BACKGROUND TO THE STUDY

The use of computers (Information Communication Technology) by teachers in

education and training has been a priority in Ghana during the last decade, but

progress has been uneven. In most developed countries such as the United

Kingdom (UK), schools have embedded the use of Information Communication

Technology (ICT) in teaching and learning into the curriculum and demonstrate

high level of effective and appropriate use to support teaching and learning for

Economic Cooperation and Development, (OECD, 2004).

Furthermore, (UNESCO, 2005) reiterates that those countries have integrated ICT

into their education system because of its profound implications such as enabling

teachers and students to construct rich multi-sensory interactive environments with

almost unlimited teaching and learning potential.

(Privateer, 1999) noted that ICT is supposed to add value to education and to

support more effective pedagogy to provide knowledge for learners and by

enhancing communication that promotes learning. In addition, as ICT becomes

more pervasive, computer based equipment is integrated into every aspect of

schools operation, having thus an influence on the students performance. A

number of researchers including (Iding et al, 2000) among others assert that the use

of ICT in teaching and learning can help learners become more knowledgeable. In
addition to efforts by teachers to employ ICT to improve learning, the emergence

of knowledge economy has also brought a much greater emphasis on education

(Wong, 2003).

The rapid growth of the global economy and the information based society has

pressurized education systems round the world to use ICTs to teach the knowledge

and skills they need in the 21st Century (World Bank, 2004). The growth of the

ICT sector has challenged students to prepare for effective use of the new

communication and learning tools in their studies for a better future.

On the contrary, many developing countries in Africa are living in a world of

technological deficiency, that is, lack of access to knowledge that is learnt via the

internet (OECD, 2006). In cognizance of the critical opportunities accorded by ICT

in service delivery as well as teaching and learning to improve the academic

performance of students, the government of Ghana has over the years invested

heavily in the ICT infrastructure. New partnership for Africans Development

(NEPAD, 2003) Grabe and Grabe, (2007) emphasizes that technologies can play an

important role in enabling students gain skills and knowledge in the teaching and

learning process. In Ghana, it has been emphasized that ICT skills play a key role

in promotion and the economic development of the countrys Ministry Of

Education, Science and Technology (MOEST (2005). As a result, the government

recognized that an ICT literate workforce is the foundation on which Ghana can
acquire the status of knowledge and economy. The Government as a result has

made education the avenue for equipping the nation with ICT skills in order to

create a vibrant and sustainable economic growth. The National ICT policy was

launched in response to issue raised due to the fast growth of technology in this

current age. It was also meant to assure the nation achieve part of the Millennium

Development Goals (MDGs). The policy framework of Ministry of Education

indicates that there are a number of challenges concerning access to and use of ICT

in Ghana, including high level of poverty, limited rural electrification and power

disruption. Most secondary schools have some computer equipment. However, this

could consist of a few computers in the schools operations.

Very few secondary schools have sufficient ICT tools for teachers and students and

in this case Winneba Senior High School (WINNESEC).

Statement of the problem

The use of information and communication technology (ICT) in Ghanaian

education is lagging behind expectation and desire. This was revealed by the fact

while most senior high schools have some computer equipment and only a fraction

was equipped with basic ICT infrastructure necessary for teaching and learning.

Essentially, ICT in education is used to promote information literacy that is the

ability to access, use, evaluate information from different sources so as to enhance

United Nations and the World Bank affirms that ICT can increase access to

education network for students, teachers and broaden availability of quality

education material for emerging global economies.

According to Ghanas ministry of education (MOE) if secondary schools in Ghana

provide access to ICTs, there would be improvement in quality education that

would enable improve the productivity and competiveness of Ghanas human

resource pool by developing a highly skilled human resource base to respond to

social and economic challenges.

However, it was noted that WINNESEC like many other senior high schools in the

county was still limited to computer use thereby reducing drastically the impact it

is making on the students to attain quality education

Therefore, we the researchers intended to find out the use of computers in teaching

and learning process and its subsequent effects it has on the students of

WINNESEC.

Purpose of the study

The purpose of this study was to establish the effect of computer usage on the

academic performance of senior high school students in Ghana, the case of

Winneba Senior High School (WINNESEC).

