Influence of Teachers' Self-Efficacy and Attitude towards the Integration of ICT into Teaching and Learning at the Basic School Level

Authors

  • David Arhin
  • Kwabena Kwakye
  • Leonard Quayetey Quaynor
  • Ruth Osei Boakye
  • Jemima Afrah Yeboah

DOI:

https://doi.org/10.47672/ajep.999

Keywords:

Self-Efficacy, Attitudes, Integration, ICT, Teachers

Abstract

Background: ICT has become crucial in our everyday life and for that matter teaching and learning. It is, therefore, imperative to examine its involvement in education.

Purpose: The current study sought to explore the influence of teachers' self-efficacy and attitude towards the integration of ICT into teaching and learning at the basic school level.

Method: The study was a descriptive survey with a sample size of 159 teachers representing 270 accessible population which was purposively located. Respondents responded to the questionnaire via an online survey in the quest for data collection. Data to answer research questions and test research hypotheses were analyzed using frequencies, percentages, means, standard deviations, and Pearson Product Moment Correlational Coefficient.

Findings: The study revealed that most teachers have a high level of self-efficacy. The study also found that majority of the teachers have positive attitudes toward the integration of ICT in teaching and learning. However, it was revealed that there is a significant difference between male and female teachers' attitudes towards the integration of ICT in teaching and learning. Finally, there is no significant relationship between self-efficacy and teachers' attitudes toward the integration of ICT in teaching and learning.

Recommendation: Based on the findings, it was, therefore, included in the recommendations that to successfully incorporate ICT into teaching and learning, policymakers must offer the essential teaching and learning tools to teachers.

Downloads

Download data is not yet available.

Author Biographies

David Arhin

Student, Department of Education and Psychology, UCC

Kwabena Kwakye

Tutor, Bonwire Senior High/Technical School

Leonard Quayetey Quaynor

Student, Department of Education and Psychology, UCC

Ruth Osei Boakye

Teacher, GES, Asante Akim North

Jemima Afrah Yeboah

Student, Department of Guidance and Counselling, UCC

References

- Abbitt, J. T. (2011). An investigation of the relationship between self-efficacy beliefs about technology integration and technological pedagogical content knowledge (TPACK) among preservice teachers. Journal of Digital Learning in Teacher Education, 27 (4), 134-143. Retrieved on 30th October 2021 from http://files.eric.ed.gov/fulltext/EJ936541.pdf

- Aydin, M. K., Gürol, M. & Vanderlinde, R. (2016). Evaluating ICT integration in Turkish K-12 schools through teachers' views. Eurasia Journal of Mathematics Science and Technology Education, 12(4), 747-766

- Bandura, A. (1977). Self-efficacy: Towards a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.

- Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.

- Bingimlas, K. A. (2009). Barriers to the successful integration of ICT in teaching and learning environments: A review of the literature. Eurasia Journal of Mathematics, Science & Technology Education, 5(3), 235-245.

- Buabeng-Andoh, C. (2012). Factors influencing teachers' adoption and integration of information and communication technology into teaching: A review of the literature. International Journal of Education and Development using ICT, 8(1), 136-155.

- Dibaba, W. & Babu, R. (2017). The role of effective integration of ICT in education, especially in primary and secondary education in remote settings. International Journal of Advanced Research in Computer Science, 8(9), 10-13

- Donnelly, R. (2010). Harmonizing technology with interaction in blended problem-based learning. Computers & Education, 54, 350 359.

- Eickelmann, B. & Vennemann, M. (2017). Teachers' attitudes and beliefs regarding ICT in teaching and learning in European countries. European Educational Research Journal, 16(6), 733-761.

- Ekizoglu, N., Tezer, M. & Bozer, M. (2010). Teacher candidates' real success situation on computers and their attitudes towards computer technology in the faculties of education. Procedia Social and Behavioral Sciences 9, 1969-1982.

- Foley, J., & Ojeda, C. (2008). Teacher beliefs, best practice, technology usage in the classroom: A problematic relationship. In K. McFerrin et al. (Eds.), Proceedings of society for information technology and teacher education international conference 2008 (pp. 4110 4117). Chesapeake, Virginia, USA: AACE.

- Friedman, T. L. (2006). The world is flat: The globalized world in the twenty-first century (rev. ed.). Victoria: Penguin.

- Gbemu, L. A., Sarfo, F. K., Adentwi, K. I. & Aklassu-Ganan, E. K. K. (2020). Teacher educators' self-efficacy beliefs and actual use of ICTs in teaching in the Kumasi Metropolis. The Turkish Online Journal of Educational Technology, 19(2), 13-23.

- Goulao, M. F. (2014). The relationship between self-efficacy and academic achievement in adults learners. Athens Journal of Education, 1 (3), 237-246. DOI: 10.30958/aje.1-3-4

- Hickson, R. S. (2016). The relationship between self-efficacy and teachers' ability to integrate technology. Thesis Report for the Degree Doctor of Education. Liberty University.

- Islam, S. (2020). Exploring teachers' self-efficacy towards ICT integration in government primary schools of Bangladesh. International Journal of Advance Research and Innovative Ideas in Education, 6(2), 1703-1714.

- Karagiorgi, Y., & Charalambous, K. (2006). ICT in-service training and school practices: in search for the impact. Journal of Education for Teaching, 32(4), 395 411.

- Krejcie, R.V., & Morgan, D.W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30, 607-610.

- Lieberman, A. & Mace, D.P. (2010). Making practice public: Teachers learning in the 21st Century. Journal of Teacher Education 6(1-2), 77-88.

- Margaryan, A., Littlejohn, A., & Vojt, G. (2011). Are digital natives a myth or reality? University learners' use of digital technologies. Computers & Education, 56(2), 429-440.

- Morris, D. (2010). Are teachers' technologies? Investigating professional competency in the use of ICT to support teaching and learning. Procedia Social and Behavioral Sciences, 2, 4010-4015.

- Mwila, P. (2018). Assessing the attitudes of secondary school teachers towards the integration of ICT in the teaching process in Kilimanjaro, Tanzania. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 14(3), 223-238.

- Sawari, S. S. B. M. & Mansor, N. B. (2013). A study of learner's general self-efficacy related to gender differences. International Journal of Informative and Futuristic Research, 1 (4), 62-67.

- Schwarzer, R., & Jerusalem, M. (1995). Generalized Self-Efficacy scale. In J. Weinman, S. Wright, & M. Johnston, Measures in health psychology: A user's portfolio. Causal and control beliefs (pp. 35-37). Windsor, UK: NFER-NELSON

- UNESCO (2017). Asia-Pacific regional strategy on using ICT to facilitate the achievement of Education 2030. UNESCO International Forum on ICT and Education 2030, Qingdao, China.

- Zhao, Y., & Bryant, F. (2006). Can teacher technology integration training alone lead to high levels of technology integration? A qualitative look at teacher's technology integration after the state-mandated technology training. Electronic Journal for the Integration of Technology in Education, (5), 53-62.

Downloads

Published

2022-04-26

How to Cite

Arhin, D. ., Kwakye, K. ., Quaynor, L. Q. ., Boakye, R. O. ., & Yeboah, J. A. . (2022). Influence of Teachers’ Self-Efficacy and Attitude towards the Integration of ICT into Teaching and Learning at the Basic School Level. American Journal of Education and Practice, 6(1), 36–45. https://doi.org/10.47672/ajep.999

Issue

Section

Articles