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Advances in Social Sciences Research Journal – Vol. 10, No. 12
Publication Date: December 25, 2023
DOI:10.14738/assrj.1012.16132
Bariham, I., Wadudu, M. A., & Awolu, F. (2023). Impact of ICT Training on Junior High School Teachers' Performance in Teaching
Mathematics in Tamale Metropolis. Advances in Social Sciences Research Journal, 10(12). 407-418.
Services for Science and Education – United Kingdom
Impact of ICT Training on Junior High School Teachers'
Performance in Teaching Mathematics in Tamale Metropolis
Iddrisu Bariham
ORCID: 0000-0002-5027-7003
Department of Humanities and Social Science Education,
University for Development Studies, P. O. Box TL 1350, Tamale
Mohammed Abdul Wadudu
Tamale Presby Junior High School, Tamale
Fusheini Awolu
Department of Mathematics and ICT Education,
University for Development Studies, P. O. Box TL 1350, Tamale
ABSTRACT
This study employed a quasi-experimental research design to examine the
influence of ICT training on the proficiency of mathematics educators after
receiving instruction on incorporating Computer Aided Instruction (CAI) into their
teaching and learning practices. The study also probed to determine if differences
exist in the academic achievement of JHS students who were taught mathematics
with CAI and those taught with Traditional Method of Instruction (TMI). Ten JHSs
were randomly sampled where five schools served as experimental group and the
remaining five as control group. Mathematics Achievement Test (MAT), Classroom
Observation Schedules (COS), and questionnaires were employed to collect the data
from teachers and students. Using SPSS version 20, the data was analyzed and
presented in tables and graphs. The study's findings demonstrated a noteworthy
enhancement in the proficiency of both teachers and students in mathematics
subsequent to the ICT training. It was also discovered that ICT training had a
statistically significant effect on the mathematics performance of both teachers and
pupils, leading to a good conclusion. Lastly, teachers in the study area encountered
obstacles such as a scarcity of ICT laboratories, the nonexistence of internet
connectivity, and insufficient ICT resources. The study recommends the
establishment of regional centers to train mathematics teachers on how to teach
with ICT, supply laptops and computers to JHSs using the PPP model, and equip JHSs
with digital content to support teaching and learning with technology.
Keywords: Computer Aided Instruction, Traditional Method of Instruction, Mathematics
Achievement Test (MAT), Training Needs Assessment.
INTRODUCTION
In this era of digitalization, considerable advancements in technology worldwide are propelled
by significant investments in educational technology, encompassing computers, software, and
internet connectivity to improve students learning outcomes in schools. These advancements,
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Advances in Social Sciences Research Journal (ASSRJ) Vol. 10, Issue 12, December-2023
Services for Science and Education – United Kingdom
embraced by households and educational institutions, hold the potential to transform
traditional classrooms into digital environments, fostering enhanced student engagement
(Garavaglia, Garzia, & Petti, 2013). The incorporation of Information and Communication
Technologies (ICT) into education, encompassing computers and related technology, is on the
rise, expanding learning options and preparing students for the information era (Mandoga,
Matswetu, & Mhishi, 2013). Developed nations, exemplified by the USA, showcase widespread
utilization of computer-related technology in education, with nearly every public school
equipped with computers and internet connectivity to improve teaching and learning
accessibility and efficiency (Danso & Kesseh, 2016). The incorporation of these technologies
has significantly enhanced the ICT skills of both teachers and students, transforming them into
powerful tools that extend learning beyond physical classrooms (Peprah, 2016).
Responding to global advancements, the acquisition of basic ICT or computer-aided teaching
skills has become imperative for mathematics instructors, aligning with initiatives worldwide
emphasizing the importance of integrating ICTs into schools, as seen in South Africa's efforts
(Amedzo, 2007). Computer-Aided Instruction (CAI), defined as the use of computers to
facilitate and enhance instruction, has become commonplace, offering diverse interactive
methods (Wikieducator, 2008; Iqbal, 2009; Nwafor, 2015; Encyclopedia Brittanica, 2014).
Earle (2002) underscores the transformative impact of computer-aided instruction in the
United States, influencing contemporary society, education, work, and daily life. Empirical
studies on technology application in academic performance yield varied outcomes, with
educational games showing a tendency to boost students' engagement and performance in
learning activities (Ritzhaupt, Higgins, & Allred, 2011; Cannon, 2017). In Europe, research on
the effectiveness of a Mathematics Learning Program Assisted by Computer indicates
successful use of CAI to catch up on learning outcomes, with the pedagogical strategy proving
more effective compared to traditional methods (Witte, Haelermans & Rogge, 2014). Teachers'
positive embrace of technology in instruction, as studied by Wright and Wilson (2011),
positively influences students' use of technology and supports their professional development
in the USA.
