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
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Date
2019
Authors
Bariham, Iddrisu
Ayot, Henry Okello
Ondigi, S. R.
Kiio, Mueni Ngungui
Nyamemba, Nyakundi Patrick
Journal Title
Journal ISSN
Volume Title
Publisher
Research and Scientific Innovation Society
Abstract
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.
Description
Research Article
Keywords
Social Studies, Teaching and Learning, Gender, Gender Disparity, Computer Assisted Instruction, Cooperative Learning, E-learning, Computer Literacy
Citation
International Journal of Research and Innovation in Social Science (IJRISS) |Volume III, Issue V, May 2019