Enhancing ICT skills of Wa Senior High Technical School.

Abraham Mane Dery, Prof. Issifu Yidaana, Man blaise Dery

 University of Educationn, Winneba
Faculty of Science Education University of Education, Winneba
Department of Information and Communications Technology Education
Email: abrahammanedery1@gmail.com
Mobile contact: +233596539009

CHAPTER ONE

INTRODUCTION

Educational technology standards are the roadmaps to effective teaching, developing

competent and professionally skilful human resource base in this digital age. Technology
literacy is a crucial component of modern society. In fact, the globalization of the economy
and technological advances continue to place a premium on a highly skilled labour force.
(www.iste.org/standards).

Technology affects all our lives, whether working in K-12, higher education or the corporate
world. Tomorrow's problems are developing today, and we need to develop possible
responses to potential changes. Society is experiencing a period of unprecedented change our
decisions today will have a significant effect tomorrow. (Weingand, 1995)

1.1 Background of the Study

What effect will educational standards have on student achievement? Will regulations
determine what technology will be available to deliver education? Teachers do not feel
adequately prepared to integrate the technology in the classroom. Continual proactive
involvement in the development of the staff in the area of technology is critical (Anderson,
2000)

Importantly, professional development activities need to be designed in a way that ensures that
the teachers’ time, the students’ time and the time of the technology specialist pay off in
increased student achievement (Barnett, 2002; Barnett, 2003).

In the case of Ghana, the little background study has shown that most teachers in our schools
hardly use any technology tool/device in teaching and learning. Most schools do not have
even a single computer yet they do ICT. This shows that teachers who are at the center of
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implementation, lack the skills to use the technology in teaching. There was a situation a
teacher gave the full meaning of ICT as “Information Computer Technology”
(myjoyonline.com).There are no also proper systems in place to check the various indicators,
hence poor supervision on the side of many administrators.

With the advent of proposed module for the ministry of education, if the above mentioned
problems are not eradicated, then, they would be brought to the barest minimum.

1.2 Statement of the Problem

In spite of importance attached to the study of Information and Communication Technology in

Senior High School in Ghana, students always performed poorly in it as a subject of study. It
was identified that students poorly performance was because of some basic reasons and to
name few but the important ones are: The first reason was the use of traditional methods of
teaching such as lecture, and discussion in teaching ICT and also lessons were taught in
laboratory with little or no skills at all. These do not actively involve the students because many
have got those basic knowledge making them passive learners rather than active participants

Another problem was the students' perception that the subject was not examinable and it was
only fused into integrated science and the negative perceptions on career opportunities in the
field of ICT. As a result of the problems mentioned, the subject became more abstract to the
students and students did not found Information and Communication Technology lessons
interesting and hence performed poorly during assessment. This study tried to improve ICT
skills of SHS two students of Wa Senior High School Technical.

1.3 Research Objectives

The general objective of this study is to contribute to the ongoing research of how
technology is to be incorporated into education as means of transforming learning
environments with technology for a better achievement of educational goals and standards.

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The specific objectives are:
 To find out the implementation of educational technology standards in Wa Senior High

School.

 To develop the ICT skills of students Wa Senior High School to enhance teaching and

learning of ICT.

 To create the awareness for students in of Wa Senior High School the use of ICT skills

for effective learning

 To encourage students to effectively use ICT for learning and discussion.

1.4 Research Questions

The study has the following questions:

1. Is there any implementation of educational technology standard in Wa Senior High

School?

2. How can ICT skills be develop in Wa senior High Scholl so as to enhance teaching and
learning?

3. How can students be made aware of the use of ICT skills for effective learning?

4. What can be done to encourage students to effectively use ICT for learning and
discussion?

1.5 Significance of the Study

It tells the reader why the study is important and indicates the reasons for the researcher's choice
of a particular problem (McMillan & Schumacher, 1993). This study will serve as a useful
material for stake-holders in education in times of policy making towards teaching and learning
of Information and Communication Technology. The study will also serve as the basis for other
researchers who would like to research into the use of ICT skills to enhance the performance in
the learning of Information and Communication Technology. This research will again serve as
resource material for the ICT teachers in the school. Last but not least the study will seek to
enhance the performance of students and also improve the teaching techniques of the
researcher.
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1.6 Scope of the Study

The study was done in Wa Senior High Technical School for which only SHS two students
considered. As a result, the study cannot be generalized to involve the whole school or other
schools in Ghana

1.7 Limitations of the Study

The study, partly due time constraint cover only 2C, 2D and 2A Home Economic and Technical
classes respectively out of eleven classes for the second years. There were many more things
that could have been found out if all the second years were used for the study. Also, getting
maximum co-operation from other colleague ICT teachers was a problem as they were busily
going about their assigned duties.

