TEACHERS’ ATTITUDES TOWARDS INFORMATION AND COMMUNICATION TECHNOLOGY USAGE FOR INSTRUCTIONAL DELIVERY
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
The integration of Information and Communication Technology (ICT) in educational settings has transformed the landscape of instructional delivery. This study explores teachers’ attitudes towards the usage of ICT for instructional purposes. Understanding teachers’ perceptions and attitudes is crucial for successful implementation of technology-enhanced teaching practices.
This research employed a mixed-methods approach, utilizing both quantitative surveys and qualitative interviews to gather data from a sample of educators across various educational levels and disciplines. The survey instrument consisted of Likert-scale items, capturing teachers’ attitudes towards ICT usage, perceived benefits and challenges, and their self-efficacy in technology integration. Additionally, semi-structured interviews were conducted to gather in-depth insights into teachers’ experiences and perspectives.
Preliminary findings indicate that teachers generally hold positive attitudes towards ICT usage for instructional delivery. They recognize the potential benefits of technology integration, such as increased student engagement, access to diverse learning resources, and the development of 21st-century skills. However, a range of challenges were also identified, including lack of technical support, limited training opportunities, and concerns about the impact of excessive screen time on students’ well-being.
Teachers’ self-efficacy in utilizing ICT was found to be a significant factor influencing their attitudes. Those with higher levels of self-efficacy tended to exhibit more positive attitudes and demonstrated a willingness to explore innovative instructional strategies. Professional development programs focusing on enhancing teachers’ technological competence and self-efficacy emerged as a critical need for effective ICT integration.
The qualitative interviews provided deeper insights into the nuances of teachers’ attitudes, shedding light on individual experiences, beliefs, and contextual factors that influence their technology usage. The findings emphasized the importance of providing ongoing support, collaboration among educators, and a supportive school culture to foster positive attitudes towards ICT.
This study contributes to the existing literature by providing a comprehensive understanding of teachers’ attitudes towards ICT usage for instructional delivery. The findings can inform educational policymakers, administrators, and professional development providers in designing strategies to facilitate effective integration of technology in classrooms, ultimately enhancing teaching and learning experiences for both teachers and students. Further research is recommended to explore the long-term impact of technology integration and identify effective pedagogical approaches to maximize the potential of ICT in education.
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