CHAPTER ONE

INTRODUCTION

Background to the Study

The rapid global technological advancement and economic development places a great

investment into education. Nowadays, with the expansion of knowledge, advancement of

technology as well as globalization issues, the profession ‘teaching’ becomes a central figure and

most challenging, for it requires new planning and technological adaptation to cope with cultural

dynamism (Tedla, 2012). Technological changes in our digital age challenge schools to integrate

innovative technologies in learning and teaching and require acquiring digital skills and

competence by teaching staff (Kozma 2010). Digital competence defined as “the skills,

knowledge, and attitudes that make learners use digital media for participation, work and

problem solving, independently and in collaboration with others in a critical, responsible, and

creative manner” (Hatlevik et al. 2015). According to Adesote & Fatoki (2013) Information and

communication technology (ICT) is a force that has changed many aspects of human endeavours.

The impact of ICT on various fields of human endeavour such as medicine, tourism, business,

law, banking, engineering and architecture over two or three decades has been enormous. But

when one looks at the field of education, there seems to have been an uncanny lack of influence

of ICT and far less change than other fields have experienced. Sánchez & Alemán (2011)

Information and Communication Technology (ICT) includes computers, the Internet, and

electronic delivery systems such as radios, televisions, and projectors among others, and is

widely used in today’s education field.

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According to Strudler & Hearrington (2008) as microcomputers found their way into classrooms

in the 1980s, teachers began to see and experience the transformative potential of this new

technology to engage students in learning. Schools increasingly allocated funds to acquire

hardware and software and more teachers began experimenting with integrating information and

communication technology (ICT) in their teaching. According to Noor-Ul-Amin (2013) ICTs for

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 adoption and use of ICTs in education have a positive impact on teaching, learning, and

research. ICT can affect the delivery of education and enable wider access to the same education.

In addition, it will increase flexibility so that learners can access the education regardless of time

and geographical barriers

According to Haji et al. (2017) ICT is considered as a tool to transform teaching and learning the

process, improve students’ learning, to supplement the curriculum and the develop pedagogy.

The integration of ICT in teaching and learning depend very much on the teachers’ initiatives.

The main objective of using ICT in the school is to make the teaching and learning process more

effective, efficient and appealing. Nikolić et al. (2019) this growing dependency on technology

has driven educators to reconsider their traditional teaching methods, and invest in the latest

technologies and tools. There are various applications, devices and uses to teach and learn from

ICT, such as e-learning, educational software and the Internet

2
Problem Statement

According to Gil-Flores et al. (2017) educational systems worldwide aimed to develop the digital

competency of students. Thus, the curriculum developed in educational centres has included the

acquisition of skills in using technology to discover, evaluate, store, produce, present, and

exchange information. In addition to being an object of study, information and communications

technology (ICT) has been gaining ground as a learning tool. Despite very considerable

investments to emphasize the integration of ICT in the classroom, such educational technologies

are not being fully exploited by the majority of teachers. Investors in education in many

countries have expected ICT to improve educational outcomes and enhance the quality and

effectiveness of teaching and learning (Jaffer et al., 2007). According to Gholami et al. (2010)

cited in Natia & Al-hassan (2015) information and communication technology can be

successfully employed to enhance effective teaching and learning. The use of ICT for teaching

and learning is important since it guarantees unrestricted access to relevant information and

development 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 et al., 2015).

However, this not the same in all basic schools in Ghana, Therefore this current study examine

the use of ICT tools to enhance effective teaching and learning in basic schools.

The Purpose of the Study

The purpose of the project was to examine the use of ICT tools to enhance effective teaching and

learning in basic eight of Atiteti M/A basic school.

3
Research Questions

1. What are the tasks perform using these ICT tools?

2. What is the performance of the students before and after the intervention?

3. What are students’ levels of ICT use in the class?

Objectives of the Study

1. To identify students’ task perform using these ICT tools

2. To ascertain the performance of the students before and after the intervention

3. To establish students’ levels of ICT use in the class

Significance of the Study

Although several studies have looked at various the use of ICT tools to enhance effective

teaching and learning in basic but there is scarce information about the use of ICT tools to

enhance effective teaching and learning in basic schools in Ghana. This study is relevant because

its results will give an idea on how far the basic school computerization policy in particular has

been implemented and the gaps that exist. This will serve as a strong basis for policy and

decision makers as well as advocacy work by civil society organizations to address the gaps that

may exist.