1.8 Organization of the Study

This research report is organized into five chapters. Chapter one is introduction. It includes
background of the study, the statement of the study, objectives of the study, research questions,
significance of the study, scope of the study and limitations. Chapter two presents the review of
the related literature of the study. Chapter three covers the methodology of the study. It includes
the research design, the population, sample and sample selection, data – gathering instruments
and data collection procedures. It also presents the intervention designs implemented for the
study. Chapter four presents the research findings and discussions. Chapter five presents
summary of findings, conclusion and recommendations of the study. It also gives suggestions
for further studies.

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 CHAPTER TWO

LITERATURE REVIEW

2.1 Introduction

In order to address the research questions described in the previous section, a variety of
research databases, journals, reports, policy documents and web sites were reviewed to draw
together appropriate research evidence to address the core question of what literature exists in
relation to the use and improvement in ICT for leaching and learning in Wa Senior
High Technical School. The scope of the literature review focused on both formal and informal
sources inside and outside the classroom.

2.2 The Theoretical Framework of the Study

From the facilitative learning approach, Rogers (1995) and others believed that learning
occurs if the educator is acting as a facilitator, that is, by establishing an atmosphere in
which learners feel comfortable to consider new ideas and are not threatened by external
factors. Other characteristics of this theory include a belief that human beings
have a natural eagerness to learn, there is some resistance to, and unpleasant consequences of,
giving up what is currently held to be true. The most significant learning involves changing
one’s concept of oneself.

Facilitative teachers are less protective of their constructs and beliefs than other teachers,
More able to listen to learners, especially to their feelings inclined to pay as much attention to
their relationship with learners as to the content of the course, apt to accept feedback, both
positive and negative and to use it as constructive insight into themselves and their behavior.
There are strengths and weaknesses in each learning styles. Honey and Mumford argued that
learning is enhanced when people think about their learning style so that they can build on
strengths and work towards minimizing weaknesses to improve the quality of learning.

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Also,action learning is the approach that links the world of learning with the world of action
through a reflective process within small cooperative learning groups known as ‘action
learning sets. The ‘sets’ meet regularly to work on individual members’ real-life issues with
the aim of learning with and from each other. Revans (1978) said that there can be no
learning without action and no (sober and deliberate) action without learning. He argued that
learning can be shown by the following equation, where L is learning; P is programmed
knowledge (e.g. traditional instruction) and Q is questioning insight. L = P + Q. Others have
researched and taught about this approach, andargued that action learning is ideal for finding
solutions to problems that do not have a ‘right’ answer because the necessary questioning
insight can be facilitated by people learning with and from each other in action learning ‘sets’.

In order to investigate students’ ICT Skills level at the SHS level, there is the need to
better understand the factors that influence it. Several studies on ICT skills level by
students’ have identified a range of factors influencing uptake and implementation. In this
study, the researcher adapted action and peer consultation learning theories, which are ways of
learning with fellow students. In small groups, the students’ submit issues from their work for
systematic discussion with their colleagues. It focuses on an instrument of professionalization
that enjoys a growing number of users. It is regarded as an optimal method of learning
that brings learning close to professional practice: action learning (Revans, 1978; de Haan,
2004). Action learning brings fellow learners from different classes but the same
level/form together to jointly and methodically reflect on issues they encounter in their
various classes. Action learning can be given shape and form in various ways: more or less
structured, planned, and embedded in management systems.

Action learning is an instrument that has been applied in management consultancy for the
past decades, and is supported by professional organizations and networks. The
characteristics of the action-learning groups that have participated in this study are the
following:

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• A relatively homogenous composition: 4 to 8 participants, most of whom without prior
experience with action learning. Groups consisted of
 Internal consultants in a certain area of specialization such as in policy, finance,
HR;
 Managers with a comparable role in their organization; and
 External consultants with comparable experience;
• A commitment of the group of professionals to attend about 10 sessions within a 4-10
weeks interval, making use of an external facilitator for about 5 sessions; where the
facilitator’s aim was to pass on the role of facilitator.
• A strong structuring of the sessions using action-learning methods and a clear division of
roles between one consultation seeker, a number of “coaches” and one process facilitator.

• A loose embedment in quality or knowledge-management systems.

Kolb (1984) describes a cyclic learning model containing two polarities of learning and
covering four different learning styles:

1. The first polarity relates to “concrete experience” versus “abstract conceptualization”.

a. Concrete experience involves experience with something, an experience that is
unique and cannot be transferred in any other way than by telling someone where to go and
what to do to undergo the same experience.
b. Abstract conceptualization involves having knowledge about something. This
knowledge can be expressed in language and can thus be easily transferred.

2. The second polarity relates to “reflective observation” versus “active experimentation”.

a. Reflective observation involves the internal processing or generating of knowledge
by observing, concentrating and reflecting.
b. Active experimentation involves the external processing or generatingknowledge by
means of experimenting and acting.
According to him these two polarities encompass four different learning styles:
1. Diverging occurs when “concrete experience” and “reflective observation” are combined.
People with a divergent learning style view concrete situations from many perspectives
and they create relationships between all kinds of aspects and perspectives. This
style is characterized by observation and reflection on experiences.

