University of Nebraska - Lincoln
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2020
EXPLORING THE USAGE OF INFORMATION COMMUNICATION
TECHNOLOGY TOOLS AND THEIR BENEFITS IN BASIC SCHOOLS
IN GHANA: A CASE OF AGORPKO D.A. JUNIOR HIGH SCHOOL IN
THE SOUTH TONGU DISTRICT, GHANA
George Tesilimi Banji
University of Health and Allied Sciences, Ghana, gbanji@uhas.edu.gh
stephen okyere
University of Health and Allied Sciences,Ghana, sokyere@uhas.edu.gh
David Dogbe
University of Cape Coast, Ghana, daviddogbe21@yahoo.com
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Banji, George Tesilimi; okyere, stephen; and Dogbe, David, "EXPLORING THE USAGE OF INFORMATION
COMMUNICATION TECHNOLOGY TOOLS AND THEIR BENEFITS IN BASIC SCHOOLS IN GHANA: A CASE
OF AGORPKO D.A. JUNIOR HIGH SCHOOL IN THE SOUTH TONGU DISTRICT, GHANA" (2020). Library
Philosophy and Practice (e-journal). 4242.
https://digitalcommons.unl.edu/libphilprac/4242
EXPLORING THE USAGE OF INFORMATION COMMUNICATION
TECHNOLOGY TOOLS AND THEIR BENEFITS IN BASIC SCHOOLS IN GHANA:
A CASE OF AGORPKO D.A. JUNIOR HIGH SCHOOL IN THE SOUTH TONGU
DISTRICT, GHANA
George Tesilimi Banji (PhD)
University Library
University of Health and Allied Sciences.
PMB 31. Ho, Ghana
Email: gbanji@uhas.edu.gh
Stephen Okyere
University Library
University of Health and Allied Sciences.
PMB 31. Ho, Ghana
Email: sokyere@uhas.edu.gh
David Dogbe
CODE, University of Cape Coast
Email: daviddogbe21@yahoo.com
ABSTRACT
This paper seeks to identify the Information and Communication Technology (ICT) tools
available for students. It also investigates how Information and Communication Technology
(ICT) tools benefits students’ in learning in a basic school in Ghana. A total of 60 students
from Agorkpo D.A. JHS in the South Tongu District were surveyed. A descriptive design was
used for the study. A set of questionnaires was used to collect data from the respondents. The
entire questionnaires were retrieved and IBM Statistical Package for Social Sciences version
22.0 in combination with the Microsoft excel were used to analyse the data. Simple frequency
tables were used to present the data. The study discovered that laptop was the most used ICT
tool in the school investigated and the benefits students derive from the use of the ICT tools in
the school included support for classroom teaching and learning, facilitation of skills learning,
helps in contacting other people (building network) and assisted in vocabulary building. The
study recommended that government and other stakeholders should support the school with
ICT tools in order to promote teaching and learning.
KEYWORDS: Information and Communication Technology; ICT Tools; Students; Basic
School; Academic performance; Agorkpo D. A. J.H.S; Ghana.
1
Introduction
Information and Communication Technology (ICT) is used as a generic term to refer to
technologies used for collecting, editing, storing and disseminating information in various
forms (Thiyagu, 2016). According to Thiyagu (2016), since the inception of the 21st century
ICT has remained the major contemporary tool shaping the global economy and producing
rapid changes in society. Similarly, ICT has transformed the nature of education, where and
how learning takes place and the role of students in the teaching and learning process. However,
its benefits and related challenges are increasingly becoming a topic of debate. As a result,
different developing countries have initiated public policies aimed at promoting information
communication technology and maintaining its integrity in schools.
In 2003, Ghana formulated its first ICT in education policy, which saw three reviews in 2006
and 2008, and metamorphosed to the current document adopted in 2015 (Ministry of Education,
2015). The ICT in education policy has a vision of integrating ICT tools into the curriculum
for all subjects and at all levels of education in Ghana. It has an overarching goal “to enable all
Ghanaians including teachers and learners in either the formal, informal and non-formal
systems to use ICT tools and resources to develop requisite skills and knowledge needed to be
active participants in the global knowledge economy at all times” (MOE, 2015). The policy
was directed at using ICT tools to facilitate teaching and learning within the Ghanaian
educational system and also promote e-leaning.
