IDEAS home Printed from https://ideas.repec.org/p/ags/miscgh/358339.html

Access to and Use of ICT Infrastructure in Teaching and Learning: A Comparative Study of Rural and Urban Public Junior High Schools in the Ga South Municipality

Author

Listed:
  • Sey, Jacob

Abstract

Ghana is committed to transforming teaching and learning at all levels of education through the introduction of Information and Communication Technologies (ICT). However, the successful introduction of ICT into basic education depends largely on the availability of ICT infrastructure and the capacity of teachers and students to use them. Using rural and urban public Junior High Schools (JHS) in the Ga South Municipality as a case study, this study investigates the availability and use of ICT infrastructure among students and teachers of rural and urban schools. It was found that access to ICT infrastructure by teachers and students was inadequate. Nonetheless, there were differences in access to ICT infrastructure between students and teachers of rural and urban schools. Students of urban schools had more access to ICT infrastructure and therefore used it for studies than their rural counterparts. Also, the use of ICT infrastructure in the classroom had more positive impacts on the learning motivations of students of urban schools than those of rural schools. Teachers of urban schools were also more likely to have access to ICT infrastructure than those of rural schools. There was, however, no significant difference between rural and urban teachers in their confidence in the use of ICT infrastructure for teaching. Since ICT infrastructure had positive motivations for teaching and learning activities in basic schools, it is recommended that the Ministry of Education provides all basic schools across the country with ICT infrastructure. Also, efforts should be made to build the capacity of all teachers in order to facilitate the efficient introduction of ICT in education. The Ghana Investment Fund for Electronic Communication (GIFEC) should be given enough funds to carry out its mandate of ensuring universal access to ICT by unserved and underserved communities in Ghana.

Suggested Citation

  • Sey, Jacob, 2013. "Access to and Use of ICT Infrastructure in Teaching and Learning: A Comparative Study of Rural and Urban Public Junior High Schools in the Ga South Municipality," Miscellaneous Publications 358339, University of Ghana, Institute of Statistical Social & Economic Research (ISSER).
    • Handle: RePEc:ags:miscgh:358339
    DOI: 10.22004/ag.econ.358339
    as

    Download full text from publisher

    File URL: https://ageconsearch.umn.edu/record/358339/files/MA_2013_Jacob_Sey.pdf
    Download Restriction: no
    File URL: https://libkey.io/10.22004/ag.econ.358339?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    References listed on IDEAS

    as
    1. Coates, Dennis & Humphreys, Brad R. & Kane, John & Vachris, Michelle A., 2004. ""No significant distance" between face-to-face and online instruction: evidence from principles of economics," Economics of Education Review, Elsevier, vol. 23(5), pages 533-546, October.
    2. Kofi Mangesi, 2007. "Survey of ICT and Education in Africa : Ghana Country Report," World Bank Publications - Reports 10708, The World Bank Group.
    Full references (including those not matched with items on IDEAS)