The objectives of this study were as follows:

i) To examine availability of ICT tools for use in enhancing teaching and learning.

ii) To establish the extent to which teachers were endowed with skills on ICT use

in enhancing teaching and learning.

iii) To establish the students attitudes towards the use of computers in teaching and

learning.

Research questions

Based on the objectives of the study, the following were the research questions for

examination:

i) To what extent had Winneba Senior High School established ICT tools for use in

enhancing teaching and learning?

ii) To what extent were teachers endowed with skills on ICT use in enhancing

teaching and learning?

iii) Which were the factors that encouraged the use of ICTs in enhancing teaching

and learning processes?

iv. How does teacher computer usage in the classroom affects students academic

achievement.

Limitations of the study

very crucial and therefore little time for the respondents to respond to the

questionnaire would make the findings absolute. The teachers and students may

have given responses that seemed not to portray the actual phenomena in the study

because WINNESEC teachers was in their early phase of ICT integration into

teaching and learning characterized by patchy and coordinated provision and use.

Further, the school was in their mid-term and that negatively affect the study. It

was also not possible to relate improvement in teaching and learning on only the

use of ICT because many unobservable factors might also influence better

outcomes of teaching and learning in schools.

LITERATURE REVIEW

Introduction

This chapter discussed literature on what ICTs (computers) in teaching and

learning entail, theoretical back-ground on teachers use of ICTs in teaching and

learning, ICT in education in African context, ICT education in the Ghanaian

context, conceptual framework of the study and theoretical framework.

Specifically, this review provides a framework of understanding regarding this

study.
Teacher computer usage (ICT)

The concept of Information Communication Technology consists of three words.

The term Information refers to any communication or representation of

knowledge such as facts, data or opinion in any medium. Communication is an

integral part of human existence. It refers to the process of transferring information

from a sender to a receiver with the use of a medium in which the communication

information is understood by both. Technology is the practical form of scientific

knowledge or the science of application of knowledge. Therefore, Information

Communication Technology (ICTs) are commonly defined in education as a

diverse set of technological tools and resources used to communicate, create,

disseminate, store and manage information Blurton, (2000).Basically, teacher

computer usage (ICT use) is a tool. It can be hardware (such as Computers, Digital

cameras), software (such excel, discussion forum) or both.

Teacher computer (ICT) usage in the classroom

Teachers sending computers to the classroom does not necessarily mean they are

effectively using it and as a result, the quality of the lesson would be somehow be

diminished. Instead, technology is integrated when it is used in a seamless manner

to support and extend curriculum objectives and to engage students in a

meaningful learning. It is not something one does separately; it is part of the daily
activities taking place in the classroom. Additionally, ICT can support various

types of interactions in the learning environment: learner content, learner-

learner, learner-teacher and learner-interface. These types of interactions make the

learning process more interactive and learners more active and engaged.

Effects of ICT on students academic performance

As with ICT more generally, direct casual effect are not easily identifiable.

Furthermore, drawing clear conclusions on the effect of ICT from the range of

research evidence and studies can be problematic. There are a number of factors

that limit effective comparison, such as difference in sample size, methodologies

and effects, not to mention many differences between education systems in

different countries. Notwithstanding these reservations, a number of proven effects

of ICT in terms of learning outcomes emerge. They include:

ICT and student performance

When considering the effects of computer usage in the classroom, there tends to be

a focus on whether and to what extend computer usage in the classroom can raise

student performance. According to research conducted by the British Educational

Communication and Technology Agency (Becta), (2000), there is evidence of a

statistically positive association between ICT and higher achievement. Lowe,

affected students achievement when compared to traditional classroom instruction.

Individual learner interactivity

Recent trends towards cognitive approach on teacher-learner integration suggest

that the learning process can be enhanced through the use of ICT. For effective use

of ICT in instruction, the pedagogical practices used by teachers will need to

change from teacher based to learner based Underwood, (1998).