4
Scope of the Study

The study was limited to the basic eight students of Atiteti M/A basic schools in the Keta

Municipality. The content was to cover how to use ICT tools to enhance effective teaching and

learning in basic schools.

Limitations of the Study

This study is limited to information gathered from interview and as such the respondents may be

biased with the information provided. The major limitation of this research is that, its findings

cannot be directly used to generalize the situation in other basic schools in Ghana.

Organization of the Study

To facilitate understanding of the work, the study has been grouped under five chapters.

Chapter one which is the introduction, spelt out a brief background of the study, statement

of the problem, research questions, objectives of the study, significance of the study, scope

of the study, limitation and the organization of the study. Chapter two discussed the literature

review. Chapter three considered the appropriate methods employed for the study. Thus, research

design, population, sample size and sampling technique, instruments used, method of data

collection and data analysis. Chapter four presented the results and discussions. Finally, the

chapter five which is the last chapter of the study considered the summaries, conclusions

and recommendations.

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CHAPTER TWO

LITERATURE REVIEW

Introduction

A number of studies have been carried out to identify and examine the use of ICT tools to

enhance effective teaching and learning in basic eight of Atiteti M/A basic school. This chapter

deals with the review of related literatures. It was under the following sub-headings; the concept

of ICT in education, ICT and tools for learning material study, ICT enhancing teaching and

learning process, teaching strategy, benefits of using ICT in education, factors that affect

teachers’ motivation to use information and communications technology (ICT) in the classroom,

factors influencing the use of ICT and conclusion.

The Concept of ICT in Education

Education is playing the most vital role in all-round development of student such as to develop

understanding and application of concept, expression power, proper study habits, judgment and

decision making ability, reasoning and thinking power, self concept etc. It is clear that schools

need a periodical evaluation mechanism to know where they are. This mechanism also indicates

how to advance (more rapidly) towards the correct direction (roadmap) without losing time,

efforts or resources. Evaluation is necessary, but unfortunately there are no standardised

approaches. The choice of an evaluation method would depend on what aspect of ICT and

education we want to evaluate; consequently, there is a wide range of assessment tools in ICT

and education. An example of these proposals is that from Rodriguez et al. (2010). These

6
authors present a monitoring and evaluation scheme for a specific ICT for an education program

that supports teaching and learning using mobile, computer-supported collaborative learning.

A number of scholars have viewed the concept of ICT from different perspectives and

standpoints. The term information and communications technology (ICT) was said to have been

introduced in the early 1990s to replace that of information technology (IT) in recognition of the

communicating abilities and facilities offered by the computer. However, while most people

adopted the term ICT, people in higher education used the term communication and information

technology (C and IT) to refer to the same concept (Salau, 2005 cited in Adesote & Fatoki,

2013). According to Clarke (2006) the term ICT covers a whole range of applications, techniques

and systems. Lallana & Margaret (2003) clearly postulate that ICT “refers to a broad field

encompassing computers, communications equipment and the services associated with them.”

according to Nzewi (2009) cited in Offem & Anashie (2021) ICT is the study and use of

electronic process for storing information and making it available for users. It is range of

technologies for gathering, retrieving processing, analysing and transmitting information from

everywhere anytime. This means that ICT is not just considered as applications and systems but

also as skill for life. In this sense, it is viewed in line with literacy and numeracy as a

fundamental skill that every individual needs so as to live “confidently, effectively and

independently in a modern or contemporary society (Clarke, 2006).

ICT and Tools for Learning Material Study

7
It is well known that ICTs provide exceptional opportunities for autonomous student learning.

This quality is supported by ICT and tools for learning material study. It should be noted the

hardware and software capabilities of ICT can effectively organize independent carry out by

students of multilevel educational tasks in virtual (digital) laboratories in a number of academic

subjects, both technical and humanitarian (Tryus & Herasymenko, 2012)

Nechypurenko et al. (2018) of the traditional organization of scientific research stated that ICT is

application in the learning process that allows to expand the range of solved tasks, helps students

to create mathematical models of devices, to test different modes of their work, to explore a wide

range of phenomena and processes, to carry out an instrumental diagnostics and detailed analysis

of the results with together using computer software, electronic calculators, graphs, summary

tables, diagrams, models and others

ICT Enhancing Teaching and Learning Process

The field of education has been affected by ICTs, which have undoubtedly affected teaching,

learning and research (Yusuf, 2005). ICTs have the potential to accelerate, enrich, and deepen

skills, to motivate and engage students, to help relate school experience to work practices, create

economic viability for tomorrow's workers, as well as strengthening teaching and helping

schools change (Davis & Tearle, 1999; Lemke & Coughlin, 1998; cited by Yusuf, 2005). In a

rapidly changing world, basic education is essential for an individual be able to access and apply

information. Such ability must find include ICTs in the global village.

