Teachers’ perceptions about the use of technology in the classroom in basic schools in Ghana
Kuumwaar, Veronica (2020-08-17)
V. Kuumwaar
17.08.2020
© 2020 Veronica Kuumwaar. Tämä Kohde on tekijänoikeuden ja/tai lähioikeuksien suojaama. Voit käyttää Kohdetta käyttöösi sovellettavan tekijänoikeutta ja lähioikeuksia koskevan lainsäädännön sallimilla tavoilla. Muunlaista käyttöä varten tarvitset oikeudenhaltijoiden luvan.
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:oulu-202008202825
https://urn.fi/URN:NBN:fi:oulu-202008202825
Tiivistelmä
The aim of this study is to examine teachers’ perceptions concerning the use of technology as a tool that enhances teaching and learning in the classroom for basic schools in Ghana. The study seeks to identify the gains and challenges associated with basic school teachers that could promote or impede the usage of technology in the classroom. Their teaching, problems that can cause the use of it and limitations. The study analyzed the teacher’s perceptions, whether negative and positive, towards technology use in the classroom.
The study was conducted using a sample collected from four regions of Ghana. The number of participants involved was 200, and the instrument was a questionnaire with 60 questions based on a Likert-scale type. The main statistical tools used in analyzing the data included frequency, percentages, standard deviation, mean, and hierarchical regression analysis.
The results from the study show that basic school teachers in Ghana generally exhibited a positive perception and attitude for using technology in the classroom. Participants who are younger or have less teaching experience were more willing to adopt to the use of technology in the classroom compared to teachers with much teaching experience.
The conclusions of this study reveal that basic school teachers were generally of a positive attitude towards the use of technology in the classroom. They also consider technology to be optimistic to their pupils. The teachers acknowledged how beneficial the implementation and use of technology in classrooms could enhance their teaching performance. Also, most of the teachers suggest that limited resources and skills training could impede effective usage of technology in the classroom.
This research work could for addressing some of the challenging associated with one main stakeholder such teachers with regards to the effective implementation of technology in the classroom for teaching and learning purposes.
The study was conducted using a sample collected from four regions of Ghana. The number of participants involved was 200, and the instrument was a questionnaire with 60 questions based on a Likert-scale type. The main statistical tools used in analyzing the data included frequency, percentages, standard deviation, mean, and hierarchical regression analysis.
The results from the study show that basic school teachers in Ghana generally exhibited a positive perception and attitude for using technology in the classroom. Participants who are younger or have less teaching experience were more willing to adopt to the use of technology in the classroom compared to teachers with much teaching experience.
The conclusions of this study reveal that basic school teachers were generally of a positive attitude towards the use of technology in the classroom. They also consider technology to be optimistic to their pupils. The teachers acknowledged how beneficial the implementation and use of technology in classrooms could enhance their teaching performance. Also, most of the teachers suggest that limited resources and skills training could impede effective usage of technology in the classroom.
This research work could for addressing some of the challenging associated with one main stakeholder such teachers with regards to the effective implementation of technology in the classroom for teaching and learning purposes.
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