China's outstanding performance in international examinations sheds light on mainland
China's mathematics education. However, caution is warranted in global comparisons due to
the specific context of Shanghai's participation in PISA tests (Carnoy & Rothstein, 2013). A
quasi-experimental study by Tolbert (2015) evaluating the effects of CAI on academic
performance and attitudes reveals no statistically significant difference between traditional
and computer-assisted instruction approaches. In Africa, research indicates that CAI improves
student learning outcomes, with achievement variations between CAI and conventional
instruction groups (Julius, 2018; Adekunle, 2016). The lack of a developed infrastructure for
computer-assisted mathematics instruction in Africa, as noted by NEPAD, highlights the
potential of CAI to overcome barriers and enhance mathematics teaching and learning (South
Africa Department of Education, 2003).
The Ministry of Education (2018) states that Ghana aims to achieve the following objectives in
education: to increase fair access to and involvement in inclusive, excellent education at all
levels; to improve the teaching and learning of science, technology, engineering, and maths
(STEM) at all levels; and to ensure the long-term, efficient management, funding, and
responsibility of education service provision. It is essential to require educational institutions
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Bariham, I., Wadudu, M. A., & Awolu, F. (2023). Impact of ICT Training on Junior High School Teachers' Performance in Teaching Mathematics in
Tamale Metropolis. Advances in Social Sciences Research Journal, 10(12). 407-418.
URL: http://dx.doi.org/10.14738/assrj.1012.16132
to create curriculum that enable the incorporation of ICT into teaching and learning pedagogies
to improve ICT education in mathematics (Mdlongwa, 2012). To ensure the responsiveness of
ICT to the evolving technological needs of students and to elevate academic performance across
diverse learning domains, institutions should also focus on the training and retention of
proficient ICT educators capable of effectively implementing an ICT-integrated curriculum
(Mdlongwa, 2012). Ojo and Adu (2018) emphasize the necessity of policies designed to enhance
technology-driven teaching and learning. These policies should articulate a clear rationale,
delineate specific roles, and provide a visionary framework for effective implementation and
realization. In the contemporary educational landscape, computers have become indispensable
tools for instruction in many schools.
In Ghana, empirical studies on the impact of Computer-Based Instruction (CBI) on learning
outcomes of students has yielded mixed findings (Agyei, 2012; Agyei, 2015; Atta, 2015;
Bariham, 2019; Acheampong, 2018; Akuffu, 2020). For instance, research on CBI in Senior High
School (SHS) learners' performance also indicates significant achievement in the treatment
group (Sedega et al., 2017). Initiatives in Ghana, such as the New Common Core Program (CCP)
Curriculum and the Discovery Learning Alliance (2016) project, aim to improve mathematics
education by leveraging technology. Similarly, the One Teacher One Laptop initiative by the
Government of Ghana is aimed at supporting teachers to use ICT as a teaching and learning tool
to enhance research, lesson planning, teaching, and authentic learning. However, little is known
about the impact of CAI on the achievement of junior high school students in mathematics in
Tamale Metropolis. Also, it seems most junior high schools’ teachers and students do not have
access to ICT tools to facilitate effective teaching and learning. It was in view of this gap that
this study was carried out to assess the impact of ICT training on the performance of Junior
High School teachers in terms of lesson presentation and students’ performance.
Research Questions
The research found answers to the following questions.
1. What is the impact of the ICT training on the performance of mathematics teachers in
terms of lesson presentation?
2. Is there any statistically significant difference in the mean performance scores of Junior
High School students taught mathematics with CAI and those taught with the TMI?
3. What challenges do teachers face when teaching mathematics with technology?
LITERATURE REVIEW
The term "gender" refers to societal expectations regarding the characteristics and behaviors
considered suitable for men and women, whereas "sex" denotes the biological differences
between males and females (Woolfolk, 2016). Gender role identification, which involves an
individual's perception of possessing more masculine or feminine traits, is integral to one's self- concept. As children interact with family, friends, educators, and their surroundings, they
gradually form gender schemas, which are structured frameworks of information defining
societal expectations for males and females (Julius, 2018). Research on academic performance
gaps between men and women in STEM fields produces varied outcomes. Some studies, such
as those by Kador (2001) and Usman and Ubah (2007), indicate superior performance by male
students, while others, like studies by Nbina (2010) and Loofa (2001), report no significant
gender-based disparities. Julius (2018) observes challenges faced by girls in science and
mathematics, attributing this to biases in teaching practices. Teachers often exhibit preferential