According to study conducted by Adesote & Fatoki (2013) stated that, the place of information

and communication technology in education and training cannot be overemphasized. Its full

8
integration in education helps to ensure quality education in various levels of education such as

primary, secondary and tertiary. Despite the fact that some educators do not support the

introduction and adoption of ICT into the school curriculum, majority of educators strongly feel

that ICT is the most valuable tool to overcome the problem being faced in the teaching and

learning process. ICT has become a major key tool in acquiring, processing and disseminating

adequate knowledge especially in the 21st century. According to Ishaq et al. (2020) there is

direct link between teachers ICT use and students’ academic performance has been in research

focus, with justifications that ICT helps in improving the communication between learners and

the instructors

Teaching Strategy

Pedagogy comprises teachers’ ideas, beliefs, attitudes, knowledge and understanding about the

curriculum, the teaching and learning process and their students, and which impact on their

‘teaching practices’, that is, what teachers actually think, do and say in the classroom (Black &

William, 2018; Alexander, 2009). According to Bhowmik et al. (2013) Pedagogy is the art and

science of teaching. Effective teachers use an array of teaching strategies because there is no

single, universal approach that suits all situations. Different strategies are used in different

combinations with different groups of students to improve their learning outcomes. Some

teaching strategies are better suited to teaching certain skills and fields of knowledge than are

others. As such, Pedagogy, being the art of teaching, involves conveyance of knowledge and

skills in ways that students can understand and remember and apply. It also entails interactions

between teachers, students, the learning environment and the learning tasks. Arguments in the

21st century by Hanif et.al 2019; Fakomogbon & Bolaji, 2017; De Jong, 2019 cited Kaluyu &

9
Ndiku (2020) purport that relevant teaching pedagogy should include: teaching contextually, use

of inter-disciplinary approaches, Work collaboratively with students, Use project based

approaches, foster problem solving, and transparent assessment, develop thinking skills and build

technological, information and media competencies (Maluleke, 2019). In Africa, strategic

response to teaching of STEM subjects with vigilance of integration of information

communication technology has been on course (Barakabitze et al., 2019) but with challenges

related to teacher attitudes, believes and perceptions, the STEM necessary infrastructure,

technology access and the teacher skill to integrate it in teaching (Guler et al., 2019)

The Benefits of Using ICT in Education

Schooling in the digital age is a complex, compromised and often contradictory affair but this is

not to say technology cannot act as a focus for improvement (Selwyn, 2010). Several studies

from case studies to survey researches have been conducted about the importance of ICT and as

why teachers use it. They reveal that the use of ICT is inherently advantageous to support,

facilitate and make easier teaching-learning process. As of this importance, research results

highlight professional development in the area, supportive models, visionary policy and

pedagogical expertise. ICT comprises several multimedia tools, such as computers, broadcasting

technologies (radio and television), the internet, telephone and the like. Nevertheless, computer

more than ever has caught the attention of the world-web-community because of its very nature

to process, store and retrieve information, and helps students and teachers to facilitate and handle

complex problems. The use of ICT, particularly a computer stimulates a new atmosphere where

teachers and students could interact and collaborate to learn new skills of understanding about

any subject matter and solving complex problems. In order ICT to stimulate a learning

10
environment, however, the objective needs to be specific and achievable. ICT has three

objectives in education: ICT as an object of study, discipline organization and medium of

teaching and learning (Plomp, 1996 cited in Tedla, 2012).

According to Tomei (2005) the primary role of information and communication technology

(ICT) in the education system presents opportunities for teachers to upgrade teaching and boost

students’ overall performance. The application of ICT in education is not limited to transferring

knowledge from dedicated teachers to their students; it also allows for the real-time exchange of

experience across a network of peers (Zhang et al., 2013). According to study conducted by

Ahmadi et al. (2011) the impact of ICT in education can be seen to improve both teachers’ and

learners’ capabilities, restructure the curriculum, create opportunities for more significant and

comprehensive learning, and enhance teaching and learning skills in general. As Brush et al.

(2008) have stated that ICT is used as a tool for students to discover learning topics, solve

problems, and provide solutions to the problems in the learning process. ICT makes knowledge

acquisition more accessible, and concepts in learning areas are understood while engaging

students in the application of ICT. Attewell et al. (2009) argue that while technologies can make

learning more convenient, it requires considerable input of teacher training, preparation and

production of appropriate materials for such learning also to become more effective.

