RP-Department of Educational Communication and Technology

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Browsing RP-Department of Educational Communication and Technology by Author "Bariham, Iddrisu"

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    An Assessment of Basic Schools Teachers’ Integration of Computer Based Instruction into Social Studies Teaching in West Mamprusi Municipality; Implications for Further Development of Computer Based Instruction Use in Ghanaian Schools
    (Research and Scientific Innovation Society, 2019) Bariham, Iddrisu; Ayot, Henry Okello; Ondigi, S. R.; Kiio, Mueni Ngungui; Nyamemba, Nyakundi Patrick
    This quantitative study was conducted in West Mamprusi Municipality to explore the integration of Computer Based Instruction in Social Studies instructional processes among basic schools; opportunities, challenges and implications for policy reforms. The study forms part of an ongoing PhD research which focuses schools preparedness for the integration of Computer Based Instructions in teaching and learning of Social Studies in Northern Region of Ghana. Three research questions and one hypothesis were formulated to guide the study. The research was anchored on the technology acceptance model developed by Davis, Bagozzi and Warshaw, (1989). The correlational research design was employed for the research. The design enabled the researchers to observe two or more variables at a point in time and also useful for describing a relationship between two or more variables in the study. Ten (10) Junior High Schools and 15 primary schools were randomly sampled for the study using proportional allocation formula developed by Yamane (1967). Data were collected by means of structured survey questionnaire constructed with close-ended questions. The questionnaires were pre-testedto ensure reliability using Cronbach’s Alpha formula. The questionnaires yielded an alpha of 0.79 which was within the acceptable standard and hence was adopted for the study. Data were analyzed using descriptive and inferential statistics. The t-test was used to test the hypothesis to determine whether there was a significant relationship between teachers’ gender, age, experience and location in their application of ICT resources during Social Studies instruction. The findings discovered that teachers’ had positive attitudes towards the application of Computer Based Instructions CBIs) as tools for teaching and learning of Social Studies. However, teachers’ do not incorporate CBI in instructions due to lack of digital infrastructure, lack of internet, poor teachers’ ICT skills, limited time, lack of technical support for the teachers’, unstable power supply and lack of school based ICT policies. Teachers’ variables such as age, gender, experience and location were found to have significance mean difference on the extent of integration of Computer Based Instruction in instructional processes. This means that the null hypothesis of no influence of teachers’ characteristics on their level of CBI integration should be rejected. However, teachers’ qualification did not significantly influence the extent to which they incorporated CBI in Social Studies instructions. Based on the findings, the study recommends the Government of Ghana to supply basic schools with appropriate digital infrastructure including internet, in-service training for teachers and increasing budgetary support for schools to operate and sustain the CBI innovation in schools to improve on students’ learning outcomes.
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    Senior High Schools’ Students’ Perception of Computer-Aided Instruction in North East Region of Ghana
    (IJIRAS, 2019) Bariham, Iddrisu; Muchiri, Mohamed Moses; Ondigi, S. R.; Kiio, Mueni Ngungui
    We live in a digitized world. Presently, globally, technology drives almost all aspects of human endeavors. For instance, in the field of education, Computer-Aided Instruction (CAI) which is grounded on the principle of programmed instruction facilitates the effective learning of concepts, generates interest and curiosity of learners, fosters critical thinking, and provides learners with immediate feedback. CAI help Social Studies students develop problem-solving skills, collaborative learning, communication, emotional intelligence, problem-solving, and creativity. However, the effective implementation of CAI in schools depends on several variables including students’ perception of the CAI as tools for teaching and learning. This study was therefore conducted to investigate Senior High Schools students’ perception of CAI as tools for teaching and learning, and whether gender and school location influence students’ adoption of CAI during learning of Social Studies. The quantitative research design was adopted for the study. The data for the research was collected from 3 Junior High Schools randomly sampled from the North East Region of Ghana using Slovin’s formula for sample size determination. Two research questions and two hypotheses were formulated to direct the study. Data were collected using structured questionnaires administered to 270 students from the 3 randomly sampled schools. The questionnaire was designed with a 5-point Likert scale using closed-ended questions. To determine the reliability of the questionnaire, a pilot study was conducted. The test-retest method was used to determine the reliability of the instrument. This was carried out among 20 respondents who were not included in the research sample. The value of the coefficient of correlation “r” was found to be 0.78, which implied that the instrument was reliable. Data were analyzed using descriptive and inferential statistics. Frequencies were used to analyze data on students’ perceptions of Computer-Aided Instruction, the extent of integration. Pearson’s Chi-square was used to test the hypothesis to determine whether there was a significant difference between male and female students and young and old teachers’ application of CBI in learning of Social Studies. The study found that students’ perception of CAI was positive, however, their application of technology in learning was limited. Also, male students were using technology to learn than female students. There was no statistically significant difference between rural and urban students integration of CAI in learning. The study recommends the supply of schools with relevant digital infrastructure, training, and supply of laptops to female students, and allowing Senior High Schools students to use phones in schools purposely for learning to increase students’ performance.