CHAPTER THREE

METHODOLOGY

This chapter deals with the methodology. It looks at the design adopted as well as the target

population, sample population, Research instrument and data analysis.

Research design:

The design used for the research was mainly action research and descriptive. Action Research

helps to solve immediate problems through changes; both the pupils and teachers are part of the

problems and solutions hence they become very conscious of their practice. In addition action

research helps to generate new strategies and ideologies to solve current problems.

Descriptive design:

It’s a method which specified the way things are used. It involves collecting data in order to test

hypothesis or answer research questions concerning the current state of the subject of the study.

Population:

The population of this study was teachers in the various basic schools in the Jasikan township. In

all fourteen schools were involved. This gives a total population of ninety of which forty seven

(47) are male and forty three (43) female. From these the sample population was derived.

Sample population:

The sample population for the research was derived fro the target population through random

sampling. In all four schools with total sample population of thirty (30) consisting of eighteen

(18) male and twelve (12) female.

 Name of schools Number of teachers Total

Male Female
Jasico Demo. Kindergarten - 4 4
Jasico Demo. Primary 8 4 12
Jasico Demo. Junior High School 6 2 8
E.P. Junior High School. 4 2 2
Total 18 12 30

Research instrument:

The main instrument used for the research was questionnaire. This instrument was chosen

because of its ability to ensure the respondents of the confidentialities and anonymity more so

the respondents can read and understand simple English.

The questionnaire consist of four dimension represented in the scale namely;

1. How do teachers evaluate the programme and their training in ICT?

2. What are teachers’ beliefs and perceptions about ICT as a teaching and learning tool?

3. What ate their beliefs about ICT integration in the educational process?

4. What are their perceptions and beliefs about the impact on the role of the school, the

teacher and educational process?

The responses for the various questions were graduated using the Likert – type scale. This

consist of five point scale anchored by SA – strongly agree; A – agree; U – unsure; D – disagree;

SD – strongly disagree.

Data Analysis:

The data were analyzed using simple spreadsheet and represented in a tabular form as well as

diagram including pie chart and bar graph.

CHAPTER FOUR

RESULTS
This chapter deals with the results obtained after the questionnaires were gathered. It also brings

to light some intervention measures to be put in place.

Demographic information such as gender, age years of teaching experience, subject specialty,

and type of former ICT training and so on, was also requested. The instrument also included two

questions regarding beliefs about students acquiring basic ICT skills and student using ICT tools

for research and learning across the curriculum. The teachers in the sample responded

particularly positively to the above two items.

Table 3 : teachers’ classification according to their teaching experience

Items Years Frequency Percentage %

TE 1 1–2 6
TE 2 3–6 4
TE 3 7 – 10 5
TE 4 11 – 20 10
TE 5 21 – 30 5
Total >30 30 100.0

The teachers’ ICT use profile

A total of thirteen teachers in the sample reported ownership of a personal computer at home,

while seven teachers had internet connection and ten their own personal email account. Some

teachers had attended some training concerning computers and general – purpose software.

Although the teachers studied showed great interest and motivation to develop their ICT skills, it

was discovered the most active users were restricted to a narrow range of supplemental tasks,
either for personal purpose or supporting their traditional instruction. They were usually

preparing their lessons and getting information from internet, reiterating thus the results of

previous studies. Russell et all, Waite (2003, 2004). Only a small percentage of teachers in the

sample used ICT as a teaching and learning tool incorporated as short episodes into the existing

curricula and their conventional instruction methods.

The gender factor still remains critical as far as the teachers’ ICT profile is concerned. As a

general comment, it appears that access to ICT in their school or home environment is not a

particular barrier to the teachers, but the availability of ICT tools does not seem to be a factor

favoring or promoting by itself the teachers’ use of ICT for educational purposes.

Computer experience Frequency Percentage %

No experience at all 5
Use computers rarely 5

Use computers frequently 8

Use computers to support traditional 6

instructions
Use computers as a teaching and learning 8

tool
Total

It was found out that the cot\re subject teachers in the curriculum with the notable exception of

science teachers do not use computers that often. On the other hand Ghanaian Language teachers

reported that ICT use does not occur frequently during their preparation and their instruction.