Furthermore due to the interactive nature of computer usage in the classroom, it is

well situated for creative learning approach in which experimentation and critical

thinking are emphasized World Bank, (2004)

Engage students by motivation

Studies carried out in UK by impaCT2, (2000) on student attainments revealed that

there is a positive effect on behavior, motivation, communication and process

scales when teachers use computers in teaching and learning. This is most often

linked to a shift in the attitude of students and greater involvement in learning

activities. This view is further emphasized by the e-learning Nordic,

(2006) which places a strong emphasis on ICT impact on students motivation,

engagement and creativity. Moreover, ICT is seen as increasing students

fun and not a regular education and hence students enhance their learning capacity.

Active learning and authentic assessment

In many classroom situations, it is difficult to allow students to be sufficiently

active as participants. Typically, students are often passive spends a lot of time

listening and reading. But with the use of ICTs students are more likely to be

interested and attentive and will achieve a wider range of learning outcomes if they

can be active.

2.4. Impact on the role of teachers

The link between technological development and the transformation of learning is

clear in history. Among the pervasive changes in professional practice is emerging

as a result of the implementation of ICT in teaching and learning. The role of

teachers as changed and continues to change from being an instructor to be coming

a facilitator, coach and creator of learning environments. This view is supported by

Collis, (1989) who points out that teachers will always need to be instructional

leaders in teaching and learning process. Additionally, Becker, (1994) emphasize

that the teachers pedagogical practices best supported by computers use should

result in improvement in student academic competencies.

Access to information
ICT gives teacher access to information to support them in trying new strategies,

thinking, reflecting on practice and engaging with new materials. Teacher needs

support in making use of new technologies to enhance their personal work before

learning to use them in their teaching.

Teacher-students relationship

The Norwegian (2006) Pilot study emphasized on the role of the teacher as being

more of an advisor, critical dialogue partner and leader for specific subject

domains; thereby promoting greater independence of learning. This point out that

teachers use ICT to change the way they interact with their students; emphasizing

student-centered approach. It is further affirmed by Scardamallia, (2002) that the

nature of teachers role has the strongest impact on the students role to enhance

learning outcomes. The teaching and learning outcomes were dependent on

whether teachers and students are engaged in meaningful classroom activities

focusing on the lesson objectives.

Students attitude towards use of ICT to enhance teaching and learning

The use of computers by teachers in schools should have a positive impact on

students in terms of supporting their learning and providing them with relevant

technological literacy. In addition, teacher computer usage should increase the

engagement of students and in most cases increase their independence, so that

students are not only required to use computers completely but may also be
required to adjust to change in their role. In many cases, the students role becomes

more; i) Independent and responsible ii) Co-operative and collaborative, and iii)

Directive and negotiate. It follows from the above that there is need to develop

students computer literacy because research studies indicate that students assume

greater responsibility for their own learning when they use computer, working

more independently and effectively, Becta, (2002).

Research studies further indicate that learners participate more actively when ICT

is used in learning.

According to Comber, (2002), and Higgins, (2005) increased motivation goes

together with a positive learning and leads for example to more attention during

lessons with students being involved in learning activities.

The above affirms that teacher computer usage in the classroom enhances a more

student-centered learning approach which is of important benefit to learners. They

further identified that involvement and increased effectiveness of learning is also a

key impact of teacher computer usage in the classroom. It also helps students to

reflect on what and how they have learnt and thus a catalyst for reflection. Romboll

Management, (2006) indicates that learners with special needs or behavioral

difficulties also gain in different ways from the use of computers in the classroom.

Finally, there can be a positive impact on students when computers are used

appropriately in learning.
Teachers Training in computer usage

Hakkarien, (2001) analyzed the relations between teachers skills in using

computers, their pedagogical thinking and their self-reported practices. The results

indicated that only a small percentage of teachers had adequate technical ICT

skills. Furthermore, Veen, (1993) suggested that lack of initial training of teachers

was a serious obstacle to effectively integrating computers in classroom lessons.

2.8. Summary

The use of computers in teaching and learning is most definitely not a cheap

solution for senior high education, but by facilitating the creation of new modes of

teaching and learning and provision of education resources, it is believed to have a

significant role to play in education sector. Teacher computer usage into teaching

and learning has not been successful. However, emphasis has been put across the

country by the honorable minister of education Professor Naana Jane

Opoku-Agyemang last year august 30, 2015 to provide teachers with relevant

ICT skills in the hope that this will mystically enable them to embrace the use of

computers positively in teaching and learning in learning institutions.

