TEACHERS’ ATTITUDES TOWARDS INFORMATION AND COMMUNICATION TECHNOLOGY USAGE FOR INSTRUCTIONAL DELIVERY

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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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