According to the then Minister of Education, as quoted in the foreword of the policy document,
“the Government shall put in place measures to strengthen science education at all levels …
with an emphasis on the use of ICT to facilitate the training and learning process” as part of
this policy commitment (MOE, 2015). As a result, this policy has sustained the foundation of
a successful production of a teaching syllabus for ICT in the Junior High Schools and other
levels of education in Ghana by the Ministry of Education. Based on the policy formulated by
MOE, the Ghana Education Service had been empowered with the responsibility of ensuring
that the integrated and coordinated implementation of the ICT policy and its associated
activities in the Junior High Schools across the Country were implemented.
The Problem
It has been observed over the years that since the adoption of the ICT policy, most schools in
the country have not been able to teach and learn ICT as a subject, let alone integrate it into the
teaching and learning of other subjects and co-curricular activities. This could be as a result of
the lack of teachers to teach the subject and the unavailability of concrete teaching and learning
2
materials in the schools. Although the Government of Ghana, since 2008 has distributed laptops
to pupils through RLG Company dubbed “one laptop per child project”, many of the pupils
who received the laptops could not boast of it today because they did not realise its value at the
time and thereby defeating the objective of the project (Kwode, 2015).
In an observation during a visit to the study area (Agorkpo D. A. J.H.S), it has been observed
that pupils in the school found it difficult to search simple concepts using the internet.
Secondly, they were not able to use the smartphone and the computer for assessing and
processing information. A critical observation of an ICT lesson taught also indicated that
learners were not able to get the concepts of ICT applications well. This was because, the lesson
was taught in abstract, without the use of practical ICT tools. In a better instance where pictures
of computer components were used, the learners hold unto the idea of repeated memorisation
and definition of concepts.
Consequently, with the recent mass education by the Ghana Education Service and ICT-
oriented Non-Governmental Organisations (NGOs) and pressure groups, ICT in education has
now gained recognition in many schools in order to ensure harmony between education and
the contemporary job industry. This paper therefore seeks to:
• Explore the ICT tools being used by students for learning in Ghana and most
importantly in a deprived community school (Agorkpo D. A. J.H.S.)
• Investigate the benefits students of this community derive from the use of ICT tools for
their academic work (learning).
Literature review
ICT Tools Used for Learning in Schools
Information and Communication Technologies (ICT) is defined by Blurton (1999) as cited in
World Bank (1998) 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 (radio and television), and telephones. A
personal computer is one of the best-known examples of the ICT tools used in education, but
the term multimedia is also frequently used. Multimedia can be interpreted as a combination
of data carriers, for example video, CD-ROM, Floppy disc and internet and software in which
the possibility for an interactive approach is followed (Oshinaike & Adekunmisi, 2012).
According to Agnew et al (1996), schools must not remain places for the transmission of a
prescribed set of information from teachers to learners over a fixed period of time, which has
3
been the case for the past decades, rather, schools must promote “learning to learn”, implying
the acquisition of knowledge and skills that make possible continuous learning over the lifetime
(Kools & Stoll, 2016). Oshinaike and Adekunmisi (2012) argued that conventional media
technologies can no longer meet the needs of our teaching and learning processes; as a result,
they must be replaced by multimedia technology.
In the same study, Oshinaike and Adekunmisi (2012) further revealed that the internet and its
facilities as well as the Computer and CD-ROMs were the mostly used multimedia resources
whilst the television and transparencies were the least being used. The study further revealed
that all the ICT tools can be classified in two major categories called hardware and software.
Hardware consist of physical equipment that are used for processing information in various
ways, and software consists of the instructions or programs that determine tasks being
performed by the hardware and the way these tasks are performed.
