases discussion groups and chat rooms through
communication channels such as emails. Regular use of ICT across different curriculum subjects can have a beneficial
motivational influence on students‟ learning.
Students can use ICT to find out information and to gain new knowledge in several ways. They may find information on
the internet or by using an ICT-based encyclopedia such as Microsoft Encarta. They may find information by extracting it
from a document prepared by the teacher and made available to them via ICT, such as a document created using
Microsoft Word or a Microsoft PowerPoint slideshow. They may find out information by communicating with people
elsewhere using email (Mohanty, 2011; Thijs et al, 2001).
Also, students can use ICT as part of a creative process where they have to consider more carefully the information which
they have about a given subject. They may need to carry out calculations (e.g. by using Microsoft Excel), or to check
grammar and spelling in a piece of writing (perhaps using Microsoft Word), or they may need to re-sequence a series of
events (for example by re-ordering a series of Microsoft PowerPoint slides).
Students can use ICT to present their work in a highly professional format. They can create documents and slideshows to
demonstrate what they have learned and then share this with other students, with their teacher, and even via email with
people all around the world (Mohanty, 2011; Thijs et al, 2001).
4. ISSN 2348-3156 (Print)
International Journal of Social Science and Humanities Research ISSN 2348-3164 (online)
Vol. 9, Issue 3, pp: (414-429), Month: July - September 2021, Available at: www.researchpublish.com
Page | 417
Research Publish Journals
According to Mohanty (2011), the use of ICT helps improve the quality of education in several ways: by increasing
learner motivation and engagement by facilitating the acquisition of basic skills, and by enhancing teacher training. ICTs
are also transformational tools that, when used appropriately, can promote the shift to a learner-centered environment.
Factors Impeding Teachers’ use of ICT in Lesson Delivery
ICTs have strengthened the relevance of education in the increasingly digital workplace and raised educational quality
among others by helping turn teaching and learning into an engaging, active process connected to real life. However, the
effective integration and utilization of ICTs into the education system is a complex process involving various areas of the
curriculum not only Information Technology (IT), but also pedagogy, institutional readiness, teacher competencies, and
long-term financing, among others (Haddad, Wadi & Jurich, Sonia, 2002 cited in Thijs, et al, 2001). One of the major
barriers for teachers not being interested in the approaches to the instructional use of computers is teachers' attitude
(Essays, 2013; Mohanty, 2011). In theory, some people may have the opinion that the teachers who had not experienced
ICT throughout their learning tend to have a negative attitude towards it, as they may lack the training in that area of the
curriculum. Thijs, et al (2001) also believe that teachers‟ attitude is one of the factors impeding teachers‟ use/integration
of ICTs in preparing and delivering lessons. They assert that, the main challenging factor affecting technology use in
schools is associated with the teacher. They stated that teachers‟ attitude toward the technology and expertise is often
identified as key factors associated with their use of technology (Smerdon, 2000; Zhao & Conway, 1999 cited Essays,
2013). Unless teachers have positive attitudes toward technology, it is unlikely that they will use it to prepare and teach
(Zhao & Cziko, 2001 cited in Kennah, 2016). Another important drawback to using ICT in schools is the fact that
computers are expensive (IT Learning Exchange, 2001).
Also, technology itself is also named as the source of a series of factors that influence its use by teachers. Firstly, there are
conflicting ideas about the technology and the proposal is contrary to the teacher about how technology should be used in
schools (Cuban, 2001). This causes the teachers to be confused about the values of technology education. Secondly, the
nature of the constant changes in technology makes it difficult for teachers to stay alert to the latest technology. Every day
new software and hardware are prepared. This makes it difficult and discouraging for teachers to keep chasing this elusive
beast. Thirdly, the inherent nature of it could not be trusted to make technology attractive to most teachers (Cuban, 2001,
Zhao et al, 2002).
According to Kennah (2016), one of the main shortcomings faced by teachers in integrating ICT in their classroom was
the time allocated for the various lessons. Another impeding factor that always makes it difficult for teachers to provide
timely support to students using ICT in the classroom is their limited ICT capacities (Kennewell, Parkinson & Tanner
2000; Chigona & Chigona, 2010; UNESCO, 2002; Zhao & Cziko, 2001) cited in Kennah (2016).
A study conducted by Ghavifekr, and Ramasamy (2014) found out that limited accessibility and network connection;
schools with limited technical support; limited time, and lack of teachers' competency were the major factors impeding
the integrating of ICTs in teaching and learning amongst most teachers.
ICT usage in Ghana Schools
Information and Communication Technology (ICT) is now being applied in every facet and discipline of human endeavor.
It has contributed to the organization, storage, retrieval, access, effective and efficient production, and use of information.
Throughout the world, there is awareness of the fundamental role of new Information and Communication Technologies
(ICTs) especially in the field of education (Ofosu-Appiah, 2017).
In the last decade, the Government of Ghana has championed the use of ICT in education for improved educational
outcomes. The Education Strategic Plan (2003-2015) and (2010-2020) of the Ghana Education Service identified the need
for ICT in education to help achieve the objectives of the Education Strategic Plan, which are carved into Access, Quality,
Gender, and Inclusiveness, and Education Management. Consequently, the government of Ghana developed the ICT for
Accelerated Development (ICT4AD) Policy (2003), which explicitly outlined the plans and strategies in a framework of
how ICTs can be used to facilitate the national goal of “transforming Ghana into an information and knowledge-driven
ICT literate nation” (Government of Ghana 2008, p.10). The ICT4AD policy has 14 cardinal pillars of which promoting
ICT in education is the 2nd
pillar, which emphasizes “the deployment and exploitation of ICTs in education”. The use of
ICT for teaching and learning is important since it guarantees unrestricted access to relevant information and development
5. ISSN 2348-3156 (Print)
International Journal of Social Science and Humanities Research ISSN 2348-3164 (online)
Vol. 9, Issue 3, pp: (414-429), Month: July - September 2021, Available at: www.researchpublish.com
Page | 418
Research Publish Journals
in subject areas as well as the provision of efficient and effective tools to take care of students‟ individual differences
including people with special needs (Bede, Termit, & Fong 2015; Kwache 2007).
The use of computers in education is insufficient to make significant strides to achieve the education for all goals. The
provision of computers along with other infrastructure including local area network (LAN), open educational resources
(OER), computer-assisted-instructions (CAI), television-assisted-instruction (TAI), internet, power, et cetera will help in
effective teaching and learning. The reason is that instructors and learners will have varieties of choices to make in the
selection of ICT tools that can best help them to gain knowledge. However, many schools in developing countries
including Ghana have limited access to these types of infrastructure due to inadequate investment in ICT by governments.
