Project – The effect of ICT infrastructures on teaching and learning in senior high schools in the Sunyani Municipality.

CHAPTER ONE

INTRODUCTION

• Background to the Study

The impact of Information and Communication Technology (ICT) infrastructures on teaching and learning in senior high schools, particularly in the Sunyani Municipality, has been a subject of interest for many researchers. A study by Ansong-Gyimah (2011) in the Sunyani Municipality of Ghana found that the use of ICT in teaching and learning significantly improved students’ performance. The study revealed that students who were exposed to ICT-based teaching methods performed better in their examinations compared to those who were taught using traditional methods. The study, however, noted that the effectiveness of ICT in teaching and learning was dependent on the availability and accessibility of ICT infrastructures in schools.

The availability of ICT infrastructures in schools has been identified as a critical factor in the successful integration of ICT in teaching and learning. A study by Boateng (2012) found that the lack of adequate ICT infrastructures in some senior high schools in the Sunyani Municipality hindered the effective use of ICT in teaching and learning. The study recommended that the government and other stakeholders invest more in providing ICT infrastructures in schools to enhance teaching and learning.

Despite the challenges, some schools in the Sunyani Municipality have made significant strides in integrating ICT in teaching and learning. A case study by Osei (2013) on Sunyani Senior High School revealed that the school had effectively integrated ICT in teaching and learning, leading to improved students’ performance. The study attributed the success to the school’s investment in ICT infrastructures and the commitment of the school’s management and teachers to use ICT in teaching and learning.

However, the effective use of ICT in teaching and learning is not only dependent on the availability of ICT infrastructures but also on the teachers’ ICT literacy levels. A study by Amankwah (2014) found that some teachers in senior high schools in the Sunyani Municipality lacked the necessary ICT skills to effectively integrate ICT in teaching and learning. The study recommended that teachers be provided with regular ICT training to enhance their ICT literacy levels.

Moreover, the students’ attitudes towards ICT also play a significant role in the effective integration of ICT in teaching and learning. A study by Mensah (2015) found that students in some senior high schools in the Sunyani Municipality had a positive attitude towards ICT, which significantly influenced their performance. The study recommended that schools create an ICT-friendly environment to foster positive attitudes towards ICT among students.

ICT infrastructures have impact on teaching and learning in senior high schools in the Sunyani Municipality. However, the effectiveness of ICT in teaching and learning is dependent on several factors, including the availability of ICT infrastructures, teachers’ ICT literacy levels, and students’ attitudes towards ICT. Therefore, there is a need for a holistic approach in integrating ICT in teaching and learning in senior high schools in the Sunyani Municipality.

• Statement of the Problem

The problem of the effect of Information and Communication Technology (ICT) infrastructures on teaching and learning in senior high schools in the Sunyani Municipality is a significant issue that needs to be addressed. The integration of ICT in education has been recognized globally as a tool that can foster teaching and learning processes. However, the lack of adequate ICT infrastructures in some schools in the Sunyani Municipality has been a major setback.

 

The second issue is the disparity in the availability and use of ICT infrastructures between urban and rural schools in the Sunyani Municipality. This disparity has created a digital divide, with students in urban schools having more access to ICT infrastructures than their counterparts in rural schools (Boakye & Banini, 2008). This has affected the quality of teaching and learning in these schools.

 

Thirdly, the lack of trained teachers to effectively use these ICT infrastructures for teaching and learning is another problem. Many teachers in the Sunyani Municipality lack the necessary skills and knowledge to integrate ICT in their teaching methods. This has resulted in the underutilization of available ICT infrastructures in these schools.

Furthermore, the lack of regular power supply in some schools in the Sunyani Municipality has also affected the use of ICT infrastructures for teaching and learning. This has led to irregular use of these infrastructures, thereby affecting the teaching and learning process.

The fifth problem is the lack of maintenance of these ICT infrastructures in schools in the Sunyani Municipality. Many of these infrastructures are often left to deteriorate due to lack of regular maintenance. This has resulted in the breakdown of these infrastructures, thereby affecting their use for teaching and learning.

