Influence Of Pedagogical Support For Ict In Teaching And Learning Of Ict In Basic Schools In Ghana: The Mediating Role Of Teachers’ And Students’ Ict Self-Efficacy

Abstract

The Government of Ghana introduced educational reforms in 2007 that added ICT as a teaching subject at the pre-tertiary level. This study assessed the influence of pedagogical support for ICT (PSICT) in teaching and learning of ICT (TLICT) in basic schools in Ghana and the mediating role of teachers’ and students’ ICT self-efficacy (TSICTSE). The sequential explanatory mixed method research design was employed. The sample size for the quantitative study and qualitative study was 600 teachers and students, and 20 teachers and students respectively. Multi-staged sampling was used to select the sample from ten districts in ten regions. The quantitative data was collected using a survey questionnaire. Interviews, focus group discussion, and observation were used to collect the qualitative data. Descriptive statistics, regression and MANOVA analysis were employed to analyse the quantitative data. The qualitative data was analysed thematically. The results showed that generally, appropriate PSICT is lacking. Moreover, the results revealed that the TLICT was effective. Again, the results indicated that teachers and students were self-efficacacious in basic ICT skills. The results further showed that PSICT positively and significantly influence TLICT and also influence TSICTSE. Furthermore, the results indicated that TSICTSE positively and significantly influences TLICT. The results also revealed that TSICTSE does not mediate between PSICT and TLICT. Finally on the quantitative study, the results showed that there was a significant difference in PSICT between primary and junior high schools. The qualitative results however, indicated that teachers and students were unable to engage in ICT practical lessons due to unavailability of ICT infrastructure, particularly, computer. The findings of the study help understand and ascertain the availability of PSICT and TSICTSE situation in basic schools in Ghana and how they practically affect TLICT. The study recommends that the Ministry of Education should make the provision of appropriate pedagogical support for ICT in basic schools a priority to enhance the teaching and learning of the ICT subject.