Similarly, the use of ICT in education although the term encompasses a host of devices most
of which are used complimentarily but the term multimedia is also frequently used. Multimedia
can be interpreted as a combination of data carriers, for example video, CD-ROM, Floppy disc,
the internet and software, in which the possibility for an interactive approach is followed
(Oshinaike & Adekunmisi, 2012). According to Oshinaike and Adekunmisi (2012), advanced
hardware and sophisticated devices would not work without the use of software because they
are designed specifically to be nothing without software. Table 1 presents the ICT tools
(hardware and software) used in schools for teaching and learning.
Table 1: Information and Communication tools used in teaching and learning in schools
Hardware Software
Desktop computer Reference software
Laptop computer Drill and practice software
Smart phones Educational games
Tablets Tutorial software
Projector Speed reading software
Smart board Spelling software
4
Radio Maths problem solving software
Television Vocabulary software
Source: Adapted from (Ghavifekr, et al, 2016; Sharma, et al, 2011 and Kenyanote, 2019)
From the table 1, it has been identified that the ICT tools used in schools could be categorised
into hardware and software. The hardware consists of desktop computers, laptops, smart
phones, tablets, projectors, smart board, radio and television whereas the software includes
things like reference managers, drill and practice software, educational games, tutorial
software, speed reading software, spelling software, maths problem solving software and
vocabulary software.
In an attempt to explore ICT tools used in schools, there have been many studies on students’
integration of ICT into learning across the world. For instance, a study conducted by Kennedy,
Judd, Churchward and Grey (2008) on 2000 Australian students revealed that some students
use computer for general study purposes, others use computer to develop web pages but a great
number of students use computer to play music every day or once a week. Further, Kvavik
(2005) conducted a study on 4374 students to investigate their use of ICT in schools. The study
found that students frequently use ICT for email, instant messaging, word processing and
internet surfing. Again, Zakaria, Watson and Edwards (2010) conducted a research on
Malaysian students’ use of ICT in schools. The result showed that students use email to
disseminate and share digital contents. In a similar study, Yukhymenko and Brown, (2009)
investigated the use of ICT among 122 Ukrainian high school students. The result discovered
that 53.3% of the students use ICT in school once a week but 33.5% indicated that they never
use ICT in school. However, the study was silent on what the students used ICT for in schools.
As a comparison with advanced countries, the technology use in education in developing
countries is relatively limited.
Benefits of using ICT tools in learning
In recent years, there has been an upsurge of interest in how computers and the internet can
best be harnessed to improve the efficiency and effectiveness of education at all levels of
education in Ghana. It has been recognized that conventional media technologies can no longer
meet the needs of our teaching and learning processes; as a result, they are being replaced by
multimedia technology. According to Al-Shboul, Al-Saideh et al. (2017), ICT has been an
essential requirement in educational institutions for learning and teaching in the present day of
5
digital environment where learners access, use, capture video lectures, and digital notes through
electronic gadgets.
It is an indisputable fact that ICT has the potential for increasing access to and improving the
relevance and quality of education, especially for developing countries. It thus represents a
potentially equalizing strategy for developing countries as most of them have exhibited it in
the adoption of ICT in education policies. Perhaps, the ultimate goal in promoting the use of
ICT in schools has been to increase the effectiveness of teaching and improve pupils’ learning.
This is buttressed by the World Bank (1998) research that stated that:
“Information Communication Technology greatly facilitates the acquisition and
absorption of knowledge, offering developing countries unprecedented opportunities to
enhance educational systems, improve policy formulation and execution, and widen the
range of opportunities for business and the poor. One of the greatest hardships endured
by the poor, and by many others, who live in the poorest countries, is their sense of
isolation. The new communications technologies promise to reduce that sense of
isolation, and to open access to knowledge in ways unimaginable not long ago.”
Oshinaike and Adekunmisi (2012) indicated that information technology application serves
many different purposes; search engines and knowledge sharing portals. Oshodi (1999) posits
that awareness created towards the use of information and communication technology over the
years is increasing in the classroom learning environment in the third world, such that mere
verbalization of words alone in the classroom to communicate ideas, skills and attitude to
educate learner is no more yielding results. This view is supported by Omagbemi et al (2004)
that access to multimedia information could stimulate changes and create conductive learning
environment and make learning more meaningful and responsive to the localized and specific
needs of learners.