Therefore, ICT is an important for students to develop cognitive skills in their daily lives,

professionals to organize disciplines and as a medium to promote conducive learning atmosphere

among teachers and students. Similarly the innovative use of ICT can promote student-centre

learning (Drent, 2005). Hence, teachers need to use ICT to enhance student learning, for it helps

11
students to engage in problem solving, decision making reasoning (Grabe & Grabe 2001 cited in

Tedla, 2012). This implies that ICT is important for fast and easy learning to process, store and

retrieve information, and as a result students develop cognitive skills and behaviors to solve

problems. In the focused group discussion, it was revealed that the importance of ICT is beyond

measure to quantify.

According to Offem & Anashie (2021) the use of ICT is becoming more imperative in our

society today. The evidence shows that ICT is very necessary in education for national

transformation since we are now in a global village. ICT play vital role in the management of

education through instructional delivery collaborative, exploratory, discovery and independent

learning which can easily be achieved through effective ICT application, also in nation security

in the area of financing, communications, surveillance, intelligence gathering, coordinating and

identification of public enlightenment and a lot more. On the contrary, ICT access is not an

obvious key to academic performance (Karamti, 2016). According to Karamt (2016) focused on

Measuring the Impact of ICTs on Academic Performance: Evidence from Higher Education in

Tunisia. Using survey data involving 377 college students and teachers, a multilevel analysis was

conducted to measure the impact of ICT access and use with other student, university, and

teacher attributes that may affect academic performance. The results provided evidence for a

distinctive, though negative, effect of ICT on performance. However, study conducted by

Alkamel & Chouthaiwale (2018) argues that ICT provides positive vibrations on students’

attitude towards learning a language. Students can have an excellent chance to pick out the

elements through which they can meet their learning strategies, which were failed to satisfy by

the conventional methods. The availability of sources like images, animations, audio and video

12
clips is very simulating because they support the learners in presenting and practicing a language

in a different way. Not only for the students but also the teachers depend more on these tools to

produce, prepare, store and retrieve the materials of learning at ease. ICT provides authenticity

by which the learner could interact with others all over the world (Alkamel & Chouthaiwale,

2018).

Factors That Affect Teachers’ Motivation to Use Information and Communications

Technology (ICT) In the Classroom

Teachers’ attitudes towards the use of ICT impact on their ICT integration in the classroom,

decisions they make and actions they take in classrooms (Shaibou, 2015). Results by Mirzajani et

al. (2016) on teachers’ acceptance of ICT and its integration in the classroom revealed that,

adequate support from administrators, directives to teachers to use ICT, appropriate ICT skills

and knowledge as well as adequate resources were important factors that influenced the

utilization of ICT in the classroom. Their findings also showed that insufficient technical support

discouraged teachers from using ICT in teaching, while increasing adequate equipment and

technical support in schools encouraged teachers in this respect.

Study conducted by Natia & Al-hassan (2015) investigating the extent to which school

administration, and teaching and learning are promoted through the use of ICT in Ghanaian basic

schools revealed that, the ability of teachers to use computer to teach and research is weak due to

lack of access to internet, electricity/power problem, inadequate number of computers and

technical know-how. However, study conducted by Gil-Flores et al. (2017) revealed that

infrastructure represents a necessary but not a sufficient condition for the integration of ICT into

13
the classroom. Access to such infrastructure is an obvious prerequisite to being able to use ICT.

However, greater or lesser amounts of ICT infrastructure in schools are not generally related to

the frequency of classroom use.

Factors Influencing the Use of ICT

Factors influencing the use of ICT can be divided into external factors and internal factors. The

two types of factors are related to each other and to ICT usage level (Tezci, 2011). A variety of

external factors have been identified that influence the progression or effectiveness of technology

integration in schools. These include technology availability, accessibility of ICT equipment,

time to plan for instruction, technical and administrative support, school curriculum, school

climate and culture, faculty teaching load and management routine, and pressure to prepare

students for national entrance exams (Al-Ruz & Khasawneh 2011; Lin at al. 2012; Tezci, 2011).

Among these external factors, the most common are lack of access to computers and software,

insufficient time for course planning, and inadequate technical and administrative support (Chen,

2008). Al-Ruz & Khasawneh (2011) found that some external factors were positively associated

with technology integration, including availability of technology (r = 0.39, p < 0.01) and support

from technicians, teachers, and principals (r = 0.44, p < 0.01). Thus, technology availability and

overall support are important to technology integration. The higher the support structure and

technology availability, the higher the technology integration efforts are made by teachers.