It is generally agreed that access to ICT infrastructure and programmes will support and promote teaching and learning
(Tondeur, Valcke, & van Braak, 2008).
The Integration of ICT in Education Project started in 2012 as a way of addressing the low quality of education in the
Northern and Volta Regions. The idea was to introduce teachers and school administrators to ICT tools that will facilitate
their management of school data and teaching and learning in classrooms. It was expected that this shift from the
conventional way of teaching to a technological approach using ICT tools will translate into better performance of
students (Savana Signatures, 2010; The Ghana ICT for Accelerated Development (ICT4AD) Policy, 2003). Since 2011,
teachers and administrators from schools in the Northern and Volta Regions have been trained to use ICT tools in their
work. These teachers continuously receive support to ensure that they apply the new technologies in their teaching and
learning activities. The project has trained 170 teachers in basic ICT and ICT Pedagogy. As a result of the training, the
teachers are now able to use ICT tools like Microsoft Office, computers, and projectors to prepare and deliver lessons.
Despite these interventions by government and stakeholders to equip basic school teachers‟ knowledge and competence in
using ICT, there is no evidence to suggest teachers in the Kassena/Nankana Municipality use ICT in lesson preparation
and delivery. These investments and interventions by GoG in ICT infrastructure in the basic education level seems not to
be achieving the desired outcomes because according to the then Upper East Regional Minister, Mr. James Zoogah
Tiigah, several teachers do not have access to ICT tools or even owe one for themselves to facilitate teaching and learning
(Starfm, 2014). It is against this backdrop that this study sought to assess the knowledge base of basic school teachers in
the Kassena-Nankana Municipality in the use of ICT for lesson preparation and delivery. The following research
questions guided the study;
1. To what extent do basic school teachers use ICT in their lesson delivery at basic schools in the Kassena-Nankana
Municipality?
2. What are the benefits of using ICT in lesson preparation and delivery at basic schools in the Kassena-Nankana
Municipality?
3. What factors impede teachers‟ use of ICT in lesson preparation and delivery at basic schools in the Kassena-Nankana
Municipality?
III. METHODOLOGY
Research design provides the glue that holds the research project together (Trochim, 2006). From the above definition, it
can be described as the overall plan for collecting data in order to answer the research questions. The researchers adopted
a survey design for this study. According to Creswell (2009), a survey design provides a quantitative or numeric
description of trends, attitudes, or opinions of a population by studying a sample of that population, and from the results
obtained from the sampled population, the researchers generalize or makes claims about the population. The specific
survey used was the cross-sectional survey. Cross-sectional survey design involves observation of variables without any
manipulation or control of the variables. The researchers, therefore, observe the behaviour of one or more of the variables
at different slots of time all at once. The results of the observation are then described as they occur (Creswell, 2009). The
researchers chose this design for this study because it is feasible, relatively economical, and easy to manage. Also, it gives
the researchers an opportunity to have different notions about the population of the study (Atindanbila, 2013). The
weakness of this design is that it does not take care of changes over time (Atindanbila, 2013; Creswell, 2007; Creswell &
Plano-Clark, 2007).
Data was collected from 510 basic school teachers (including headteachers) in the Navrongo central circuit for the
2017/2018 academic year according to the statistical data obtained from the municipal education directorate (GES, KNM,
6. ISSN 2348-3156 (Print)
International Journal of Social Science and Humanities Research ISSN 2348-3164 (online)
Vol. 9, Issue 3, pp: (414-429), Month: July - September 2021, Available at: www.researchpublish.com
Page | 419
Research Publish Journals
2018). Asamoah-Gyimah and Duodu (2007) suggested that, for most quantitative studies, a sample of 10% to 30% to the
universe size is desirous. To this end, a total of 102 teachers representing 20% of the accessible population were randomly
selected for the study. With the simple random sampling method, every member of the population has an equal and
independent chance of being selected for the study (Atindanbila, 2013). Out of the 102 teachers, 10 teachers were
randomly selected for the observation.
Data were gathered through a questionnaire and an observation checklist. According to Dampson and Mensah (2014) in
order to gather information about respondents' (teachers) opinions on how far they agree or disagree on a statement given,
the questionnaire is the ideal instrument. For these reasons, a structured questionnaire was used to gather background
information of teachers and whether they integrate ICTs in lesson preparation and delivery. Additionally, observation
checklists are instruments that are best for collecting facts about people's places of work and to gain insight into an event
(Dampson & Mensah, 2014). Hence, an observation checklist was used to gather data on teachers' classroom practices as
far as integration of ICT to prepare and deliver lesson was concerned. The questionnaire contained 25 items on a 5-point
Likert scale that elicited demographic information of the teachers, teachers' understanding of ICTs and ICT tools, benefits
of integrating ICTs in lesson delivery, and factors impeding teachers' integration of ICTs in lesson preparation and lesson
delivery. The observation focused on respondents‟ lesson notes, teaching and learning materials and lesson delivery using
a five-point scale item.
Reliability and Validity
According to Atindanbila (2013), reliability and validity are means to ensuring that the researcher produces the right
information for a particular study. Reliability and validity also help the researcher to construct research instruments that
would elicit the needed responses from respondents (Atindanbila, 2013; Creswell, 2009). In this study, Cronbach‟s alpha
coefficient for the questionnaire was 0.9, indicating that the internal consistency and reliability of the survey instrument
were very good. According to Leech, Barrette, and Morgan (2005), an alpha value of 0.70 and above indicates a
reasonable internal consistency. To check for the face and content validity of the instruments, the researchers gave copies
of the instruments to senior lecturers for scrutiny. Their feedback and comments were considered in constructing a final
version of the questionnaire and observation checklist.
IV. RESULTS AND DISCUSSION
Participants were asked to respond to some demographic questions. The result is presented in Table 1.