Many educational communities absolutely share the vision concerning the central role and
importance of ICT in the educational contexts of the future (Wood, 1993). That vision is
associated by an acknowledgement that in order to realize this vision, three factors – access,
training and targets must be provided (Simpson, Payne, Munro and Hughes, 1999; MOE, 2015)
which informs the adoption of policies by governments. Also, the many kinds of ICT tools
used for teaching and learning can be used in education for different purposes. For instance,
some of the tools helped students with their learning by improving their ability to access and
comprehend simple concepts using search engines and other software (Valasidou et al 2005).
6
In a study conducted to explore the benefits of the use of ICT in schools, Simpson et al (1999)
found out in their study that 64% of the teachers used ICT tools in the production of handouts
using standard word processing package; about 27% indicated that they made use of and had
experience with more powerful communication and presentation software; and only 32%
incorporated the use of any ICT software into the lectures. All these practices affect learner
experience in various ways.
Research Methodology
A descriptive research design was used for this study. The descriptive design involves the
description of the present status of event or phenomenon under investigation (Banji, 2018). A
set of questionnaires was used to collect data for this study. The questionnaire was administered
by the researchers and their research assistants including the heads and teachers of the school.
Some of the items were read and explained to the students as recommended by Amedahe
(2002). The students were therefore given the opportunity to voluntarily provide a response to
the items in the questionnaire. The questionnaire had three different sections: Section A
solicited the socio-demographic characteristics of the respondents; Section B explored the ICT
tools being used in the school and Section C investigated the benefits of the use of ICT tools
in the school.
The population for this study includes all the students of Agorkpo D.A Junior High School in
the South Tongu District of the Volta Region in Ghana. To generate the sample for this study,
a list of all the students in Agorkpo D. A. Junior High School was requested from the school
administrator. Since the JHS has three classes, the population was then stratified into three
groups representing the three classes of the Junior High School. From each stratum, a
proportionate number of respondents were selected at random using the lottery method. Since
students in the three classes have varying lengths of stay and learning experience in the school
with JHS 3 staying longest and JHS 1 staying shortest, 50% of the sample was selected from
JHS 3, 30% from JHS 2 and 20% from JHS 1, totalling 60 students. Data collected was coded,
captured and analyzed using IBM Statistical Package for Social Sciences (SPSS) version 22.
The results were presented with simple frequency tables.
7
Results and Discussion
Socio-demographic characteristics of respondents
Table 2 presents description of the socio-demographic characteristics of the respondents as
below:
Table 2: Socio-demographic characteristics of respondents
Characteristic Frequency Percentage (%)
Age
10 - 12 4 6.7
13 - 15 39 65
16 - 18 17 28.3
Total 60 100.0
Gender
Male 32 53.3
Female 28 46.7
Total 60 100.0
Length of stay in the school
1 year 20 33.3
2 years 25 41.7
3 years 15 25.0
Total 60 100.0
Class
JHS 1 20 33.3
JHS 2 21 35.0
JHS 3 19 31.7
Total 60 100.0
Source: Field Data, 2019
The results in Table 2 as above demonstrates that respondents were predominantly males. Out
of the sixty students surveyed, thirty-two of them were males, constituting 53.3%, and the
remaining twenty-eight were females, constituting 46.7%. Also, 6.7% of the respondents were
aged below 13 years, about 65% were within 13 and 15 years, whilst 28.3% were aged above
15 years. Twenty of the respondents representing 33.3% have stayed in the school for a year,
twenty-five of them representing 41.7% have stayed for 2 years and fifteen of them,
representing 25% have stayed for 3 years. However, 20 (33.3%) of them were in JHS 1,
21(35%) were in JHS 2, whilst 19 (31.7%) were in JHS 3.