Study conducted by Natia & Al-hassan (2015) on Promoting Teaching and Learning in Ghanaian

Basic Schools through ICT observed that many factors constitute constraints to its use at basic

school level. Such factors include lack of electricity/power, poor internet access, and lack of

14
computer laboratories. Also, insufficient number of computers, poor technical know-how and

capabilities of teachers to use ICT for teaching and research are other factors identified as facing

the integration of ICT in education. These challenges if not addressed are likely to thwart effort

geared at integrating ICT into the educational system in Ghana. The influential factors of ICT

were discusses, debated and eventually analyzed. It was reported that teacher attitude is one of

the most critical factors that enhance or inhibit the integration of ICT into classroom instruction.

Teacher attitude and competence ensure ICT implementation and guarantee further ICT

innovation. They also help to promote approaches, standards and harmonization of ICT tasks, the

awareness ICT equity, utilization and maintenance of ICT, implementation of ICT training,

assessment and evaluation, development of ICT, dissemination of pedagogical knowledge,

professional development, etc (Natia & Al-hassan, 2015).

Study conducted by Ghavifekr and Rosdy, (2015) on teaching and learning with Technology and

Effectiveness of ICT Integration in Schools indicated that teachers’ well-equipped preparation

with ICT tools and facilities is one the main factors in success of technology based teaching and

learning. It was also found that professional development training programs for teachers also

played a key role in enhancing students’ quality learning.

Conclusion

Even though some studies have been conducted about the importance of ICT and as why

teachers use it. However, those findings cannot be generalized over the educational system in

Ghana. Therefore, this current study will carefully study the information about the use of ICT

tools to enhance effective teaching and learning in basic schools in Ghana. Again, although

15
Study conducted by Natia & Al-hassan (2015) on Promoting Teaching and Learning in Ghanaian

Basic Schools through ICT observed that many factors constitute constraints to its use at basic

school level together with other studies outside Ghana, this will help the current study to identify

and examine the use of ICT tools to enhance effective teaching and learning in basic eight of

Atiteti M/A basic school through the performance of the students before and after the

intervention ICT lessons.

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 CHAPTER THREE

RESEARCH METHODOLOGY

3.0 Overview

This chapter of the project work spells out how the study was conducted. The chapter dealt with

the methods the researcher has employed to examine the use of ICT tools to enhance effective

teaching and learning in basic eight of Atiteti M/A basic school. The methodology comprises of

the following subheadings; research design, study population, sample size and sampling

technique, data collection and analysis.

3.1 Research Design

Kannae (2004) described action research as a process by which practitioners’ attempt to study

their problems scientifically in order to guide, correct and evaluate their decisions and actions.

According to Kannae (2004), a research design indicates the basic structures of study, the nature

of the hypothesis and the variables which provide the framework involved in the study. The type

of research design the researcher has adopted in this study is an action research design in which a

pre-test and post-test design with an intervention was used in collecting data. An action research

is the kind of research activity in which the researcher works collaboratively with other people to

solve a particular problem in a particular locality.

3.2 Population and Sample

The population for this work piece covers all Atiteti M/A basic school with a population of one

hundred and fifty students of which (60%) were girls and 40% were boys.

17
The difficulty in dealing with use of ICT tools in effective teaching and learning was identified

in basic eight of Atiteti M/A basic school where the Pre- test and Post -test were adopted for the

purpose of data analysis of the research work. The pre -test was aimed at getting valid in-depth

into the strengths and weaknesses of the students, while the post test was to ascertain the extent

measure of behaviour change (learning) after the implantation of the intervention. The students

were twenty in number, consisting of thirteen girls and seven boys. Basic eight class was

selected as the researchers’ sample because it was one of the classes the researcher was assigned

to teach during his internship program. The average age of this sample class was fourteen years.

3.3 Research Instruments

Test:

Test in the form of pre-test and post-test were the instruments used to collect data for the study.

3.3.1 Test Administration

The test which was conducted was to help the researcher to ascertain the level of skill and

knowledge the basic eight students have on the use of ICT tools in effective teaching and

learning. Diagnostic test was used to achieve this goal and has given the researcher the general

idea of the skill and knowledge level of the students in the topic.

A teacher made test was what the researcher used to diagnose the perceived problem. There were

4 questions each on the pre-test and post-test each on use of ICT tools (see Appendices A and B).