Table 1: Respondents Age, Gender, Academic Qualification, and Professional Status
Age Gender Professional status Total (%)
Trained (%) Untrained
(%)
20 –29
years
Male
Highest
academic
qualification
SSSCE/WASSCE 0 (0.0) 2 (2.0) 2 (2.0)
Dip. in basic
education
16 (15.7) 0 (0.0) 16 (15.7)
First degree 0 (0.0) 1 (0.9) 1 (0.9)
Total 16 (15.7) 3 (1.9) 19 (18.6)
Female
Highest
academic
Qualification
SSSCE/WASSCE 0 (0.0) 1 (0.9) 1 (0.9)
Dip. in basic
education
19 (18.6) 0 (0.0) 19 (18.6)
First degree 2 (2.0) 0 (0.0) 2 (2.0)
Others 0 (0.0) 1 (0.9) 1 (0.9)
Total 21 (20.6) 2 (1.8) 23 (22.4)
30 –39
years
Male
Highest
academic
Qualification
Cert. „A‟ 3 years 2 (2.0) 0 (0.0) 2 (2.0)
Dip. in basic
education
4 (3.9) 0 (0.0) 4 (3.9)
First degree 4 (3.9) 1 (0.9) 5 (4.8)
Masters degree 2 (2.0) 0 (0.0) 2 (2.0)
7. ISSN 2348-3156 (Print)
International Journal of Social Science and Humanities Research ISSN 2348-3164 (online)
Vol. 9, Issue 3, pp: (414-429), Month: July - September 2021, Available at: www.researchpublish.com
Page | 420
Research Publish Journals
Total 12 (11.8) 1 (0.9) 13 (12.7)
Female
Highest
academic
Qualification
Cert. „A‟ 3 years 2 (2.0) 0 (0.0) 2 (2.0)
Dip. in basic
education
6 (5.9) 0 (0.0) 6 (5.9)
First degree 4 (3.9) 0 (0.0) 4 (3.9)
Total 12 (11.8) 0 (0.0) 12 (11.8)
40 –49
years
Male Highest
academic
Qualification
Cert. „A‟ 4 years 2 (2.0) 0 (0.0) 2 (2.0)
Dip. in basic
education
2 (2.0) 0 (0.0) 2 (2.0)
First degree 4 (3.9) 0 (0.0) 4 (3.9)
Others 0 (0.0) 2 (2.0) 2 (2.0)
Total 8 (7.8) 2 (2.0) 10 (9.8)
Female
Highest
academic
Qualification
Cert. „A‟ 4 years 3 (2.9) 0 (0.0) 3 (2.9)
Cert. „A‟ 3 years 2 (2.0) 0 (0.0) 2 (2.0)
Dip. In basic
education
3 (2.9) 0 (0.0) 3 (2.9)
First degree 4 (3.9) 0 (0.0) 4 (3.9)
Total 12 (11.8) 0 (0.0) 12 (11.8)
50 –59
years
Male Highest
academic
Qualification
„O‟ and „A‟ level 0 (0.0) 1 (0.9) 1 (0.9)
Cert. „A‟ 3 years 2 (2.0) 0 (0.0) 2 (2.0)
Masters degree 2 (2.0) 0 (0.0) 2 (2.0)
Total 4 (3.9) 1 (0.9) 5 (4.9)
Female Highest
academic
Qualification
Dip. in education 2 (2.0) 0 (0.0) 2 (2.0)
First degree 4 (3.9) 0 (0.0) 4 (3.9)
Others (HND) 0 (0.0) 2 (2.0) 2 (2.0)
Total 6 (5.9) 2 (2.0) 8 (7.9)
Total
Male
Highest
academic
Qualification
„O‟ and „A‟ level 0 (0.0) 1 (0.9) 1 (0.9)
SSSCE/WASSCE 0 (0.0) 2 (2.0) 2 (2.0)
Cert. „A‟ 4 years 2 (2.0) 0 (0.0) 2 (2.0)
Cert. „A‟ 3 years 4 (3.9) 0 (0.00 4 (3.9)
Dip. in basic
education
21 (21.6) 0 (0.0) 22 (21.6)
First degree 8 (7.9) 2 (2.0) 10 (9.8)
Masters degree 4 (3.9) 0 (0.0) 4 (3.9)
Others (HND) 0 (0.0) 2 (2.0) 2 (2.0)
Total 40 (39.2) 7 (6.9) 47 (46.1)
Female
SSSCE/WASSCE 0 (0.0) 1 (0.9) 1 (0.9)
Cert. „A‟ 4 years 3 (2.9) 0 (0.0) 3 (2.9)
Cert. „A‟ 3 years 4 (3.9) 0 (0.0) 4 (3.9)
Dip. in basic
education
30 (29.4) 0 (0.0) 30 (29.4)
First degree 14 (13.7) 0 (0.0) 14 (14.7)
Others (HND) 0 (0.0) 3 (2.9) 3 (3.9)
Total 51 (50.0) 4 (3.9) 55 (53.9)
Total 91 (89.2) 11 (10.8) 102 (100)
Source: Field data, 2018
From Table 1, majority of the participants are professionally trained teachers with a handful, that is 10.8% (n = 11) being
untrained teachers. The information further indicates that majority of the teachers in the municipality are in their youthful
stages with majority of them being trained professionals with varying academic qualifications with diploma in basic
8. ISSN 2348-3156 (Print)
International Journal of Social Science and Humanities Research ISSN 2348-3164 (online)
Vol. 9, Issue 3, pp: (414-429), Month: July - September 2021, Available at: www.researchpublish.com
Page | 421
Research Publish Journals
education and first degrees topping the list. This implies the information collected from the participants regarding ICTs
integration in lesson preparation and delivery of same and other related issues such as frequency of attending ICT
workshops as raised in this study suggest that the opinions and ideas shared by the participants represent that of
professionals and carry a lot of credence.
Teachers’ Basic Knowledge in ICT Use
In table 2, the results of participants basic knowledge in ICT use is presented.
Table 2: Basic Knowledge in ICT use
Do you have basic knowledge in the use
of ICTs?
Gender Professional Status
Total (%)
Trained (%) Untrained (%)
Yes
Male 38 (37.2) 6 (5.9) 44 (43.1)
Female 44 (43.1) 3 (2.9) 47 (46.0)
Total 82 (80.3) 9 (8.8) 91 (89.2)
No
Male 2 (2.0) 1 (0.9) 3 (2.9)
Female 7 (6.9) 1 (0.9) 8 (7.8)
Total 9 (8.8) 2 (2.0) 11 (10.8)
Source: Field data, 2018
Table 2 shows that teachers who participated in this study had a basic knowledge of ICT usage. This came to light when
the majority of the trained teachers 80.3% (n = 82) affirmed that they have basic knowledge in ICT use. Only 8.8%
representing 9 of trained teachers said they do not have any basic knowledge regarding ICT usage. Also, 8.8% (n = 9) of
the untrained teachers said they have basic knowledge in ICT use while 2.0% (n = 2) of the untrained teachers indicated
they had no idea on ICT usage. This suggests that the Ghana Education Service (GES) need to step up their efforts to
ensure that all teachers acquire basic knowledge in ICT use especially the 10.8% who do not have basic knowledge in ICT
use.