8
ICT tools used for learning by Agorkpo D.A J.H. S students
Table 3 as below presents the respondents’ views on the ICT tools used for learning in the
school studied. A likert scale was provided for the respondents to select from the options
ranging from: Agree (A), Disagree (D) and Undecided (U).
Table 3: ICT tools used for learning by Agorkpo D.A J.H. S students
ICT Tools Agree Disagreed Undecided Total
Freq. (%) Freq. (%) Freq. (%) Freq. (%)
Desktop PC 12(20%) 43(71.7%) 5(8.3%) 60(100%)
Laptop 40(66.7%) 16(26.7%) 4(6.6%) 60(100%)
Tablet 1(1.7%) 52(86.6%) 7(11.7%) 60(100%)
iPad 1(1.7%) 48(80%) 11(18.3%) 60(100%)
Smartphones 20(33.3%) 32(53.3) 8(13.4%) 60(100%)
Projector 0(0) 54(90%) 6(10%) 60(100%)
TV 1(1.7%) 55(91.7%) 4(6.6%) 60(100%)
Radio 4(6.7%) 50(83.3%) 6(10%) 60(100%)
Source: Field Data, 2019 Data is presented as frequency with percentage in parenthesis
From Table 3, 20% of the respondents agreed that the ICT tools used in their school included
Desktop PCs whilst 43 (71.7%) disagreed. An insignificant number of five respondents (8.3%)
were undecided on the issue. Although, Sharma et al (2011) posited that desktop PCs is an
essential ICT tool used in schools, it can be inferred from this result that they are not used for
learning in Agorkpo D. A. J.H.S. About 40 (66.7%) respondents agreed that laptop computers
are used for learning in the school while 16 (26.7%) disagreed. It can be inferred that teachers
who possess laptop computers bring them to school to facilitate the teaching and learning
process. This confirms the assertion of Ghavifekr et al (2016) that laptops are gaining
prominence among the ICT tools being used by schools.
On the issue of the use of smartphones for teaching and learning in the school. Although
majority, 53.3% are in disagreement with the use of the device. Also, 20 respondents
representing 33.3% agreed. About 8 (13.4%) of the respondents were however, undecided on
the issue. This result justifies the assertion of Kenyanote (2019) that smartphones are used to
9
supplement the traditional ICT tools in schools since they are widely available and in
possession of many individuals.
Subsequently, when respondents were asked to indicate if overhead projectors were used in
delivering lessons to them, the finding indicates that none of the respondents agreed to the use
of overhead projector. However, 10% of the respondents were undecided on the use of
overhead projector in the school. This result disagrees with Mangesi (2007), who indicated that
projectors are available in schools for educational purposes. It can be inferred from the table
that TV and radio were also not used for teaching and learning in the school. As 55 (91.7%)
and 50 (83.3%) respondents disagreed with the use of TV and radio respectively whiles only
one (1.7%) and four (6.7%) agreed. This confirmed the finding of Oshinaike and Adekunmisi
(2012) that radio and television were the least ICT tools being used in schools.
Generally, the results in Table 3 confirmed the postulations by Ghavifekr et al (2016) and
Sharma et al (2011) that the most widely used ICT tools in schools are the desktop and the
laptop PCs because respondents have demonstrated knowledge of the ICT tools under studied.
However, these ICT tools were not available in the school for the respondents to use for
learning. It is the opinion of the researchers that this would go a very long way to affect learning
in the school.
Benefits of the use of ICT tools in Agorkpo D. A. J.H.S
Figure 1 presents the description of the benefits respondents presumed to emanate from the use
of ICT tools in the school.