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2. Assimilating occurs based on the combination of“abstract conceptualization” and“reflective
observation”. Assimilators incorporate contrasting observations and reflections into an
integrated explanation or theoretical model. This style is characterized by fitting disparate
reflections into concepts or an encompassing theoretical framework.

3. Converging is the combination of ‘abstract conceptualization’ and ‘active

experimentation’. People with a convergent learning style combine theory and practice into
opportunities for action. They achieve focus by arriving at a hypothesis that can be tested or
at a decision about how to continue

4. Accommodating occurs when ‘concrete experience’ and ‘active experimentation’ are

combined. Accommodators achieve practical results by getting to work, trying out things and
seeking new experiences. The four learning styles are independent of each other and divided
into two complementary pairs (diverging opposite converging; assimilating opposite
accommodating).Some handbooks on action learning present both the explicit assumption that
all of Kolb’s learning styles can be made part of action learning in a well-balanced
way.Others place a more explicit emphasis on reflective and divergent learning in, action
learning (De Haan, 2004, Revans, 1978). De Haan (2004) lists the following advantages of
action learning:

• Reflecting based on practical situations;

• Practicing ’slow thinking’ and the postponement of judgment, providing an opportunity for
new connections and answers to arise;
• Giving and receiving personal feedback;
• Learning from the parallel patterns between behavior within and outside the action-learning
sessions (‘learning from the here and now’); and
• Safety, confidentiality and mutual support, which enables more comprehensive knowledge
to be created.

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2.3 Empirical Basis of the Study
Today computers in schools around the world are both a focus of study in themselves and a
support for learning and teaching (educational technology). Rationale can be presented for
both computer literacy and using computers as part of educational technology. This review
concentrated on the latter but addressed the issues surrounding computer literacy where
relevant. The focus of this review was concerned with the use of computer technology as an
aid to learning and teaching in schools and that eventually become a core foreconomic
transformation as a country.

Thus, the Government of Ghana has placed a strong emphasis on the role of ICT in
contributing to the country’s economy. The country’s medium-term development plan captured
in the Ghana Poverty Reduction Strategy Paper (GPRS I&II) and the Education Strategic Plan
2003-2015 all suggest the use of ICT as a means of reaching out to the poor in Ghana
(Mangesi, 2007).

2.3.1 Fundamental Reasons for Technology Integration in Education

Technology integration into education can be advantageous for teachers, students,
administrators, and parents. Technology enables dynamic media like audio, video, and
interactive software to be more readily exploited, allows students to collaborate in ways
that were previously impossible, and provides tools to increase teacher productivity.

2.3.1.1 Learning Verses Teaching

Technology allows the tables to be turned. Instead of teaching (push), students can be given
projects that require them to learn (pull) the necessary material themselves. Key to this is the
ICT skills to get the information they need any time anywhere without being in the physical
presence of a teacher.

2.3.1.2 Evaluating the Impact of Technology

Assessment of this technology use needs to be done not to satisfy a state Department,
legislature, or academic body, but to inform the students themselves, their parents, and the
community in which they live. It means using technology to build personal portfolios of
thoughtful, creative work which students and teachers can share with parents to present

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worthwhile and authoritative reports to classmates and to make meaningful contributions
to efforts aimed at solving school or community problems. It means being able to determine if
the use of technology is making our children better citizens, better consumers, better
communicators, better thinkers or better people.

2.3.2 Technology in American Schools: Seven Dimensions for Gauging Progress

In 1998 the Milken Exchange on Educational Technology published a report titled,
“Technology in American Schools: Seven Dimensions for Gauging Progress” (Lemke &
Coughlin, 1998). Also in 1999, a companion publication was released titled: “Professional
Competency Continuum: Professional Skills for the Digital Age Classroom” (Coughlin &
Lemke, 1999). This included discrepancy analysis tools (questionnaires) for use by policy
makers and school planners. Later then further publications have been released leading
from these, including: “Transforming Learning through Technology”. Their intention was
to create a framework to support educators in charting their course toward the effective
use of technology in learning and show evidence of progress along that path. The framework
is intended to provide indicators for policymakers to assess the status of schools in terms of
their use of ICT to support learning. The focus is very much on public return on investment in
ICT in education. However, they also consider that it focuses on vision, provide a research
agenda and a planning tool. The framework is presented as a set of seven interdependent
dimensions: Learners, Learning Environments, Professional Competency, System Capacity,
Community Connections, Technology Capacity, and Accountability

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2.3.3Survey of ICT and Education in Ghana
Mangesi(2007) identified a number of factors that hinder proper integration of ICT in Ghana
which include the following:
• Access to ICTs still remains highly inadequate and unevenly distributed through Ghana,
with an urban bias.

• The capacity of teachers and educators to deliver policy still remains low with many averse
to adopting ICTs in the classroom or with inadequate skills

• There is a lack of adequate collaboration between the Ministry of Education and Ghana
Education service or other implementation Agencies such as Departments, and
Agencies.

• There are inadequate partnerships and collaboration between the ministry and the private
sector.

