International Journal of Education and Development using ICT

International Journal of Education and Development using ICT > Vol. 21, No. 2 (2025)

Teachers’ Perceptions of Mobile Learning Efficacy in Ghanaian Senior High Schools

Emmanuel Duncan, Valley View University, Ghana
Samuel Adaboh, Valley View University, Ghana
James Ussher, Valley View University, Ghana
Jessica Datsa Aseye, University of Limpopo, South Africa
Philip Teye Nukpo, Abor Senior High School, Ghana

Abstract
The integration of mobile learning (M-learning) into Ghana’s senior high schools reflects a global shift towards technology-enhanced pedagogy; however, its adoption remains debated amid infrastructural constraints and policy contradictions. This qualitative study explores teachers’ perceptions of the effectiveness of mobile learning (m-learning) in Ghana’s Akatsi South Municipality. Despite potential benefits such as promoting self-motivated learning and improving academic performance, challenges like inconsistent policy implementation and insufficient training hinder its success. The study used the six-step model developed by Braun & Clarke (2006). Thematic analysis of interviews with 10 senior high school teachers and municipal education officers shows that while m-learning encourages self-motivated learning, creative thinking, and better academic results through various digital resources, its full potential is limited by inconsistent policy enforcement, inadequate teacher training, and poor infrastructure. Participants highlight the need for structured regulatory frameworks to manage device access and usage, along with investments in ICT capacity-building and customised teacher training programmes. The findings stress the importance of aligning Ghana’s Education Strategic Document (2018–2030) with practical realities, advocating for policies that are sensitive to context and that reconcile national ICT goals with the socioeconomic and pedagogical challenges faced in resource-constrained environments.

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