Table 3: Attendance of ICT Workshop after Training College
Have you attended any training in ICT after
completing training college?
Total (%)
Yes (%) No (%)
Professional Status
Trained 38 (37.3) 53 (51.9) 91 (89.2)
Untrained 0 (0.0) 11 (10.8) 11 (10.8)
Total 38 (37.3) 64 (62.7) 102 (100)
Source: Field data, 2018
Table 3 shows that out of the 91 trained teachers in the municipality, the majority, thus 51.9% representing 53 teachers
who participated in this study in the Kassena-Nankana Municipality said they have never attended any training workshop
in ICT after completing their training college education. 37.3% (n = 38) of the trained teachers indicated that they have
attended some training workshop in ICT after completing training college. The responses of the participants imply that
aside from the basic knowledge teachers acquired during their training college education days, authorities (GES) in the
Kassena-Nankana Municipality have done very little to improve teachers' ICT competencies and skills which reflected in
teachers' negative response to receiving training after their completion of training college.
Table 4: Frequency of Attending ICT Training Workshop
Have you attended any training in ICT
after completing training college?
Total (%)
Yes (%)
How often do you attend ICT
training workshops after
completing training college?
Rarely 13 (34.2) 13 (34.2)
Occasionally 17 (44.7) 17 (44.7)
Often 2 (5.3) 2 (5.3)
Most of the times 6 (15.8) 6 (15.8)
Total 38 (100) 38 (100)
Source: Field data, 2018
9. ISSN 2348-3156 (Print)
International Journal of Social Science and Humanities Research ISSN 2348-3164 (online)
Vol. 9, Issue 3, pp: (414-429), Month: July - September 2021, Available at: www.researchpublish.com
Page | 422
Research Publish Journals
Table 4 indicates that out of the 38 teachers who affirmed that they attended ICT training workshops after their training
college education do not attend these training workshops frequently. For instance, 13 out of 38 teachers representing
34.2% indicated that they rarely attend ICT training workshop. As many as 17 out of 38 teachers representing 44.7% said
they attend ICT training workshops occasionally. Only 6 out of 38 teachers representing 15.8% said they attend ICT
training workshops most of the time and finally, 2 out of 38 teachers representing 5.3% said they attend ICT training
workshops oftentimes. This shows that more needs to be done to boost teachers' competencies in the area of ICT
knowledge and skills in the municipality.
Using ICT in Lesson Preparation and Delivery
Table 5 shows the extent to which basic school teachers use ICT in their lesson delivery.
Table 5: Using ICT in Lesson Preparation and Delivery
No. of Respondents Percentage (%)
Do you use ICT in your lesson preparation
and delivery?
Yes 17 16.7
No 85 83.3
Total 102 100.0
Source: Field data, 2018
The information available in Table 2 and Table 5 show a clear disparity in teachers‟ responses. Teachers‟ responses in
Table 5 indicate that 89.2% (n = 91) out of 102 teachers have basic knowledge in the use of ICTs and only 10.8% (n = 11)
of the teachers indicated that they have no basic knowledge in ICTs. However, information in Table 5 shows that 83.3%
(n = 85) of the teachers said they do not use ICT in their lesson preparation and delivery while a handful of 16.7% (n =
17) said they use ICT in their lesson preparation and delivery. This implies that even though teachers in the Kassena-
Nankana municipality have basic knowledge in ICT use, they do not apply this knowledge to their lesson preparation and
delivery. This also means that both teachers and students would not derive the maximum benefits of using ICT in teaching
and learning as asserted by Mohanty (2011) that ICT promotes greater efficiency throughout the school and regular use of
ICT across different curriculum subjects have a beneficial motivational influence on students.
Meaning of Information and Communication Technology (ICT)
The study also sought to find out the extent to which teachers understand the concept of ICT. The results in Table 6 show
the responses of the participants who took part in the survey.
Table 6: Teachers’ views on the Meaning of ICT and ICT Tools
Item Strongly
agree
No. (%)
Agree
No. (%)
Uncertain
No. (%)
Disagree
No. (%)
Strongly
disagree
No. (%)
ICT refers to a diverse set of technological tools
and resources used to communicate, and to create,
disseminate, store, and manage information 36 (35.3) 58 (56.9) 8 (7.8) 0 (0.0) 0 (0.0)
ICT is an umbrella term that includes any
communication device or application 35 (34.3) 50 (49.0) 9 (8.8) 8 (7.8) 0 (0.0)
ICT consists of various tools and systems that can
be exploited by capable and creative teachers to
improve teaching and learning situations 46 (45.1) 40 (39.2) 11 (10.8) 5 (4.9) 0 (0.0)
ICT tools are tools used to support teaching and
learning 42 (41.2) 40 (39.2) 12 (11.8) 6 (5.9) 2 (2.0)
ICT tools can be used by teachers to prepare and
deliver lessons 42 (41.2) 41 (40.2) 11 (10.8) 5 (4.9) 3 (2.9)
Tools such as Informative Tools; Situation Tools;
Constructive Tools; Communicative Tools and
Collaborative tools can be used by both the
teacher and student to promote learning
46 (45.1) 48 (47.1) 5 (4.9) 2 (2.0) 1 (1.0)
Source: Field data, 2018
10. ISSN 2348-3156 (Print)
International Journal of Social Science and Humanities Research ISSN 2348-3164 (online)
Vol. 9, Issue 3, pp: (414-429), Month: July - September 2021, Available at: www.researchpublish.com
Page | 423
Research Publish Journals
The results in Table 6 suggest that the participants (teachers) who responded to this questionnaire item understand
Information and Communication Technology (ICT) to be a diverse set of technological tools and resources used to
communicate, and to create, disseminate, store, and manage information. These responses resulted in 35.3% (n = 36)
strongly agreeing and 56.9% (n = 58) agreeing to that particular statement on the questionnaire. Cumulatively, the
percentage and frequency for the two positive responses is 92.2% (n= 94). Eight (8) respondents representing a
percentage of 7.8 said they were not certain as to what ICT is all about. None of them either disagreed or strongly
disagreed.
The next item on the questionnaire sought teachers' views on the scope of ICT. The results revealed that most of the
teachers agreed with Hennessy, et al (2007) that ICT information and communication technology is an umbrella term that
includes any communication device or application. This belief by the teachers manifested in their response to this item.
For instance, 83.3% (n = 85) of the respondents either agreed or strongly agreed. Those who did not share in this belief
responded in the negative. Eight teachers representing 7.8% disagreed while 8.8% (n = 9) of the teachers said they were
uncertain.