2.3.4 Ghana and ICT: Strides, Challenges and the Way Forward
A Wide Area Network called the Research and Educational Network (REN) was also
established in 2000 with the help of the World Bank INFODEV project where Ghanaian
Universities and local research institutions such as CSIR and Ghana Atomic Energy
Commission were linked to serve as nodes for the broad network. This network among other
things, is to create an enabling environment for the use of ICT, foster information exchange
among local scientists and to facilitate the interactions and collaboration between researchers
in institutions and the world,

Ghana also signed an agreement with Microsoft Corporation under which the largest and
richest ICT Company in the world provides resources to improve ICT education in Ghana. It
is important to note that Ghana in 1995 became the first country in the Sub -Saharan Africa to
have full Internet connectivity.

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2.3.5 Use of ICT for Education, Research and Development in Ghana: Challenges,
Opportunities and Potential
The major challenge facing the development of the full potential of ICT for education,
research and development in the county is brain drain which has resulted in the lack of the
critical mass of ICT-engineers and scientists relevant for undertaking ICT-related project
professionally. Another major obstacle is the lack of an enabling environment and a sound
ICT-roadmap and strategies by policy makers resulting in uncoordinated and unsustainable
ICT-development activities. Other problems include:

• Lack of skills in the use of ICT

• Lack of good publicity and incentives to attract potential users of ICT

• Identification of information sources that meet the needs of users

• Poor quality of service of the Internet and telecommunication services

• Regulatory issues (exclusivity policies and ban on use of VOIP)

• Effective management of network traffic and infrastructure

To develop the full potential of ICT in Ghana, there is the need for an ICT Taskforce with
representatives from all stakeholders.

During the launch,Dzidonu (2003) stated that Information and Communications

Technologies can be a key factor for achieving progress in economic and social development in
Ghana. There is no doubt that the information and knowledge-based economy could generate
opportunities across all sectors within the Ghanaian economy, and can be a new source for the
creation of quality jobs, wealth generation and redistribution, rapid economic
development and prosperity as well as a source for facilitating global competitiveness of
Ghana .

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2.4 Expectations for Schools in Ghana
The above researches made in other countries have shown that technology is a new driver
that can take our economy to the next level. Countries such US, India, China, and
United Kingdom, etc. have taken the lead and as we are still crawling in the lower
level of technology we must learn lessons from these countries in the areas which they
succeeded.

Based on the various studies above, most important factors relating to a successful integration
of technology in education is effective leadership. Often, the drive for a technology initiative
can will be a visionary administrator thus someone who leads the development of a shared

vision and philosophy for school improvement, form partnerships, solicit the support of the
Community and educators, leverage resources, and provide effective oversight. However,
leadership comes from the state government which in our case, still struggling with even
classrooms infrastructure. It is the opinion of the researcher that the state legislature in
collaboration with Ministry of Education has to create a vision and identify goals for
integration of technology across all aspects of our education.

Internationally, nationally and locally, there is widespread of Ghanaians agitating for the use
of computers in schools and a belief supported by an increasing weight of research that this
should have a positive impact on students. There are three clear rationales for the effective
implementation of ICT in schools to:

a.Improve student achievement of learning outcomes across the curriculum,

b.Provide students with adequate ICT literacy, and

c.Increase the efficiency and effectiveness of schools as organizations.

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Effective implementation of ICT in schools involves a large investment in a variety of
resources at many levels. Therefore, there is a need to address accountability for expenditure
on ICT. Hence, the need for evaluating and monitoring model for Ministry of Education to
ensure effectiveness and efficiency at all levels. Although technology integration is a difficult,
time-consuming, resource-intensive endeavor, its results improves learning and teaching. Many
teachers and administrators who believe that technology integration is more trouble than it is
worth are willing to use it in their classes if they see a benefit in it for their students. Over
time, technology use changes the way teachers teach. As they grow in their use of
technology, they become more willing to experiment, their teaching becomes more student-
focused, and they tend to establish collaborative working relationships with other teachers
(Dwyer et al., 1991).

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 CHAPTER THREE

METHODOLOGY OF THE STUDY

3.1 Introduction

This chapter focuses on the methods used to address the research questions. Though several
methods are available to do same tasks, the study adopted the following methods to answer the
stated questions of the study.

3.2 Research Design

This section presents a detailed description of how the research was conducted. McMillan and
Schumacher (1993) considered the research design as the plan and structure of the investigation
used to obtain the evidence to answer research questions. The purpose of the research design is
to provide valid and accurate answers to the research questions. The design was based on
descriptive and explanatory method.

3.3 Population of the Study

This subsection talks about students who participated in the study and data collection
instruments. The targeted population consisted of students from 2D Home Economics, 2A
Technical, and 2G General Art classes.

3.4Sampling Techniques and Sample Size

The sample is made up of 50 students. They consisted 20 students from 2D Home Economics
and 15 students each from 2A Technical, and 2G General Art classes. The students were made
up of 20 girls and 30 boys. Random selection was used in selecting the students. The researcher
used "Yes" or "No" method in selecting the students. Students with "Yes" were included in the
study. Non-probability sampling was used in selecting the students because those who were
readily available and accessible to the researcher were used. One problem with non-probability
is that is non-representative.