Teachers were also asked to mention ICT applications that they could use in their instruction.

The majority were not ready to give at least one example while the rest were restricted to
presentation software or internet to support their traditional instruction process. Finally, some

teachers referred only to basic ICT application for administration and teachers preparation

purposes.

The teachers’ beliefs about ICT as a teaching and learning tool.

The second research axis concerns the investigation of teachers’ belief about ICT a teaching and

learning tool. Six items in the questionnaire represent this axis.

The majority of the teachers as in general positive about ICT since they perceive it as a tool for

instruction and learning for every subject in the curriculum and also as a tool that can help

students’ critical thinking. It’s interesting, on the other hand, that only few teachers are

convinced about the usefulness and the effectiveness of ICT in the instructional process.

Table 5: teacher’s beliefs about ICT as a teaching and learning tool.

The second axis juxtaposes teachers with neutral beliefs with those who are negative towards the

items above.

Teachers were distinguished into three main groups.

The first group is determined by the values corresponding to the teachers that have strongly

positive beliefs about ICT as a teaching and learning tool. It appears that this group is internally

cohesive, since the teachers are strongly positive towards the items in this research axis. In this

group mainly the male teachers, JHS and Up primary educators. Teachers having their own PC,

with low and high teaching experiences and those that attended some training were placed.

The second group is determined by the values corresponding to the teachers with positive and

neutral beliefs about ICT as a teaching and learning tool.

Also placed are teachers who have not been convinced about ICT usefulness in the instructional

process. Mainly female’s teachers are the mostly found ones, those who do not have their own

PC and those teaching the Ghanaian Languages.

The third group comprises teachers with negative beliefs about ICT as a teaching and learning

tool. Placed are teachers who have attended no training in ICT and teachers with the large years

of teaching experiences.

The main conclusion drown is that there is a strong correlation between the values of the

variables determining the three group of teachers. This indicates the network of teachers’ beliefs

is strongly cohesive within every group. This means that the teachers’ beliefs are consistently

similar along the six items of this axis, that is, the teachers responded more or less in the same

way(positively, negatively, or neutrally) to the items given.

The teachers’ belief about ICT integration in education.

The third research axis consisted of six items and concerns teachers’ beliefs about ICT

integration. The greater majority of the teachers perceive ICT as a necessity in our modern

society. It seems that the ICT pedagogical aspect is not clear or prevalent in teachers’ views,

although two out of five recognize the importance of knowing how to organize their instruction

and the students’ tasks using ICT tools.

This axis shows the contradiction between strongly positive and negative teachers as far as the

items concerning ICT integration in education is concerned. It also focus on the neutral –

negative beliefs axis, since it juxtaposes teachers with neutral attitudes with those who responded

negatively.

However, with the integration of ICT in education, some teachers were found to be negative and

neutral. With this teachers they do not have any training or experience as far as the ICT skills
and knowledge are concerned. Teachers in this category do not have their own PC at home,

neither any training and most of them are females and the Languages teachers.

Its not surprising to found out that some teachers have positive beliefs about the integration of

ICT in education. Teachers here are male, those with their own PC and had some training.

In general, teachers having 1 – 10 years of service experience.

Table 6 Teachers beliefs about ICT integrating in education.

The teacher’s beliefs about ICT and the role of the school, teachers and text books.

The fourth research axis concerns teachers’ beliefs about the changes that ICT could induce, as

far as the role of the school, the teacher and the educational media is concerned. It was found at

that along the items of this axis presented in Table 7, the grater majority of the teachers believe

that ICT will cause substantial changes in the educational process. The majority of the teachers

in the sample believe that ICT will upgrade the role of the teacher.

It appears that thee Junior High school teachers teaching the traditional core curriculum subjects

are more reserved as far as the possible changes in education caused by ICT are concerned. The

same approach has also been exhibited by the teachers who are in the middle of the in teaching

career. Those teachers are negative about the changes in the teachers’ role changes in the school

and are class operation and also changes in the educational media used.

This finding needs further investigation in order to determine the role of other parameters that

influences teachers’ views of the changes in education caused by ICT.