Figure 1: Benefits of the use of ICT tools in Agorkpo D. A. JHS
Building vobabulary
Games
Skills learning
Document processing Undecided
Contact people Disagree
Agree
Social networking
Search information
Class teaching
0 10 20 30 40 50 60 70
Source: Field Data, 2019
10
From Figure 1 as above, most of the respondents agreed that ICT tools are very beneficial in
classroom teaching. As illustrated in Figure 1, fifty-eight respondents (96.6%) agreed to the
assertion that ICT tools support teaching and learning in class. However, 3.4% of the
respondents did not see the beneficial aspect of ICT tools. This confirms the assertion of World
Bank (1998) that the use of ICT in schools increases the effectiveness of teaching, and improves
the learning of students. The study also agrees with Al-Shboul et al. (2017) who qualifies ICT
as an essential requirement in educational institutions for learning and teaching. Figure 1 also
indicates that fifty- one respondents (85%) agreed that ICT tools were used to share
information. This is in consonance with Oshinaike and Adekunmisi (2012) who found out in
their study that ICT beneficially serves the purpose of knowledge sharing.
With respect to ICT tools encouraging networking, most of the respondents agreed that ICT
tools promote social networking. As shown in figure 1, forty-nine of the respondents (81.7%)
agreed to the assertion. However, nine respondents (15%) disagreed. This confirms the study
of Mangesi (2007) that Information and Communication Technology tools are used for
networking among individuals and institutions. Additionally, most of the respondents also
agreed that ICT tools are used to contact other people. This is shown in Figure 1, where fifty-
four respondents representing 90% confirmed the assertion. Only six respondents, representing
10% disagreed. This confirms the findings of Buabeng-Andoh and Issifu (2015), Haddad and
Draxler (2002) who discovered in their study that ICT tools are used by students to contact
each other through emails and other social applications.
With document processing, about fifty-two (86.7%) of the respondents agreed that ICT tools
was very helpful in document processing. This confirms the postulation of Kvavik (2005) that
ICT tools such as laptops and desktop PCs are used for processing documents. However, 3.3%
of the respondents disagreed. From Figure 1, 95% constituting fifty-seven respondents
indicated that student benefit from ICT tools to acquire skills that can be used for diverse
activities. Additionally, 86.7% of the respondents also agreed that ICT tools could help students
build their vocabulary. Vocabularies could be built using software that are written for the
specific purpose. This finding disagrees with Buaben-Andoh and Issifu (2015) that students
use ICT to communicate with friends more than any other use.
Generally, majority of the respondents agreed to the benefits of use of ICT tools in learning in
the basic schools. Only a minority of five respondents on average disagreed with the benefits
with a very insignificant average of one respondent being undecided. Haddad and Draxler
11
(2002) confirms the findings illustrated in Figure 1 by identifying the level of benefits derived
from using ICT in education such as demonstration, drill and practice and social networking.
This implies that ICT tools are very relevant in the teaching and learning in schools.
Conclusions and policy recommendations
Students that participated in this study showed much awareness of ICT tools used in schools
but demonstrated little knowledge about what the tools holistically look like. Most of the
students isolated components or units of the desktop PC as separate ICT tools. This suggests
that the ICT tools students know of were not physically in existence in the school. Even if
otherwise, there are only units or components of a computer system that teachers use to show
as examples. In this case, teachers must be committed to provide the least opportunity to
students to use the available ICT gadgets or tools by themselves in order to better appreciate
what the tools are actually used for.
The study further suggested that in order to achieve meaningful academic improvement,
teachers must spend more time teaching the subject and create the enthusiasm in students. It is
no doubt that it is very difficult to teach practical subjects like ICT without demonstrations.
That makes the teaching and learning of the subject very boring to the teacher and the student
respectively, with less interest. It was also observed that students do not know the relevance of
ICT in the current century, especially with regards to their academic improvement and
progression.
ICT tools are needed to ensure that its skills are efficiently imparted to students. As such, the
Ministry of Education in collaboration with the South Tongu District Assembly (STDA) should
help provide ICT tools to the school. School authorities are also encouraged to approach
philanthropists and charitable organisations to seek support with the acquisition of common
and less expensive ICT tools.
In conclusion, to ensure that students master skills in ICT, more attention should be given to
ICT lessons. Supervision of ICT teachers should be taken seriously to ensure they meet time
table requirements for ICT in the school. Requisite ICT tools should be used to demonstrate
processes and applications so that lessons would be activity-based and learner-focused. This
way, students would easily understand the concepts and be able to apply them practically and
independently.
12
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