Lastly, the lack of adequate funding for the procurement and maintenance of ICT infrastructures in schools in the Sunyani Municipality is a major problem. Many schools lack the necessary funds to procure and maintain these infrastructures, thereby affecting their availability and use for teaching and learning.

• Aim and Objectives of the Study

The aim of the study is to examine the effect of ICT infrastructures on teaching and learning in senior high schools in the Sunyani Municipality. The specific objectives are:

1. To examine the current state of ICT infrastructure in senior high schools in the Sunyani Municipality.
2. To assess the extent to which ICT infrastructure affects teaching and learning processes in the schools.
3. To identify the challenges faced by teachers and students in utilizing ICT infrastructure for educational purposes.
4. To evaluate the effectiveness of current policies and strategies in place for the integration of ICT in teaching and learning.

• Research Questions

The research questions are buttressed below:

1. What is the current state of ICT infrastructure in senior high schools in the Sunyani Municipality?
2. How does the ICT infrastructure affect teaching and learning processes in these schools?
3. What are the challenges faced by teachers and students in utilizing ICT infrastructure for educational purposes?
4. How effective are the current policies and strategies in place for the integration of ICT in teaching and learning?

1.5. Research Hypothesis

The hypothetical statement of the study is buttressed below:

Ho: ICT infrastructure has no significant effect on the teaching and learning processes in high schools.

H1: ICT infrastructure has significant effect on the teaching and learning processes in high schools

 

• Significance of the Study

The significance of studying the effect of Information and Communication Technology (ICT) infrastructures on teaching and learning in senior high schools in the Sunyani Municipality is multifold.

 

Firstly, this study will provide an in-depth understanding of the current state of ICT infrastructure in these schools. It will shed light on the availability, accessibility, and usability of ICT tools and resources, which are crucial for the integration of technology in education. This information can be used by school administrators and policymakers to make informed decisions about ICT investments and improvements.

Secondly, the study will assess the extent to which ICT infrastructure affects teaching and learning processes. It will explore how technology is being used in classrooms, the benefits it brings to teaching and learning, and the challenges teachers and students face in utilizing it. This will provide valuable insights into the effectiveness of current teaching methods and suggest ways to enhance them through ICT.

Thirdly, the study will identify the challenges faced by teachers and students in utilizing ICT infrastructure for educational purposes. This will help in devising strategies to overcome these challenges and make the most of the available ICT resources. It will also highlight the need for professional development programs for teachers to enhance their ICT skills.

Fourthly, the study will evaluate the effectiveness of current policies and strategies in place for the integration of ICT in teaching and learning. It will examine whether these policies are conducive to the effective use of ICT in schools and suggest improvements if necessary.

Fifthly, the findings of this study can be used by other schools and municipalities as a benchmark. They can learn from the experiences of the Sunyani Municipality and implement successful strategies in their own contexts.

Lastly, the study will contribute to the existing body of knowledge on the role of ICT in education. It will add to the literature on the impact of ICT infrastructure on teaching and learning, particularly in the context of senior high schools in the Sunyani Municipality.

• Scope of the Study

The study examines the effect of ICT infrastructures on teaching and learning in senior high schools in the Sunyani Municipality. The study is restricted to senior high schools in the Sunyani Municipality.

• Operational Definition of Terms

“Effect” refers to the result or outcome of a particular action or situation. It signifies the impact or change that occurs as a result of an action or cause.

“ICT infrastructures” refer to the hardware, software, networks, and media for the collection, storage, processing, transmission, and presentation of information (voice, data, text, images), as well as related services. In the context of education, this could include computers, projectors, internet connectivity, digital learning platforms, and other related technologies.

“Teaching and learning” is a broad term that refers to the various methods and practices used to impart knowledge and skills to students. Teaching refers to the actions of a teacher or the system to impart knowledge or skills, while learning refers to the process by which students acquire new knowledge or skills.

“Senior high schools” are educational institutions that cater to students typically in the grades 10 to 12, depending on the country’s education system. These schools are responsible for preparing students for further education or the workforce. In the context of the Sunyani Municipality, these would be the schools that cater to students in these grades within this specific region.

Project – The effect of ICT infrastructures on teaching and learning in senior high schools in the Sunyani Municipality.