SECOND PHASE
Theoretical framework

According to studies carried out by scholars such us (Mishra, 2002, Villalba and

Romiszowsski, 2001) three schools of thought have been widely used in the use of

computers to support teaching and learning. These include; behaviorism, cognitive

psychology and constructivism. However, (Hung, 2001) points out that

constructivist learning theory has been identified as the most suitable one for the

use of computers in teaching and learning. Constructivist learning theory is based

on education psychology. Jean Peaget (1896-1980) was the first theorist who

regarded children as builders of their intellectual structures. Another soviet

psychologist Le Semanovitch Vygotsky (1896-1934) studied how children learn

through communication with others (such as parents and peers). He posits that

learning takes place by learners completing tasks for which support (scaffolding) is

initially required. This support may include a tutor, peer or a technology such as

the applications of computers. This has led to the term computer supported

learning. Computer supported learning environments are those in which computers

are used to either maintain a learning environment or used to support the student

learner. These educational theories have further been developed by a number of

constructivists (Wilson, 1996, Duffy and Jonassen, 1993 Papert, 1980) in the recent

years. According to (Lou, 2005), the rapid development of ICTs, especially

constructivist theory such as Problem Based Learning (PBL) and Case

Based Learning (CBL) has widely been adopted. The aim is to create learning

environments centered on students as learners and believe that they learn more

from what they do and think about rather than from what they are told.

In comparison with other teaching methodologies, approaches based on

constructivist have certain characteristics. These include:

i) Student centered learning: Students have more control on their study.

ii) Group-work: Students are divided into groups when they are learning which in

turn can help them improve their communication skills.

iii) During the process of learning, knowledge, the ability to learn is developed;

with tables such as; seeking meaning, forming opinions, evaluating information

and thinking critically, (Lou, 2005).

In a constructivist learning environment, the role of the teacher shifts from being

the source of knowledge to facilitating learning. (Khine, 2003) argued that students

should not be left to explore alone but teachers should provide support, coaching

and modeling the students to make certain learning takes place. Unlike the teacher

centered model in which teachers impart knowledge to students, knowledge for

constructivism cannot be imposed or transferred intact from one knower to the

mind of others, (Kargiorgi and Symeou, 2005). Against this theoretical

computers in enhancing teaching and learning in Winneba Senior High school.

2.10. Conceptual framework of computers integration in teaching and

learning

Figure 2.1. Conceptual Framework

Teacher computer usage in the classroom and its effect in lesson delivery

Teachers

Teaching and
Learnin
g
Curriculum Computer
Content System

Feedba Learnin
ck g
Learning Students
Outcomes
Learning environments in schools typically involves one or more adult teachers

connected with a number of students, usually in well-defined physical settings.

These people interact and form a variety of relationships, creating what Solomon,

(1994) calls a system of inter-related factors that jointly affect learning. Figure

one above suggest that students and the teacher have the primary interaction with

the curriculum subjects and contents. The schools are organized to deliver subject

matter to students, and the teacher is the core agent that delivers the curriculum

content through various pedagogical practices. The teacher has to select the content

of the lesson and define the objective of the lessons as well as set the instructional

strategy. The teacher can therefore use computer strategy as a mode of delivering

the specific content through PowerPoint presentation. Likewise, students interact

with curriculum content through learning the subject matter. Through the

computer, the student acquires knowledge and skills and applies this knowledge to

other respective subject areas. The use of computer as a mode of learning in the

classroom is supported by main researchers such as Lynch, (1999), Oslon, (1998)

and Rieber, (1994). They characterize computers as interactive and thus admit

them a place within the relationship structure of the classroom learning

environment. The effects of the student learning the curriculum content are

evaluated through a feedback process. Evaluation helps in assessing the attainment

of objectives and revising the instructional process. Evaluation also helps in

nature of computer instruction, the basis of this study is that when interacting with

computers, secondary school students using computer assisted instruction would

perform differently from the students using conventional methods. This shows that

computer technology if used in the school system can have a positive effect on

these interactions in the teaching and learning process as well as management

Haggins, (2005).