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Xiaoyue Shan & Ulf Zölitz & Uschi Backes-Gellner, 2025. "Disconnecting Women: Gender Disparities in the Impact of Online Instruction," CESifo Working Paper Series 11997, CESifo.
    2. Melaku, Astewale Bimr & Qaim, Matin & Debela, Bethelhem Legesse, 2024. "Maternal employment in high-value agriculture and child nutrition: Evidence from the Ethiopian cut-flower industry," Food Policy, Elsevier, vol. 128(C).
    3. Rita A. Balaban & Donna B. Gilleskie & Uyen Tran, 2016. "A quantitative evaluation of the flipped classroom in a large lecture principles of economics course," The Journal of Economic Education, Taylor & Francis Journals, vol. 47(4), pages 269-287, October.
    4. Jacques Raynauld, 2005. "New Evidence on the Determinants of Absenteeism Using Linked Employer-Employee Data," Cahiers de recherche 05-06, HEC Montréal, Institut d'économie appliquée.
    5. Turturean, Monica, 2012. "Current issues of motivation, academic performance and internet use- implications for an education of excellence," MPRA Paper 39250, University Library of Munich, Germany.
    6. Saima Yasmeen & Muhammad Tayyab Alam & Muhammad Mushtaq & Maqsud Alam Bukhari, 2015. "Comparative Study of the Availability and Use of Information Technology in the Subject of Education in Public and Private Universities of Islamabad and Rawalpindi," SAGE Open, , vol. 5(4), pages 21582440156, October.
    7. Douglas McKee & Steven Zhu & George Orlov, 2023. "Econ-assessments.org: Automated Assessment of Economics Skills," Eastern Economic Journal, Palgrave Macmillan;Eastern Economic Association, vol. 49(1), pages 4-14, January.
    8. Marigee Bacolod & Stephen Mehay & Elda Pema, 2018. "Who succeeds in distance learning? Evidence from quantile panel data estimation," Southern Economic Journal, John Wiley & Sons, vol. 84(4), pages 1129-1145, April.
    9. Michael S. Kofoed & Lucas Gebhart & Dallas Gilmore & Ryan Moschitto, 2024. "Zooming to Class? Experimental Evidence on College Students' Online Learning during COVID-19," American Economic Review: Insights, American Economic Association, vol. 6(3), pages 324-340, September.
    10. William Bosshardt & Eric P. Chiang, 2016. "Targeting Teaching Lecture Capture Learning: Do Students Perform Better Compared to Face‐to‐Face Classes?," Southern Economic Journal, John Wiley & Sons, vol. 82(3), pages 1021-1038, January.
    11. Sam Allgood & William B. Walstad & John J. Siegfried, 2015. "Research on Teaching Economics to Undergraduates," Journal of Economic Literature, American Economic Association, vol. 53(2), pages 285-325, June.
    12. Xu, Di & Jaggars, Shanna Smith, 2013. "The impact of online learning on students’ course outcomes: Evidence from a large community and technical college system," Economics of Education Review, Elsevier, vol. 37(C), pages 46-57.
    13. Carolyn Chisadza & Matthew Clance & Thulani Mthembu & Nicky Nicholls & Eleni Yitbarek, 2021. "Online and face‐to‐face learning: Evidence from students’ performance during the Covid‐19 pandemic," African Development Review, African Development Bank, vol. 33(S1), pages 114-125, April.
    14. Mann, John T. & Henneberry, Shida R., 2014. "Online versus Face-to-Face: Students' Preferences for College Course Attributes," Journal of Agricultural and Applied Economics, Cambridge University Press, vol. 46(1), pages 1-19, February.
    15. Ignacio Sarmiento Barbieri & Eric Chiang & José Vázquez, 2024. "Do Human Proctors and Anxiety Affect Exam Scores in Open-book Online Exams? A Field Experiment," Working Papers 320, Red Nacional de Investigadores en Economía (RedNIE).
    16. Lisa Barrow & Wesley T. Morris & Lauren Sartain, 2024. "The Expanding Landscape of Online Education: Who Engages and How They Fare," Journal of Labor Economics, University of Chicago Press, vol. 42(S1), pages 417-443.
    17. Marigee Bacolod & Latika Chaudhary, 2018. "Distance To Promotion: Evidence From Military Graduate Education," Contemporary Economic Policy, Western Economic Association International, vol. 36(4), pages 667-677, October.
    18. Wuthisatian, Rattaphon, 2020. "Student exam performance in different proctored environments: Evidence from an online economics course," International Review of Economics Education, Elsevier, vol. 35(C).
    19. Cassandra DiRienzo & Gregory Lilly, 2014. "Online Versus Face-To-Face: Does Delivery Method Matter For Undergraduate Business School Learning?," Business Education and Accreditation, The Institute for Business and Finance Research, vol. 6(1), pages 1-11.
    20. Maria De Paola & Francesca Gioia & Vincenzo Scoppa, 2022. "Online Teaching, Procrastination And Students’ Achievement: Evidence From Covid-19 Induced Remote Learning," Working Papers 202202, Università della Calabria, Dipartimento di Economia, Statistica e Finanza "Giovanni Anania" - DESF.

    More about this item

    Keywords

    ;
    ;

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:ags:miscgh:358339. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: AgEcon Search (email available below). General contact details of provider: https://edirc.repec.org/data/issergh.html .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.