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However, it is less complicated, less expensive, and can prove perfectly adequate when it does
not intend to generalize findings beyond the sample in question (Marion, 1995).

3.4Data Collection Instrument and Procedures

Observation, interviews, document analysis and questionnaires were the main data collection
methods used in gathering the required information for the study. Structured questionnaires
were used for the interview and non-participant observation were used. Also, students past
reports on Information Communication Technology were observed.

1.4.1 Observation
The researcher observed students during a lesson in the areas of how students asked and
answered questions in class, what skill did they apply on practical lessons, how accurate they
are in performing an activity, what students did at the computer laboratory; class test and
recorded scores in class test and examination as well as what students did after classes.

3.4.2Interviews
Interview guided was used by the researcher for the interview and informal interviews were
held with some students based on their problems and needs. For example, practicing skills,
teaching methods, practicing time etc. were areas students were interviewed.

3.4.3Questionnaires
The researcher gave questionnaires to students and guided them to fill the questionnaires.
It must be pointed out that previous performance of students were checked and compared. The
students past reports, test, and assignments were looked at.

3.5 Data Analysis

In order to obtain reliable research results from the data collected and responses, data analysis
was done on the structured questionnaire based on the sampled population. The data collected
were organized into tables.

The accuracy of any research depends on the consistency of the instrument and procedure used
in collecting data, hence the use of interviews, questionnaires, observation, and document
analysis in collecting data for the research analysis. The entire instruments were valid and
reliable for the study.
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3.6 Intervention Design and Implementation
This subsection deals with how the researcher addressed the problem in question.

3.6.1 Pre-intervention
The poor performance and participation of 2D, 2A and, 2G students in learning of Information
and Communication Technology at Wa Senior High School Technical were identified by the
use of questionnaires, observation, pre-test, interviews and document analysis.

3.6.2 Intervention

Peters (1967) suggested that any method of teaching employed by a teacher must put the pupil
in a situation where the student is learning, where some sort of task is presented to him/her. It is
the teacher's responsibility to motivate students to learn. Hence, the use of ICT skills to improve
learning performance in ICT was seen to be appropriate and also ICT specialists were invited to
give a talk on the career opportunities in ICT to students in order to change their perceptions on
luck of job opportunities in ICT.

3.6.3 Implementation

The researcher used various learning approaches and techniques to teaching and action learning
theory to teach the students. The researcher put, students into small groups known as ‘sets’. The
‘sets’ met regularly to work on individual members’ real-life issues with the aim of learning
with and from each other. The students were made to apply the skills obtained in classes and
free periods with some sort of assistance from the researcher. It was observed that students
went to computer laboratory not only to observe their regular lessons but to practise their ICT
skills. The ICT skills actually helped the students to enhance their performance.

The talk on the career opportunities in ICT skills also helped the students to develop positive
attitude towards the subject. The students were made to constantly practise the skills in order to
make them active participants in learning the subject. Practical assignments were given to
students to foster their practical skills.

3.6.4 Post Implementation

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The students apply their ICT skills most often to practise what had been taught in class. The
students were ready to take ICT at the tertiary level when given the opportunity. It was observed
that their interest level had increased.

They actively involved themselves during lessons. After the administration of post-test, it was
observed further that the students' level of performance in the learning of Information and
Communication Technology had improved to an appreciable level of 76%.

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 CHAPTER FOUR

RESULTS AND DISCUSSION OF THE STUDY

4.1Introduction
This section looks at the data collected from the students (the second year students taken as
intervention target group) in the school. The study represented the data statistically and arrived
at the result through questionnaires, interviews, observations, pre-test, and post-test during the
study. The data have been qualitatively and quantitatively analyzed. To ensure success of the
study, the information gathered from the observation, questionnaire given to the students and
the interview granted to students and some teachers were analyzed in respect of the research
questions.Some of the outcome have been put in tabular form.

4.2 Pre-intervention.
Before the introduction of the intervention, data obtained initially were organized and
summarized in the following tables.

4.2.1 Students Involvement in ICT Lessons

Questionnaires were designed for students to find how involved they were in ICT during and
after lessons and the results were put on the Table 4.1 below.

Table 4.1 Students involvement in ICT during and after ICT lessons

Response Frequency (No. of students) Percentage

Very Often 12 24%

Often 17 34%

Never 21 42%

Total 50 100%

(Source: Authors’ field survey, 2014)

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Before the intervention, as indicated in the Table 4.1 above, 21 students representing 42% of the
respondents said they never involved themselves in ICT lessons because they were not given
the opportunity due to the methods of teaching used by their teachers. 12 students said very
often they took active part in ICT lessons in the form of demonstration and discussion. 34%
representing 17 students said sometimes they took active part in ICT lessons. This implies that
few students were always involved in ICT lessons before the intervention.

