International Journal of Education and Development using ICT

International Journal of Education and Development using ICT > Vol. 8, No. 3 (2012)

Teachers’ implementation of computer technologies in classroom: A Ghanaian perspective

Charles Buabeng-Andoh, Pentecost University College
Fred Totimeh, Pentecost University College

Abstract
This study was conducted to explore secondary school teachers’ implementation of computer technologies in classroom. Questionnaires were distributed to 273 teachers in fourteen schools comprising 5 urban schools, 5 semi-urban schools and 4 rural schools. , 241 were returned, and 231 were valid for data analysis, representing a response rate of 85%. Descriptive statistics, multivariate analyzes of variances, independent samples t-tests and correlation were used to analyze data. Of the 231 teachers, 66% were males and 34% were females. The study reveals that the most teaching method use by teachers is demonstrations, followed by problem-solving method. Further, the study found that male teachers have more access to computers than the female teachers, but female teachers use ICT in classroom more than male teachers. Also a correlation analysis revealed high positive correlation between teachers’ computer skills, computer experience and computer access (r = .59, p < .001; r = .65, p < .001). Also, there was a high positive correlation between teachers’ computer skills and computer access (r = .65, p < .001). This explains that, as teachers’ computer experiences increase, their computer skills improve. Also as teachers access to computer improves, their computer skills improves and as they have access to computer, their computer experience improves. Finally, it was revealed that computer access (β = .42) was the strongest determinant of teachers’ computer skills.

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