Teachers were asked to respond by expressing the extent to which they agreed or disagreed with the statement made by
Thijs, et al. (2001) that „ICT consists of various tools and systems that can be exploited by capable and creative teachers
to improve teaching and learning situations. The results in Table 6, row 3 showed that the majority of the teachers
responded positively thereby agreeing with Thijs, et al (2001) assertion. This resulted in 39.2% (n = 40) and 45.1% (n =
45) of the respondents agreed and strongly agreed respectively. A few of the respondents, 4.9% (n = 5) disagreed with the
assertion expressed by Thijs, et al. (2001) while the remaining 10.8% (n = 11) were however not certain on the statement.
The next items on the questionnaire sought to find out the uses of ICT tools by teachers with respect to teaching and
learning. With respect to item 12, teachers expressed varied opinions. However, the majority of the teachers responded in
the affirmative that ICT tools are tools used to support teaching and learning, hence a cumulative percentage of 80.4% (n
= 42) of the respondents either agreed or strongly agreed to this assertion. An appreciable number of the teachers, 11.8%
(n = 12) said they neither agreed nor disagreed to this statement, they were uncertain. The remaining 7.9% (n = 8) either
disagreed or strongly disagreed that ICT tools are tools used to support teaching and learning.
Responding to item 13 on the questionnaire, the majority of the teachers, 81.4% (n = 83) either agreed or strongly agreed
that ICT tools can be used by teachers to prepare and deliver lessons. Eleven (11) teachers representing 10.8% were
uncertain while 7.8% (n = 8) of the respondents either disagreed or strongly disagreed that ICT tools can be used by
teachers to prepare and deliver lessons. One can perhaps say that those respondents who disagreed with the assertion that
ICT tools can be used to prepare and deliver lessons were part of the respondents who indicated that they have no basic
knowledge in ICT as indicated in Table 2 above.
Item 14 sought to find out from teachers whether they agree that tools such as informative tools; situation tools;
constructive tools; communicative tools and collaborative tools can be used by both the teacher and student to promote
learning. The response in Table 6 showed that a cumulative percentage and frequency of 92.2% (n = 94) of the
respondents agreed that ICT tools can be used by both the teacher and student to promote learning. The remaining eight
teachers representing 7.9% were either not certain or disagreed that ICT tools can be used by both the teacher and student
to promote learning in schools.
Based on the results presented in Table 6, it can be concluded that that 92.2% (n= 94) of the teachers in the Kassena-
Nankana Municipality understand ICT to be a diverse set of technological tools and resources used to communicate, and
to create, disseminate, store, and manage information. The results in Table 6 also show that teachers comprehend other
relating issues regarding ICTs. For instance, 83.3% (n =85) of the teachers concurred with earlier scholars (Hennessy, et
al, 2007) that ICT is an umbrella term that includes any communication device or application. Again, 84.3% (n = 85) of
the respondents agree that ICT consists of various tools and systems that can be exploited by capable and creative teachers
to improve teaching and learning situations. This response of teachers is in line with Thijs, et al (2001) assertion that ICT
consists of tools and systems that can be exploited by capable teachers to improve teaching and learning. Also, 80.4% (n
= 42) of the teachers agreed that ICT tools are tools used to support teaching and learning and 81.4% (n = 83) also agreed
that ICT tools can be used by teachers to prepare and deliver lessons. Finally, 92.2% (n = 94) of the respondents agreed
that ICT tools can be used by both the teacher and student to promote learning. These opinions expressed by teachers
corroborate what earlier scholars such as Philips (2004); Thijs et al (2001) and Bhavsar (2015) that ICT tools can be used
11. ISSN 2348-3156 (Print)
International Journal of Social Science and Humanities Research ISSN 2348-3164 (online)
Vol. 9, Issue 3, pp: (414-429), Month: July - September 2021, Available at: www.researchpublish.com
Page | 424
Research Publish Journals
by both teachers and students to promote learning in schools. Teachers‟ views on the meaning of information and
communication technology confirm exiting knowledge of ICT in literature.
Benefits of Using ICT in Lesson Delivery
Table 7 shows the results on teachers‟ views on the benefit of using ICT in lesson delivery.
Table 7: Teachers’ views on Benefits of Using ICT in Lesson delivery
Item Strongly
agree
No. (%)
Agree
No. (%)
Uncertain
No. (%)
Disagree
No. (%)
Strongly
disagree
No. (%)
ICT promotes greater efficiency throughout
the school; increases discussion groups and
chat rooms through communication channels
such as emails
43 (42.2) 44 (43.1) 7 (6.9) 7 (6.9) 1 (1.0)
Regular use of ICT across different
curriculum subjects influence students‟
learning
47 (46.1) 37 (36.3) 15 (14.7) 2 (2.0) 1 (1.0)
ICT such as videos and multimedia computer
software provide challenging and authentic
content that will engage the student in the
learning process 26 (25.5) 51 (50.0) 12 (11.8) 11 (10.8) 2 (2.0)
Computer use during lessons motivates
students to continue learning outside school
46 (45.1) 40 (39.2) 11 (10.8) 5 (4.9) 0 (0.0)
ICT facilitates sharing of resources, expertise,
and advice and also enhances teacher's
professional image projected to colleagues 29 (28.4) 49 (48.0) 13 (12.7) 9 (8.8) 2 (2.0)
ICT tools facilitate easier planning and
preparation of lessons and designing
materials and also enable the teacher to have
access to up-to-date pupil and school data,
anytime and anywhere
58 (56.9) 37 (36.3) 4 (3.9) 2 (2.0) 1 (1.0)
Source: Field data, 2018
The results on Table 7 show that 85.3 representing a corresponding frequency of 87 respondents affirmed that ICT
promotes greater efficiency throughout the school; increases discussion groups and chat rooms through communication
channels such emails. However, not all the teachers are in support of this believe, hence a cumulative number of 7.9% (n
= 8) either disagreed or strongly disagreed. Seven respondents representing a valid percentage of 6.9 were not certain.
The results on Table 7 again reveal that as many as 82.4% (n = 84) of the respondents agreed that regular use of ICT
across different curriculum subjects influence students‟ learning. Fifteen (15) teachers representing 14.7% were not
certain while the remaining 3 teachers representing 3% disagreed to that assertion.