4.2.2 Student’s Interest in ICT

When the researcher question students about their interest in ICT .The following results were
obtained given in the Table 4.2 below.
Table 4.2 Students’ Interest in ICT

Response Frequency (no. of students) Percentage

Yes 10 20%

No 34 68%

Neutral 6 12%

Total 50 100%

(Source: Authors’ field survey, 2014

34 students responded “No” to the question representing 20% of the respondents and six
remained “Neutral” with a complaint that they were not allowed to practice the theory of ICT
and the lessons were boring with the subject. Others stated that inadequate computers at the
computer laboratory as a factor. This indicates that most of the students do not have interest in
ICT before the intervention.

4.2.3 The Use of Computers in the Computer Laboratory

Before the intervention students were questioned on the use of computers in the computer
laboratory and their results were presented in the Table 4.3below.

Table 4.3 Students’ use of computers in the computer

20 laboratory during their free periods.
Purpose Frequency (No. of students) Percentage

Play game 36 72%

Practice Mavis 11 21%

Practice ICT skills 3 7%

TOTAL 50 100%

(Source: Authors’ field survey, 2014)

Table 4.3 above indicates out of 50 students who responded to questionnaire during the period
of the research, 36 students representing 72% of the students went the computer laboratory
during free periods to play computer games, 11 students representing 22% went there to practise
Mavis Beacon and only 7% went to the computer laboratory to practise ICT skills which
implies student go to the laboratory not to learn but for other purposes.

4.2.4 Students’ Opinions on the Choice of Type of Teaching Method

Questionnaires were meted to students to find out their opinion on the choice of type of
teaching method before the intervention and the table below shows the responds.

Table 4.4 Student’s opinions of teaching methods

Response Frequency (No. of Students) Percentage

Action learning 2 4%

lecture 9 18%

Discussion 11 22%

Demonstration 28 56%

Total 50 100%

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(Source: Authors’ field survey, 2014)

Table 4.4 above indicates that 56% and 22% chose demonstration and discussion respectively
as a preferred teaching method they would like their teachers to use in teaching them ICT. They
gave a reason that simulation and demonstration tended to involve them during ICT lessons and
were able to practice after ICT lessons. Only 18% chose lecture as their preferred method of
teaching and two chose action learning as their choice because of the name. This implies
students did not had any knowledge of action learning before the intervention.

4.2.5 Teacher’s Opinion on Action Learning Method of Teaching.

The two ICT teachers in the school were questioned about their opinion on the use of action
learning method of teaching and their responses are given in the Table 4.5 below.

Table 4.5 teachers’ use of action learning methods in teaching

Response Frequency (no. of teachers) Percentage

Yes 0 0%

No 2 100%

Neutral 0 0%

Total 2 100%

(Source: Authors’ field survey, 2014)

From the Table 4.5, none of the teachers used action learning in teaching. They were all using
the lecture and traditional methods of teaching which amount to students unable to grabbed ICT
skills.

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4.3 Post-intervention

After the researcher had implemented the various intervention, the following results were
obtained from the questionnaires distributed, interview and post test administered.

Table 4.7 below indicated students involvement in ICT during and after lessons after the
intervention.

Table 4.6 Students’ involvement in ICT during and After ICT lessons

Response Frequency (No. of students) Percentage

Very Often 35 70%

Often 11 22%

Never 4 8%

TOTAL 50 100%

(Source: Authors’ field survey, 2014)

Most students as indicated in the Table 4.6above responded that they took active part during
lessons representing 70%.This perhaps is as a result of the intervention which sought to put the
learner at the center of teaching and learning process.

Table 4.7 below shows how students’ interest in ICT was raised after the intervention

Table 4.7 Students’ interest in ICT

Response Frequency (no. of teachers) Percentage

Yes 44 88%

No 6 12%

Neutral 0 0%

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Total 50 100%

(Source: Authors’ field survey, 2014)

Table 4.7 above has shown that 88% of the students representing 44 students who responded
“Yes” to the questionnaire saying that their interest in ICT as a course and a subject of study has
increased tremendously and the reasons given to their sudden change of mind is because they
were aware of the career opportunities in ICT and the benefits of ICT to today’s trend of
development. Another reason given by the students was that they were able to put into practise
what was taught in classroom. Thus, they got the opportunity to practise ICT at the computer
laboratory and with action learning.12% representing six students said “No” and did not give
any reasons for their choice.

Table4.8 The use of computer in the computer laboratory

Purpose Frequency (No. of students) Percentage

Play game 7 14%

Practice Mavis 15 30%

Practice ICT skills 28 56%

TOTAL 50 100%

(Source: Authors’ field survey, 2014)

The Table 4.8 above indicates after the intervention, 56% representing 28 students used for the
study went to the computer laboratory during their leisure and free periods not only to play
games and practice Mavis Beacon but also took time to practice ICT skills, 30% went there to
practice Mavis Beacon and 14% went there during leisure periods to play games. This
improvement is as a result of the intervention.

