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Journals / IOJET / 2021 / Cilt: 8 - Sayı: 1

MAKINGINFORMATIONANDCOMMUNICATIONTECHNOLOGYASA PROGRAMIN SENIOR HIGH SCHOOL CURRICULUM: TEACHERS’ CONCERNS

Philip Siaw Kissi
Daniel Opok
Samuel Ebenezer Armah
Journal
IOJET
Pages
108–118
Publication Date
2022-10-18
DOI
—
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The findings draw implications for the Ministry of Education and SHS curriculum planners in updating curriculum to prepare SHS students with the essential ICT knowledge and skills higher education and future employmen

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Information and Communication Technology (ICT) education is considered as a subject not a programin Ghanaian Senior High Schools (SHS) curriculum.
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Key Findings & Data:However, the performance of students offering ICT related programs in Higher Education is abysmal.
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Conclusion & Impact:The findings draw implications for the Ministry of Education and SHS curriculum planners in updating curriculum to prepare SHS students with the essential ICT knowledge and skills higher education and future employmen
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

Information and Communication Technology (ICT) education is considered as a subject not a programin Ghanaian Senior High Schools (SHS) curriculum. However, the performance of students offering ICT related programs in Higher Education is abysmal. Therefore, this study investigated the teachers concerns about making ICT as a programin Ghanaian Senior High School (SHS) Curriculum. 320 teachers in SHSs in Ghana were used for the study. The study employed a cross-sectional survey approach to investigate the concerns of the teachers. Descriptive statistics and independent sample t-test and Analysis of Variance (ANOVA) test were conducted on the responded survey data. The ICT teachers reported that ICT knowledge is relevant for students in SHS (mean = 3.909, SD = 1.093), the students would have several job opportunities (mean = 3.888, SD = 1.215), and should be made a programin the SHS curriculum in Ghana (mean = 3.963, SD= 1.105). Also, there was is a statistically significant difference (t (318) = –1.022, p = 0.00 < 0.05) between the concerns of female and male teachers on concerns of making ICT as a course in SHS curriculum. Additionally, perceived relevant knowledge ofICT and job opportunity would significantly, F = 138.634 and p = 0.000(< 0.05) influence the making ICT as a programin SHS curriculum. The findings draw implications for the Ministry of Education and SHS curriculum planners in updating curriculum to prepare SHS students with the essential ICT knowledge and skills higher education and future employmen

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Cite This Article

Kissi, P. S., Opok, D., Armah, S. E. (2022). MAKINGINFORMATIONANDCOMMUNICATIONTECHNOLOGYASA PROGRAMIN SENIOR HIGH SCHOOL CURRICULUM: TEACHERS’ CONCERNS. IOJET, Cilt: 8 - Sayı: 1, 108–118. https://ajindex.com/articles/542178

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References (11)

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