Again, a good number of the teachers assented that ICT such as videos and multimedia computer software provide
challenging and authentic content that will engage the student in the learning process as indicated in Table 7 row 3. This
resulted in a total of 75.5% (n = 76) either strongly agreeing or agreeing. The remaining 25 respondents comprise
[(uncertain, 11.8% (12); disagree, 10.8% (11) and strongly disagree, 2.0% (2)].
On the assertion that, „computer use during lessons motivates students to continue learning outside school‟. Majority of
the teachers were in support of this assertion and this support reflected in their response to item 18 on the questionnaire.
For instance, a cumulative percentage of 84.2 representing a frequency of 86 respondents agreed or strongly agreed that
computer use during lessons motivates students to continue learning outside school. Five (5) teachers representing 4.9%
disagreed while the remaining 11 teachers representing 10.8% said they were no certain as to whether computer use
during lessons motivates students to continue learning outside school.
The results in Table 7 again revealed that an appreciable number of teachers in the Kassena-Nankana Municipality believe
that ICT facilitates sharing of resources, expertise and advice and also enhances teacher‟s professional image projected to
colleagues, hence, 48.0% (n = 49) of the respondents agreed while 28.4% (n = 29) of them strongly agreed to this
12. ISSN 2348-3156 (Print)
International Journal of Social Science and Humanities Research ISSN 2348-3164 (online)
Vol. 9, Issue 3, pp: (414-429), Month: July - September 2021, Available at: www.researchpublish.com
Page | 425
Research Publish Journals
assertion. Eleven respondents representing 10.8% disagreed that ICT facilitates sharing of resources, expertise and advice
and also enhances teacher‟s professional image projected to colleagues while 12.7% (n = 13) of the respondents were not
certain.
An overwhelming 93.2% (n = 95) of the teachers in the municipal agreed or strongly agreed that ICT tools facilitates
easier planning and preparation of lessons and designing materials and also enable the teacher have access to up-to-date
pupil and school data, anytime and anywhere. A handful, that is 6.9% (n = 7) of the teachers either disagreed or were not
certain on item 20 on the questionnaire.
The results presented in Table 7 show that teachers and students derive a lot of benefits from using ICT to prepare and
deliver lessons. These benefits include promoting greater efficiency throughout the school; influencing students' learning;
providing authentic content for students' learning process, facilitating sharing of resources and expertise, facilitating easier
planning and preparation of lessons, and providing the teacher access to up-to-date information and data anywhere and
anytime. These results confirm what other studies (Mohanty, 2011; Thijs, et al, 2001 and Bhavsar, 2015) outlined as some
of the benefits of using ICT in preparing and delivering lessons in schools and classrooms. For instance, Mohanty, (2011)
asserts that ICT promotes greater efficiency throughout the school. Similarly, Thijs, et al, (2001) believe ICT influence
students‟ learning and provides authentic content for students‟ learning process and Bhavsar (2015) affirm that ICT
facilitates sharing of resources and expertise, facilitates easier planning and preparation of lessons, and provides the
teacher access to up-to-date information and data anywhere and anytime.
Factors Impeding Teachers’ use of ICT in Lesson Delivery
Table 8 shows the factors impeding teachers‟ use of ICT in lesson delivery.
Table 8: Teachers’ views on Factors impeding Teachers’ use of ICT in Lesson Delivery
Item Strongly
agree
No. (%)
Agree
No. (%)
Uncertain
No. (%)
Disagree
No. (%)
Strongly
disagree
No. (%)
Constant changes in technology make it
difficult for teachers to stay alert to the
latest technology.
34 (33.3) 50 (49.0) 4 (3.9) 11 (10.8) 3 (2.9)
ICTs such as laptops, computers, and
smartphones are expensive, this makes
them difficult to acquire and use.
60 (58.8) 25 (24.5) 10 (9.8) 2 (2.0) 5 (4.9)
Time allocation for ICT lessons in the
school is limited
48 (47.1) 34 (33.3) 6 (5.9) 9 (8.8) 5 (4.9)
Teachers failed to use ICTs in their
lesson preparation and delivery due to
their limited ICT capabilities.
42 (41.2) 40 (39.2) 10 (9.8) 7 (6.9) 3 (2.9)
Teachers see ICT as a technical subject,
and difficult to manipulate.
25 (24.5) 42 (41.2) 14 (13.7) 15 (14.7) 6 (5.9)
Most schools do not have ICT
laboratories and networks to facilitate
ICT integration and use by teachers and
students.
55 (53.9) 33 (32.4) 9 (8.8) 0 (0.0) 5 (4.9)
Source: Field data, 2018
The results presented in Table 8 show that several factors account for teachers‟ not using ICT in their lesson delivery. For
instance, as many as 82.3% representing 84 respondents said constant changes in technology makes it difficult for them
(teachers) to stay alert with the latest technology, hence they find it difficult to use ICT in preparing and delivering
lessons. However, 13.7% (n = 14) of the teachers think otherwise while 3.9% (n = 4) were not certain.
Also, 83.3% (n = 85) of the teachers in the Kassena-Nankana Municipality said they are not using ICT to deliver lessons
as a result of the expensive nature of ICTs tools such as laptops, computers, and smartphones which make them difficult
to acquire and use. The remaining 17 teachers representing 16.7% were either not certain, disagreed, or strongly disagreed
with this assertion.
13. ISSN 2348-3156 (Print)
International Journal of Social Science and Humanities Research ISSN 2348-3164 (online)
Vol. 9, Issue 3, pp: (414-429), Month: July - September 2021, Available at: www.researchpublish.com
Page | 426
Research Publish Journals
The results in Table 8 again showed that as many as 80.4% (n = 82) of the respondents said the time allocation for ICT
lessons in the school is limited hence their inability to use ICT in preparing and delivering lessons. Some other teachers
13.7% (n = 14) think time constraint is not an impediment to their usage of ICT in lesson planning and delivery.
Another factor impeding teachers' use of ICT in lesson preparation was their limited capabilities in ICT. This assertion
was confirmed by 80.4% (n = 82) of the teachers in the Kassena-Nankana Municipality. The remaining twenty (20)
respondents representing 19.6% were either not certain or disagreed with this. Teachers expressed varied views regarding
the technicalities of ICT. For instance, 20.6% (n = 21) of the teachers strongly disagreed that ICT is technical and difficult
to manipulate as a subject. Fourteen (14) teachers representing 13.7% were not sure as to whether or not ICT is technical
and difficult to manipulate as a subject. That notwithstanding, the majority of the teachers, that is 65.7% (n = 67) of the
teachers see ICT as a technical and difficult to manipulate subject, hence a limiting factor in their quest to use ICT in
lesson preparation and delivery.