Table 4.9 Students preferred learning method

Response Frequency (No. Of Students) Percentage

Action learning 28 56%

lecture 4 8%
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 Discussion 7 14%

Demonstration 11 22%

Total 50 100%

(Source: Authors’ field survey, 2014)

Table 4.9 above indicates that 56% and 22% chose action learning and demonstration
respectively as a preferred teaching method they would like their teachers to use in teaching
them ICT. They gave a reason that action learning and demonstration tended to involve them
during ICT lessons and were able to practise after ICT lessons. Only 8% chose lecture as their
preferred method of teaching and gave no reasons for their choice. This indicates that the aim of
the intervention was achieved.

Table 4.10 Teachers’ use of action learning methods

Response Frequency (no. of teachers) Percentage

Yes 2 100%

No 0 0%

neutral 0 0%

Total 2 100%

(Source: Authors’ field survey, 2014)

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From the Table4.10, teachers began to use action learning in teaching students to improve their
skills in learning ICT because they realized that action learning allowed students to lay their
hands on practical and the teacher acted as a facilitator.

4.4 Analysis of Pre-test and Post-test Results

The results of the pre-test and the post-test were analyzed into frequencies and percentages.

4.5 Pre-test Result

Percentages and frequencies of students’ scores in the pre-test conducted and before the
intervention are shown in the Table 4.11below.

Table 4.11 Result of pre-test conducted

Marks Frequency (No. of Students) Percentage

100-80 0 0%

75-79 1 2%

70-74 1 2%

65-69 3 6%

60-64 3 6%

55-59 6 12%

50-54 10 20%

40-49 18 36%

39-0 8 16%

TOTAL 50 100%

(Source: Authors’ field survey2014)

26
Table 4.11 indicates that out of 50 students, nobody scored 80 -100% marks representing 0%,
only 2% each scored between 75-79% and 70-74 %. Also, 26 students representing 52% scored
below 52%, and 26 students scored between 50 and 60 marks. The above results show that the
students’ level of performance was low and this was as a result of poor methods of teaching by
some teachers, inadequate practical sessions during and after ICT lessons.

4.6 Post-test Results

Percentages and frequencies of students’ scores in the post-test exams conducted were
represented in the Table 4.12.

Table 4.12 Result of post-test conducted

Marks Frequency (No. of Students) Percentage

100-80 7 14%

75-79 8 16%

70-74 5 10%

65-69 11 22%

60-64 9 18%

55-59 4 8%

50-54 3 6%

40-49 1 2%

39-0 2 4%

TOTAL 50 100%

(Source: Authors’ field survey, 2014)

27
From the Table 4.12 above, it was observed that out of 50 students who took part in the post
test, 14 % representing seven students scored 80% and above.This shows an increase in percent
from the previous 0%, 20 students scored between 60 and 69 percent. Only three students
representing 6% scored below the pass mark of 50%. The result shows that the students’
performance has improved tremendously and this can be attributed to the implementation of the
intervention design.

4.7 Discussion of the Post-intervention

Taken the pre-intervention and post-intervention results into consideration. They show that
students’ level of involvement during class, taken part in practical activities, seriousness
towards the learning of ICT has improved immensely. Though before the intervention students’
used to play games at the computer laboratory during leisure and free periods but could practise
the skills with action learning sets and they enjoy doing as compared to the previous term.

Students who had no interest studying ICT at the tertiary level had a change of mind and were
willing to pursue the course at the tertiary level when given the opportunity.

Comparing the pre-test and post-test analysis, it shows that students’ level of performance had
improved and were doing better than before. In the post-test analysis, the students’ performance
was better than during pre-test and 83% of the students passed mark. This improvement was a
result of the intervention introduced. The students were encouraged to take ICT very serious as
they did for the other subjects. To conclude, action learning has really helped to enhance
students’ performance in learning ICT and had affected their level of participation and
improved their skills.

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 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONs

5.1 Introduction

This section of the project gives a summary of the key findings and provides conclusion to the
study. The study further gives recommendations.

5.2 Summary of Key Findings

The study was about “enhancing ICT skills of 2ATEC, 2DHE, 2GGA of Wa Senior High
Technical School.

To come out with a solution or solve the problem the researcher chose the use of action learning
as the most appropriate method to enhance the performance of students in learning ICT at Wa
Senior High Technical School. The research enhanced the skills of the students in learning ICT
considerably to an appreciable level. Their interest level increased and their commitment to
learning ICT and their level of involvement in class activities also improved. The
implementation of the design though did not give a hundred percent result, students’ level of
skills increased to 80% after post-test.

It was also found that teachers who were using the traditional methods of teaching were now
using activity-base and action learning method to teach the students.
29
5.3 Conclusion
Results of the study shown that when students are allowed to take active part in a lesson by
using the appropriate method of teaching can perform very well in learning ICT. Students can
also do well when they are given the opportunity to explore and learn by doing. The result also
show that when teachers use appropriate method of teaching students are able to learn well. It
is therefore up to teachers to search for and use appropriate teaching methods to help learners
learn well. The research revealed that the of use activity method that is action learning as one of
the best methods of teaching ICT that can effectively help learners to learn and involve learners
in the learning process.

