International Journal of Research and Innovation in Social Science (IJRISS) | Volume IV, Issue VI, June 2020 | ISSN 2454–6186

Using Technological Tools to Help Improve the Interest and Knowledge of Basic School Students

Samuel Asare*, Jennifer Addai
St. Monica’s College of Education, Mampong-Ashanti, Ghana
*Corresponding Author

Abstract:- In recent times, some concerns have been expressed about the poor performance of JHS 1 pupils of Bonkrong D/A JHS due to their lack of interest and knowledge in the subject ICT. This concern is very agonizing given the relevance of teaching and learning process. This concern prompted the researcher to embark on the study to make out what’s actually happening in the school with regards to using technological tools in pedagogy. The objective of the study is to assess the importance of integrating technology into teaching and learning at Bonkrong D/A JHS in the Sekyere Central District of the Ashanti Region in Ghana which will help improve the interest and knowledge of pupils in learning ICT in the 21st century. The study employed the action research design and the purposive sampling technique. The population of the research consisted of 30 pupils in JHS 1. The instrument used to identify school-related causes of lack of interest and poor performance of ICT among JHS 1 pupils was questionnaire consisting of eight (8) open ended questions and the collected data was analysed using simple percentage tables.

Key Words: JHS-Junior High School, BECE-Basic Education Certificate Examination, Bonkrong

I. INTRODUCTION

Background to the Study

According to Daniels (2002) ICTs has become within a very short time, one of the basic building blocks of modern society. Many countries now regard understanding ICT and mastering the basic skills and concepts of ICT as part of the core of education, alongside reading, writing and numeracy. However, there appears to be a misconception that ICTs generally refers to ‘computers and computing related activities’.
Technology can have a reciprocal relationship with teaching. The emergence of new technologies pushes educators to understanding and leveraging these technologies for classroom use; at the same time, the on-the-ground implementation of these technologies in the classroom can (and does) directly impact how these technologies continue to take shape.

The use of ICT in education lends itself to more student-centred learning settings. But with the world moving rapidly into digital media and information, the role of ICT in education is becoming more and more important and this importance will continue to grow and develop in the 21st century.