Does ICT influence teaching and learning in Ghana? An evidence-based study on ICT integration in classroom teaching


  • William Yeboah Maths/ICT Department, Mount Mary College of Education, Ghana
  • Rosemond Asianoa Maths/ICT Department, Mount Mary College of Education, Ghana
  • Jefferson Oduro Asiamah Maths/ICT Department, Agogo Presbyterian College of Education, Ghana


Computer, Computer literacy, Curriculum, E-learning, Hardware, ICT Integration, Integration


The use of Information and Communication Technology (ICT) in education and training has been a priority in most European countries during the past decades, but progress has been uneven. In most developed countries such as the United Kingdom (UK), schools have embedded the use of ICT in teaching and learning into the curriculum and demonstrated a high level of effective and appropriate use to support teaching and learning. This paper presents findings carried out on a total of 320 teacher trainees made up of students from all the eight colleges. They were chosen using both purposive and probability sampling techniques. The instrument used to collect data was a questionnaire while the data analysis techniques were statistic descriptive and multivariate analyses of variance. The study reveals that if students are continually exposed to the capabilities of ICT, their perceptions towards ICT would change. The teacher's involvement in the use of and perception has also changed positively towards the use of ICT in teaching and learning. The study recommends that teachers should be provided with sufficient training on how to use ICT in the teaching and learning processes to acquire the requisite knowledge and skills in integrating the technology in classrooms.


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How to Cite

Does ICT influence teaching and learning in Ghana? An evidence-based study on ICT integration in classroom teaching. (2020). International Journal of Research and Scholarly Communication, 3(3), 7-16.

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