5.4 Recommendations
Education in today’s modern world has grown from strength to strength through the fast
development of Information and Communication Technology; these changes should influence
policy makers in education to effect changes in our educational policies. Teacher should
therefore change or redesign their teaching strategies to suit the changes in education.

The following are some of the recommendations suggested for policy makers, teachers and all
other stakeholders in education in our country Ghana.

1. Teachers of ICT should be given in-service training as often as possible to be abreast

with the changes in Information and Communication Technology.

2. Teachers should try as much as possible to make use of action learning alongside
demonstration and discussion methods of teaching ICT.

3. Students should be encouraged to see ICT subject as equally good course one can study.

4. Heads of our various schools should use fees collected as ICT fee to buy equipment for
their ICT centers.

5. There should be a talk in every facet of education to let the students know the carrier
opportunities in ICT.

6. There should be enough practical session in teaching and learning of ICT to give
opportunities to students to explore.

30
 7. Stakeholders in education should make it a policy to supply schools with enough
computers for effective implementation of the ICT concept in schools.

8. Schools should employ computer laboratory assistant and technicians to maintain, repair
computes and control their laboratories.

9. Students should be given task all the time to come and occupy them out with a solution.

10. Teachers should spend additional time at the computer laboratory to give support to
students.

11. Teachers should give immediate feedback to their students all the time especially on
exercise of practical content.

REFERENCES

Anderson, S., & Maninger, R, (2007). Pre-service teachers' abilities, beliefs, and intentions

regarding technology integration. Journal of Educational Computing Research, 37 (2), 151.

Becta (2003). What the research say about using ICT in Learning. UK: Becta ICT Research.

Retrieved November 13, 2013, from http://www.becta.org.uk

Becta (2004).AreviewoftheresearchliteratureonbarrierstotheuptakeofICTby teachers.

Retrieved November 13, 2010, from http://www.becta.org.uk

Bailey&Powell(1998).Surveyingthetechnologylandscape:teachers’useoftechnologyin

Secondary ICT classrooms.

Carl Rogers (1995).Computer anxiety and computer literacy among urban secondary school

teachers inMiri. Unpublished master’s thesis. Kota Samarahan: University Malaysia of

Sarawak.
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Coughli &Limke (1999). Redefining teacher excellence. Theory into practice,

David Kolb (1984). Experimental Learning amongst students in High schools.

DeHaan. (2005). Gender differences in computer attitudes and skills. Jurnal Pendidikan

Fowler K. (2002). Surveying the technology landscape: teachers’ use of technology in

Secondary mathematics classrooms. Mathematics Education Research Journal

Fine & Fleener (1994).FactorsinfluencingtheeffectiveuseoftechnologyamongMalaysian

teachers. European Journal of Scientific Research. Vol.6 No.4 (2008)

Johnson (1998). Using Computers in the ICT Classroom: The Role of the Teacher, ICT

Education Research Journal,

Mason, Lind &Marchal (1999).Gender and cultural differences in internet use: A study of china
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Mangesi(2009). Pan-African Agenda on Pedagogical Integration of ICT: Phase1 Ghana

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Ministry of Education Science and Sports (2012). Teaching syllabus for ICT (Senior High

School). Accra: Curriculum Research and Development Division (CRDD).

National Center for Education Statistics (2005) Internet access in US. Public schools and

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Only &Barnes (2008). Affiliations of attitudes and experience with need for learning

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Accra, Ghana: Graphic Communications Group Limited

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 APENDIX A
STUDENTS QUESTIONAIRES

Please kindly read the questions and carefully tick [  ] the appropriate box against each
statement or question.

Background information

Gender: Male [ ] Female [ ]

Age: 16-18 [ ] 19-21 [ ] 22-24 [ ]

Class: 2ATEC [ ] 2GGA [ ] 2DHE [ ]

Questions

1. How involved are you during ICT lessons?

Very often [ ] Often [ ] Never [ ]

2. Did you have interested in ICT?

Yes [ ] No [ ] Neutral [ ]

If No, why? ………………………………………………………………………….

…………………………………………………………………………………………

If Neutral, give reason ……………………………………………………………………

3. What did you do at the computer lab during your free or leisure periods?

Play games [ ] play Mavis beacon [ ] practice ICT [ ]

4. Among the methods your teacher used in teaching ICT, which of them do you prefer?

Lecture [ ] Discussion [ ] Demonstration [ ] Action learning [ ]

Give reason(s) for your answer ………………………………………………………

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5. Use the following measuring scale to answer questions in the table below. Tick (√ ) only one.

Scale: SA= Strongly Agree, A = Agree, N = Neutral, D =, disagree, SD = Strongly disagree

NO Statement SA A N D SD

1 ICT skills can promote learning

2 Action learning method of teaching is perfect compare

to other methods of teaching.

3 The provision of computer can promote ICT skills

4 Action learning motivates students.

5 Activity-base method is the correct method for ICT

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36