Another impeding factor to teachers' use of ICT in lesson preparation and delivery was the lack of ICT laboratories and
networks for use by teachers and students. This assertion was confirmed by 86.3% (n = 88) of the teachers in the
municipality. Nine teachers representing 8.8% were not certain while the remaining 5 teachers representing 4.9% strongly
disagreed.
Observation Results
The observation was done to corroborate teachers' responses on the questionnaire regarding the use of ICT in preparing
and delivering their lessons in schools and classrooms. The results of the observation are presented in Tables 9 and 10.
Key to Table 9 and 10
MO = Most often (5), O = Often (4), ST = (Sometimes (3), L = Little (2), N = No (1), WM = Weighted
Mean, St. D = Standard Deviation and I = Interpretation
Interpretation of Weighted Means for Table 9 and 10
5 = Most often; 4-4.9 = Often; 3-3.9 = Sometimes; 2-2.9 = Little and 1-1.9 = No
Table 9: Observation of Teachers’ Planning and Preparedness
Item MO O ST L N WM St. D I
The teacher plans and prepares lessons with specific,
measurable, achievable, realistic, and time-bound
(SMART) objectives.
3 7 0 0 0 4.30 0.48 O
Teacher prepares lessons using ICT tools such as
laptops, computers or smart phones for presentation. 0 0 0 2 8 1.00 0.00 N
Teacher uses ICT tools such as projectors and
laptops/computers or smart phones as teaching and
learning materials for his/her lessons.
0 0 0 0 10 1.00 0.00 N
Teacher selects appropriate teaching contents that
support standards, topic and age of students. 1 8 1 0 0 4.00 0.47 O
Teacher‟s instructional strategies are in line with the
lesson objectives.
2 7 1 0 0 4.10 0.57 O
Mean of Means = 2.88 Standard Deviation = 0.30 Sources: Field data, 2018
The results presented in Table 9 show that, teacher plans and prepares lessons with specific, measurable, achievable,
realistic, and time-bound (SMART) objectives often (mean score = 4.30, standard deviation = 0.48). Also, the results
indicated that teacher's instructional strategies are oftentimes in line with their lesson objectives (mean score = 4.10,
standard deviation = 0.57). Again, the results brought to light that teacher often select appropriate teaching contents that
support standards, topic and age of students (mean score = 4.00, standard deviation = 0.47). However, there was no
evidence to show that teachers prepare lessons using ICT tools such as laptops, computers, or smartphones for
presentation; and also, there was no evidence to suggest that teachers use ICT tools such as projectors and
laptops/computers or smartphones as teaching and learning materials for their lessons. These recorded a mean score of
14. ISSN 2348-3156 (Print)
International Journal of Social Science and Humanities Research ISSN 2348-3164 (online)
Vol. 9, Issue 3, pp: (414-429), Month: July - September 2021, Available at: www.researchpublish.com
Page | 427
Research Publish Journals
1.00 and a standard deviation of 0.00. But generally, the results in Table 9 recorded a mean of means of 2.88 and a
standard deviation of 0.30 implying that teachers showed little evidence of using ICT in planning and preparing for
lessons.
Table 10: Observation of Teachers’ classroom Instructional Skills
Item MO O ST L N WM St. D I
Teacher promotes discussions about subject matter,
team work and sharing of ideas among my students
using ICT tools.
0 0 0 0 10 1.00 0.00 N
Teacher uses ICT tools such projectors and
laptops/computers as TLMs for delivering his/her
lessons.
0 0 0 0 10 1.00 0.00 N
Teacher presents appropriate opportunities for
students to learn through manipulating ICT tools
during lessons.
0 0 0 0 10 1.00 0.00 N
Teacher uses variety of instructional strategies to
meet the diverse learning needs of students through
ICT tools.
0 0 0 0 10 1.00 0.00 N
Teacher uses appropriate questioning techniques to
involve students in lessons and also to monitor
students‟ progress in his/her lessons.
1 2 7 0 0 3.40 0.70 S
Mean of Means = 1.48 Standard Deviation = 0.14 Source: Field data, 2018
Similarly, the results presented in Table 10 revealed that apart from teachers sometimes using appropriate questioning
techniques to involve students in lessons and also to monitor students‟ progress in their lessons (mean score = 3.40,
standard deviation = 0.70), there was no evidence to show that;
- Teachers promote discussions about the subject matter, teamwork and sharing of ideas among students using ICT tools
(mean score = 1.00, standard deviation = 0.00).
- Teacher uses ICT tools such projectors and laptops/computers as TLMs for delivering his/her lessons (mean score =
1.00, standard deviation = 0.00).
- Teacher presents appropriate opportunities for students to learn through manipulating ICT tools during lessons (mean
score = 1.00, standard deviation = 0.00).
- Teacher uses a variety of instructional strategies to meet the diverse learning needs of students through ICT tools
(mean score = 1.00, standard deviation = 0.00).
This translated into a general mean of means score of 1.48 and a standard deviation of 0.14 indicating that teachers
showed no evidence of using ICT in their classroom teaching. The purpose of this study was to assess teachers‟
knowledge in the use of ICT in lesson preparation and delivery in the Kassena/Nankana Municipality. The results from
the study revealed that majority of the teachers in the municipality have basic knowledge in ICT use (see Table 2) but to a
large extent, do not apply this knowledge to their lesson preparation and classroom instructional practices (see Tables 5).
This information was corroborated by the observation results in Table 10. It is also imperative to state that this shortfall
by teachers in the Kassena/Nankana Municipality could be due to the factors mentioned in Table 8.
V. CONCLUSION AND EDUCATIONAL IMPLICATIONS
Based on the findings of the study, it can be concluded that 92.2% of the teachers in the Kassena-Nankana Municipality
have appreciable understanding of what ICT is. It can also be concluded that teachers in the municipal agreed that there
are lots of benefits in using ICT in the teaching and learning processes. It provides authentic content for students' learning
process, facilitate sharing of resources and expertise, facilitate easier planning and preparation of lessons, and provide the
teacher access to up-to-date information and data anywhere and anytime.
Again, based on the findings of the study, the researchers wish to conclude that teachers in the municipal have basic
knowledge in ICT use but do not to use this knowledge in their lesson preparation and delivery due to diverse factors such
as lack of ICT laboratories and network.