The students were allowed to answer all the 4 questions within a time of 20 minutes. The pre-test

18
was used to identify students’ difficulties in the topic while the post-test was used to find out

how the intervention used was effective in helping the students in learning the concept.

During the intervention process, the main intervention strategy/material that was designed and

used was the use of ICT tools. Other strategies such as the guided discovery and an activity-

based method of teaching and learning were also adopted and employed alongside the use of ICT

tools. After 4 weeks of intervention, the post-test was administered to ascertain students’ level of

mastery and knowledge or improvement of the conceptual knowledge of using of ICT tools.

Each teaching and learning session lasted for an hour, with each week having 4 periods of ICT

practical lessons with the intervention materials.

3.4 Data Collection Procedures

The data collection procedure was divided into three stages: pre-test data collection stage, the

intervention stage and the post-test data collection stage.

3.4.1 The Pre-Test Data Collection Stage

The Pre-test data collection stage was designed and used as a diagnostic instrument to ascertain

the extent of students’ difficulties in the use of ICT tools in effective teaching and learning. The

Pre-test was again used to find out the most efficient and appropriate method or intervening

strategy to address students’ difficulties. The outcome of the students’ responses revealed that,

the problem involving the topic under study existed among the students. The Pre-test items

enabled the researcher to determine the extent of the students’ strengths and weaknesses on the

concept.

19
After the Pre-test was conducted, it was found out that even though the students were taught the

use of ICT tools, the results clearly indicated that the students did not understand the topic very

well, hence the poor performance. It was also revealed that students did not understand the topic

because the lesson was delivered without the use of manipulative teaching learning materials.

Therefore, the researcher has adopted the use of ICT tools as an intervention strategy to address

the problem identified. The results from the Pre-test indicated that, the problem identified earlier

on existed among the students.

3.5 The Intervention Implementation Stage

The Intervention stage was the period during which the researcher applied and uses ICT tools to

address the problem of students’ conceptual knowledge of ICT. The use of the ICT tools to

address the problem of students’ conceptual knowledge of ICT tools was what Case et al (2003)

referred to as relating classroom activities to learners’ life experiences which enable them see the

relationship between what is taught in school and what is done at home thereby facilitating

transfer of learning and easy understanding.

The intervention lasted for four weeks with each containing an hour each of ICT lessons using

the ICT tools. Cooperative and independent learning methods were employed throughout the

intervention stage. The topics discussed were divided into four units for the four weeks of

intervention. Intra-and-inter group discussions were highly employed among students; student-

teacher and student-students (peer teaching) interaction created a cordial learning environment

for effective learning which sustains students’ interest throughout the lessons. This was clearly

20
manifested in students’ active interactions and manipulation with the computer assisting them

developed abstract and logical thinking skills.

Many activities were designed during the intervention which help the students to boost a

computer and shut down a computer, create a word document and open and read word document

from the computer correctly, thus using the computer.

3.5.5 Step Five: Post-Intervention Stage

On the 14th of November, 2021, at a two- period lesson, the researcher reviewed the students’

knowledge on all that they have learnt concerning the use of ICT tools to enhance effective

teaching and learning. After doing that, the researcher asked the students to perform some

simple task by the using of ICT tools which formed test two (2) - (Post-test). The researcher gave

the students enough time and space for the test and the scripts were collected at the end of the

period for marking. The whole test was marked out of eight. The results from the post-test

indicated that, most of the students can now solve simple tasks using of ICT tools correctly

without any external help.

Data Analysis

In order to extract useful results for reaching a strong conclusion and decision-making, it is

important to analyze the data. The procedure of transforming all the obtained data into useful

information and then obtaining a clear conclusion about the data is the process of analysis.

Analysis process also includes examining the data, building relation of different data types with

each other and trends of different factors. The data was first captured using statistical packages

21
for social sciences (SPSS v. 20). The first section of the study employed descriptive analysis.

Frequencies and percentages were used to summarize demographic information about the

respondents. The second section employed Paired Sample T-Test to evaluate the effect of using

the ICT tools to enhance effective teaching and learning in basic eight of Atiteti M/A basic

school

22
 CHAPTER FOUR

RESULTS AND DISCUSSION

4.0 Introduction

This research was done using a sample of 20 students to examine the use of ICT tools to enhance

effective teaching and learning in basic eight of Atiteti M/A basic school. Responses obtained

from the pre and post test were summarised in this chapter, in the form of tables and graphs.

