Teachers' Perceptions of Ibox Use for Integrated Science Lessons in Secondary Education Improvement Project Schools

Abstract

The study sought to determine the level of use of iBox by integrated science teachers in the initial Secondary Education Improvement Project (SEIP) supported Senior High Schools in the Upper East Region of Ghana. This research tested teachers’ perceptions such as Computer Self Efficacy (CSE), Perceived Ease of Use (PEoU) and Perceived Usefulness (PU). The study employed a cross-sectional survey research design. Out of the 162 participants sampled, 155 questionnaires were fully completed and validated. Data analysis procedures included frequencies, percentages, crosstabs and chi-square tests. The results of the study indicated a statistically significant association between CSE and iBox utilisation and integration in science lessons. The results also showed a significant relationship between PEoU and iBox utilisation by teachers. Integrated Science teachers indicated a high PU but a statistical analysis revealed no significant association between PU and iBox use for science lessons. It was recommended among others that the GES and the SEIP to provide regular in-service training in information technology for integrated science teachers. It was suggested that future research be carried out on the differential perceptions of rural and urban SHS integrated science teachers of the benefits associated with iBox utilization.