15. ISSN 2348-3156 (Print)
International Journal of Social Science and Humanities Research ISSN 2348-3164 (online)
Vol. 9, Issue 3, pp: (414-429), Month: July - September 2021, Available at: www.researchpublish.com
Page | 428
Research Publish Journals
The following recommendations are made based on the findings to improve teaching and learning using ICT in the
Kassena-Nankana Municipality;
1. Constant ICT training workshops should be organized for teachers in the municipal to boost their competences in
using ICT in their lesson preparation and classroom instructional practices.
2. More time should be allocated for the teaching of ICT.
3. The government of Ghana should liaise with the stakeholders in education to provide ICT laboratories for schools to
promote use of ICT in schools by teachers and students to improve teaching and learning.
4. The government of Ghana should reintroduce the ICT project dubbed “Teacher‟s Laptop Project” into the system.
This will go a long way in building teachers‟ capacity in ICT and ICT use in lesson preparation and delivery.
VI. LIMITATIONS AND SUGGESTIONS FOR FURTHER STUDY
This study used a questionnaire and an observation checklist to gather data for the study, the researchers wish to suggest
that future researchers should include an interview in the research instruments. Also, it is suggested that future researchers
should replicate similar studies using other forms of research approaches to see if similar findings could be arrived at.
REFERENCES
[1] K. Asamoah-Gyimah, and F. Duodu, Introduction to research methods in education. University of Education,
Winneba: Institute for Educational Development and Extension (IEDE), 2007.
[2] S. Atindanbila, Research methods & SPSS analysis for researchers. Cantoments-Accra: BB Printing Press, 2013.
[3] B. C. O. Bede, K. R. S. Termit, and S. F. Fong, “Need for ICT integration for effective instructional delivery in
Nigerian Colleges of Education”. Journal of Education and Practice, vol. 6, no. 3, pp. 51-56, 2015.
[4] A. R. Bhavsar, ICT tools in teaching/learning process. Retrieved from http://hanumantrbk.org/blog/ict-tools.html,
2015.
[5] J. W. Creswell, Qualitative inquiry & research design: choosing among five approaches, 2nd
ed., Thousand Oaks,
CA: Sage Publications, 2007.
[6] J. W. Creswell, Research design: qualitative, quantitative and mixed methods approaches, 3rd
ed., Thousand Oaks,
California: SAGE Publications Inc, 2009.
[7] J. W. Creswell, and V. L. Plano Clark, Designing and conducting mixed methods research. Thousand Oaks, CA:
SAGE, 2007.
[8] L. Cuban, Oversold and underused: computers in the classroom. Cambridge, Mass: Harvard University Press, 2001.
[9] D. G. Dampson, and D. K. D. Mensah, A practical guide to action and case study research. Amakom-Kumasi:
Payless Publications Limited, 2014.
[10] U. K. Essays, Types of ICT tools education essay. Retrieved from https://www.uniassignment.com/essay-
samples/education/types-of-ict-tools-cref=1, 2013.
[11] K. Ghavifekr, and A. Ramasamy, “Teaching and Learning with ICT Tools: Issues and Challenges from Teachers‟
Perceptions”. Malaysian Online Journal of Educational Technology Vol 4, Iss 2, 2014.
[12] Government of Ghana, White paper on the report of the education reform review committee. Accra: Ministry of
Education, Youth and Sports, 2004.
[13] S. Hennessy, R. Deaney, K. Ruthven, M. Winterbottom, “Pedagogical strategies for using the interactive whiteboard
to foster learner participation in school science”. Learning, Media and Technology, vol. 32, no. 3, 2007.
[14] M. R. Kennah, The use of ICT in the teaching and learning process in secondary schools: a case study of two
Cameroonian schools. Retrieved from http://www.ICTuseinCammeroon.pdf/html, 2016.
[15] P. Z. Kwache, “The imperatives of information and communication technology for teachers in Nigeria Higher
Education”. MERLOT Journal of Online learning and Teaching, vol. 3, no. 4, pp. 395-399, 2007.
16. ISSN 2348-3156 (Print)
International Journal of Social Science and Humanities Research ISSN 2348-3164 (online)
Vol. 9, Issue 3, pp: (414-429), Month: July - September 2021, Available at: www.researchpublish.com
Page | 429
Research Publish Journals
[16] N. L. Leech, K. C. Barrette, and G. A. Morgan, SPSS for Intermediate Statistics use and Interpretation. London:
Erlbaum Associates, 2005.
[17] Maharaj-Sharma, R., Sharma, A., and Sharma, A. (2017). “Using ICT-based Instructional Technologies to teach
science: perspectives from teachers in Trinidad and Tobago”. Australian Journal of Teacher Education, 42(10).
http://dx.doi.org/10.14221/ajte.2017v42n10.2
[18] Y. Maifi, Advantages of using ICT in learning-training process. from https://www.linkedin.com/pulse/advantages-
using-ict-learning-training-promaifi, 2016.
[19] S. Majumdar, Emerging trends in ICT for education & training. Available at http://emerging_trends_in_ict_
education_and_training_pdf/htlm, 2006.
[20] M. McMahon, Social Constructivism and the World Wide Web-A Paradigm for learning. In What works and why.
Proceedings ASCILITE Perth 1997. Retrieved from http://ascilite.org.au/conference/perth97/papers/Mcmahon/
Mcmahon.html,1997.
[21] R. R. Mohanty, ICT advantages and disadvantages. Retrieved from http://www.ict-advantegs-disadvantegs.htlm,
2011.
[22] J. Ofosu-Appiah, The use of ICT in teaching and learning at the Wisconsin International University College.
Unpublished dissertation to the University of Ghana. Retrieved from http://ugspace.ug.edu.gh, 2017.
[23] P. Rob, The developer’s handbook to interactive multimedia: a practical guide for educational application. London:
Kogan Page, 2004.
[24] A. Thijs, R. Almekinders, P. Blijleven, W. J. Pelgrum, and J. Voogt, Learning through the web: A literature study on
the potential uses of the web. Accessed from http://.www.learning-through-the-web.htlm, 2001.
[25] J. Tondeur, M. Valcke, and J. van Braak, “A multidimensional approach to determinants of computer use in primary
education: Teacher and school characteristics”. Journal of Computer Assisted Learning, Vol. 24, pp. 494–506, 2008.
[26] W. M. K. Trochim, Research methods knowledge base. Retrieved from http://www.socialresearchmethods.net/
kb/design/, 2006.
[27] C. Weiser, and B. Jay, Noteworthy projection equipment for schools and libraries. Media and Methods, 16, 1996.
[28] Y. Zhao, and G. A. Cziko, “Teacher adoption of technology: a perceptual control theory perspective”. Journal of
Technology and Teacher Education, vol. 9, no. 1, pp, 5-30, 2002.