Descriptive statistics were employed to identify students’ task perform using these ICT tools and

again, to ascertain the performance of the students before and after the intervention and establish

students’ levels of ICT use in the class.

65%

70
60
35%
50
40
30
20
10
0
Female Male

Figure 1 Gender Distribution

Source: Researchers’ field survey, 2022

23
From the figure 1 it could be observed that 65% of the majority of the respondents were female.

This could means that the outcome of the study can be largely influence by the female

respondents.

Table 1 Age Distribution of the Students

Ages Frequency Percentage

13 6 30.00

14 5 25.00

15 5 25.00

16 3 15.00

17 1 5.00

Total 20 100

Source: Researchers’ field survey, 2022

The result from table 1 reveal that majority (80%) of the students in basic eight were between the

ages of 13 to 15 years, whiles 20 % of the students were above 15 years.

Table 2 Kinds of ICT Tools Student has access to at Home (N=20)

ICT Tools Frequency

Computer 1

Radio 15

Television 7

Mobile Phone 18

Source: Researchers’ field survey, 2022

and radios in their various homes respectively. However, only 7 and 1 have access to televisions

and computers at home respectively. As Sánchez & Alemán (2011) reported in their study that

information and communication technology (ICT) includes computers, the Internet, and

electronic delivery systems such as radios, televisions, and projectors among others, and is

widely used in today’s education field.

Before the intervention students were asked to boost a computer and shut down a computer,

create a word document and open and read word document from the computer correctly, thus

using the computer. Observation shows that majority of the students could only boost computer,

shut down computer without any difficulties even though the levels of ICT use in the class was

very low which made it difficult for the students creating word documents, opening and reading

of word documents from the computer. However, after the intervention, students were asked to

perform the same task and were scored over eight. The outcomes were presented in the tables

below.

Table 3 Descriptive statistic for Pre and Post Test

Mean N Std. Deviation

Post-Test 6.43 20 1.28

Pre-Test 0.78 20 0.77

Source: Researchers’ field survey, 2022

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From the table 3, the average score out of eight obtained by student from the pre and post tests

appears to be different. Since the mean for the post-test results is far higher than that of the pre-

test results, it indicates clearly that students’ performance has tremendously improved, showing

that the intervention, which introduced students to ICT tools has succeeded in enhancing

effective teaching and learning. The current study has confirmed the study conducted by Nikolić

et al. (2019) that growing dependency on technology has driven educators to reconsider their

traditional teaching methods, and invest in the latest technologies and tools.

Hypothesis

Null hypothesis: There is no correlation between the average performance of students in the pre-

test and post-test scores.

Alternative hypothesis: There is a correlation between the average performance of students in

the pre-test and post-test scores.

Table 4 Paired Samples Correlations

N Correlation Sig.

Pre Test & Post Test 20 0.74 0.03

Source: Researchers’ field survey, 2022

From the correlation table above, it could be observed that there is a positive relationship

between the pre test and the post test since their p-value of 0.03 is less than the alpha value of

0.05, hence reject the null hypothesis and therefore conclude that there is a correlation between

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the average performance of students in the pre-test and post-test scores. This means that an

improvement in pre test scores will be a corresponding improvement in the post test scores.

Hypothesis

Null hypothesis: There is no significant difference between the average performance of students

in the pre-test and post-test scores.

Alternative hypothesis: There is a significant difference between the average performance of

students in the pre-test and post-test scores.

Table 5 Paired Samples Test

Paired Differences

95% Confidence

Interval of the

Std. Std. Error Difference Sig. (2-

Mean Deviation Mean Lower Upper t df tailed)

Pair Post Test

Source: Researchers’ field survey, 2022

Table 5 shows the paired sample t- test for pre-test and post-test; the calculated t-value of 25.415

was outside the acceptance range off 5.200 to 6.100. And thus it falls in the rejection region. And

also with the alpha value of 0.05 compare to the P-value (sig. 2-tailed) of 0.00, the p-value is less

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than the alpha value. This indicates an existence of positive difference between the mean score of

the pre-test (0.78) and of the post-test (6.43). Therefore, the researcher rejects the null hypothesis

and concludes that the average performance of students in of ICT has improved as a result of the

intervention. As said in a study conducted by Tomei (2005) that the primary role of information

and communication technology (ICT) in the education system presents opportunities for teachers

to upgrade teaching and boost students’ overall performance. After the intervention students

were able to use computer to discover learning topics, solve problems, and provide solutions to

the problems in the learning process. As Brush et al. (2008) have stated that ICT is used as a tool

for students to discover learning topics, solve problems, and provide solutions to the problems in

the learning process. Again, according to Ishaq et al. (2020) there is direct link between teachers

ICT use and students’ academic performance.

