Influence of Teachers’ Variables for The Utilization of Information Communication Technology (ICT) For Social Studies Instruction in Basic Schools in West Mamprusi Municipality of the North East Region, Ghana

Abstract

This study examined the influence of teachers’ variables for the utilization of ICT for Social Studies instruction in Basic Schools in the West Mamprusi Municipality of the North East Region, Ghana. Three research questions were formulated to achieve the research objectives. The researchers adopted the combined paradigm or the mixed research design, administered questionnaires and solicited opinions through interviews. Descriptive survey was used by the researchers to seek and analyzed information from pupils and teachers’ of Social Studies in the Basic Schools in the West Mamprusi Municipality of the North East Region, Ghana. Ten (10) Basic Schools were randomly selected for the study. Thirty (30) Social Studies teachers, one (1) each from basic seven (7), eight (8) and nine (9) as well as sixty (60) pupils, two (2) each were selected from basic seven (7), eight (8) and nine (9) using purposive and random sampling respectively. The result of the findings indicated that most teachers of Social Studies do use ICT in the teaching of Social Studies. However, there are a number of challenges militating against their frequent use of ICT in the teaching and learning process such as the large nature of the classes they handle, insufficient time for the organization of ICT tools and equipment, financial constraint to purchase some ICT tools and equipment for teaching and learning purposes, and lack of support from school administration for ICT use. Based on these findings, recommendations were made that teachers should be orientated on the use of ICT tools and equipment through attendance of seminars, workshops and conferences and that government through Teacher Education Division of Ghana Education Service should support Social Studies teachers in the basic schools within the West Mamprusi Municipality financially for improved efficiency on their use of ICT to promote effective teaching and learning. Teaching time table should be flexible to allow teachers to organize fix ICT tools and equipment in their respective schools to bring about effective teaching and learning.