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

International Journal of Research and Innovation in Social Science (IJRISS) | Volume III, Issue V, May 2019 | ISSN 2454–6186

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

Iddrisu Bariham¹, Professor Henry Okello Ayot², Professor Samson Rosana Ondigi³, Dr Mueni Ngungui Kiio⁴, Nyakundi Patrick Nyamemba⁵

 ¹PhD Student, Department of Educational Communication & Technology, Kenyatta University
¹Lecturer, Bagabaga College of Education, Tamale
^2,3,4Department of Educational Communication & Technology, Kenyatta University
⁵Department of Food Nutrition and Dietetics, Kenyatta University

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 alsouseful 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 questionnai reconstructed with close-ended questions. The questionnaires were pre-tested to 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.

Key Words: Social Studies, Teaching and Learning, Gender, Gender Disparity, Computer Assisted Instruction, Cooperative Learning, E-learning, and Computer Literacy.

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