Even though the performance of the students has improved after the intervention, the school

itself faces a lot of challenges such as inadequate computers and software, insufficient time for

course planning. According to the previous study among these external factors, the most

common are lack of access to computers and software, insufficient time for course planning, and

inadequate technical and administrative support (Al-Ruz & Khasawneh 2011; Lin at al. 2012;

Tezci, 2011; Chen, 2008).

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 CHAPTER FIVE

SUMMARIES OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

5.0 Introduction

This chapter presents a discussion of the key findings, conclusions drawn from the findings and

makes appropriate recommendations. The conclusions and recommendations drawn were aimed

at addressing the objective of investigating the use of ICT tools to enhance effective teaching and

learning in basic eight of Atiteti M/A basic school

5.1 Summary

The major aim of this research was to investigate the use of ICT tools to enhance effective

teaching and learning in basic eight of Atiteti M/A basic school. The specific objectives of this

study are: to identify students’ task perform using these ICT tools and again, to ascertain the

performance of the students before and after the intervention and establish students’ levels of

ICT use in the class.

In chapter two, careful review of previous literature was done. It was organised under the

following sub-headings: the concept of ICT in education, ICT and tools for learning material

study, ICT enhancing teaching and learning process, teaching strategy, benefits of using ICT in

education, factors that affect teachers’ motivation to use information and communications

technology (ICT) in the classroom, factors influencing the use of ICT and conclusionn. This

chapter confirms that not enough work has been done on the topic in Ghana.

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A sample of 20 students was selected from the study population. Descriptive statistics were

computed. The descriptive aspect employs frequency, mean, and Paired Sample T-Test.

It was observed that 65% of the majority of the respondents were female. Again, the study

revealed that majority of the students were aged between the ages of 13 to 15 years, whiles 20 %

of the students were above 15 years. However, majority of these do not have access to televisions

and computers at home.

The evidence from the field shows that the average score out of eight obtained by student from

the pre and post test appears to be different. The study further revealed that there was positive

relationship between the pre test and the post test significance value of 0.03.

5.2 Conclusion

The study established that the average performance of students in the use of ICT has improved as

a result of the intervention. Study again shows that majority of the students could create word

documents, open and read word documents from the computer at a speed rate after the

intervention. The school was having challenges such as inadequate computers and software,

insufficient time for course planning. Therefore, uses of ICT tools enhance effective teaching

and learning.

5.3 Recommendations

Generally speaking, African Countries have plenty of natural resources, but it still remained

unused or exploited wrongly by their poor leadership. The challenge is high; however the

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opportunity is much higher. As poverty is limiting the ICT integration and implementation,

governments should learn to exploit and distribute evenly the abundant natural resources,

minerals, solar and hydropower sources wisely.

Application of ICT into education has unquestionable importance to the enhancement of

productivity, quality education and new skill. ICT is a prominent tool to generate new

information and processing, and handling of knowledge. As ICT is evolving always, young

generations need to learn the subsequent innovations. Therefore, schools should be competent

enough to enhance the transmission of information with new skills to their beneficial.

School leaders and teachers are awareness enough about the importance of ICT as a catalyst to

facilitate teaching-learning process. However, ICT integration still remains impractical and open

issue. Hence, schools should change the role of a teacher from traditional to constructivism

approach, and should promote high monitoring, evaluation, and new planning approach.

ICT integration and implementation is not only the function of policy makers and teachers. The

best practice requires the efforts concerned bodies and every individual in the field. Hence,

schools, policy makers and governments should encourage strong collaboration among schools

and regional countries and work toward gaining the input of the many and should review also the

past events collaboratively so as to progress effectively.

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Finally, parents, community, Governmental and Non Governmental organizations should give all

necessary supports on ICT usage to boast the effective use of ICT for effective and efficient

teaching and learning of ICT in rural areas.

5.4 Suggestion for Further Study

As only a very small sample size (twenty) was used in this study, a much larger sample would

enable the results and findings to be applicable to educators in general. Moreover, in this study,

the students were from only one school. Hence, the views expressed by the participants in this

study might not necessarily reflect the feelings and views of students from other schools. Further

research on use of ICT tools to enhance effective teaching and learning in the classroom could,

therefore, expand the sample size as well as include students from schools in urban and rural

localities.

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