This paper assessed attitude of students in selected rural and urban Junior High School in Cape Coast Metropolis towards the study of Information and Communications Technology (ICT). Descriptive research design was adopted and questionnaire was administered to 203 students from selected Junior High Schools in rural and urban areas which are located in the Metropolis. Predictive Analytics Software (PASW) version 18 for Windows was used to analyse the data. Frequency and Independent t-test were the tools used to aid in data analysis with respect to demographic characteristics and test the two hypotheses formulated to guide the study respectively. The result from the study has revealed that there is a significant difference in attitudes of Junior High School students in rural and urban areas and in terms of gender; the study points to the fact that there is no significant difference in the attitude of male and female students towards the study of ICT in the Cape Coast Metropolis.
Table of Contents
1. INTRODUCTION
2. RESEARCH PROBLEM
2.1 Hypotheses
3. Related Literature Review
4. METHODOLOGY
4.1 Population
4.2 Sample and Sampling Procedure
4.3 Instrumentation
4.4 Data Collection Procedure
4.5 Data analysis
5. RESULTS
5.1 Assessment of significance level between rural and urban students
5.2 Assessment of significance difference in attitude of male and female students
6. DISCUSSION
7. CONCLUSION
Research Objectives & Key Themes
The primary objective of this study is to assess and compare the attitudes of Junior High School (JHS) students in the Cape Coast Metropolis toward the study of Information and Communications Technology (ICT), specifically examining differences based on geographical location (rural vs. urban) and gender.
- Comparative analysis of ICT attitudes among rural and urban JHS students.
- Evaluation of gender-based differences regarding ICT engagement.
- Identification of internal and external factors influencing student attitude toward technology.
- Assessment of the impact of infrastructure and ICT curriculum implementation in Ghanaian basic schools.
Excerpt from the Book
RESEARCH PROBLEM
In observing and talking with students studying ICT in Christ Church Anglican Junior High School (JHS) for about four years, it became clear that most of the students do not find the study of ICT as an important subject. ICT teachers on the other hand were not well equip to teach the subject effectively as at the year 2010 based on informal conversation held with three teachers in the Metropolis. It seems majority of students were simply frustrated and confused about the introduction of the new subject (ICT) into the curriculum coupled with teachers un-readiness to handle the subject.
For example, Basic Education Certificate Examination (BECE) result as released by the West African Examinations Council (WAEC) in July, 2011 revealed that only a few students passed the subject very well (12.5%) in a particular school. The result as published indicated 56 students who wrote the paper, 7(12.50%) of the students obtained grades 3 to 5 and 49 (87.50%) also had grades ranging from 6 to 9. The grades students had by gender wise showed that 4 (7.14%) of the males had grades starting at 3 to 5; while 3(5.38%) of the females also had grades ranging from 3-5;14 males (25%) had grades ranging from 6 to 9 and 35 females obtained grades ranging 6 to 9(WAEC, 2011). It is an indication from the result released that over 80% of the students failed, which points to the fact that there is a problem.
Summary of Chapters
INTRODUCTION: This chapter provides the background context regarding the integration of ICT into the Ghanaian educational system and underscores the importance of student attitude for successful implementation.
RESEARCH PROBLEM: This section details observed challenges in ICT education, citing low examination performance and the need to bridge the knowledge gap regarding student attitudes in rural and urban areas.
Related Literature Review: The chapter explores theoretical frameworks like the Planned Behaviour Theory and existing research on internal and external factors that influence student attitudes toward technology.
METHODOLOGY: This section describes the descriptive, cross-sectional survey design used, including the sampling of 203 JHS students and the use of a modified questionnaire to collect data.
RESULTS: This chapter presents the statistical analysis, showing a significant difference in attitudes between rural and urban students, but no significant difference based on gender.
DISCUSSION: This section interprets the findings, linking the more positive attitudes in urban schools to better access to computer laboratories and ICT resources.
CONCLUSION: The chapter summarizes that geographic location is a significant factor in student attitude toward ICT, whereas gender does not statistically affect these attitudes in the study area.
Keywords
Rural school, urban school, attitude, female student, male student, factors affecting ICT studies, grades, Information and Communications Technology, ICT, Cape Coast Metropolis, Junior High School, student, curriculum, digital segregation, educational technology.
Frequently Asked Questions
What is the primary focus of this research?
The study examines the attitudes of Junior High School students in the Cape Coast Metropolis toward learning Information and Communications Technology (ICT).
What are the central themes discussed in the work?
The central themes include the influence of geographic location (rural vs. urban), gender disparities, resource accessibility, and the role of school infrastructure in shaping student perceptions of ICT.
What is the research question addressed by the study?
The research investigates whether there are significant differences in student attitudes toward ICT based on their school's location and the student's gender.
Which methodology was employed to gather data?
A descriptive, cross-sectional survey design was used, utilizing a structured questionnaire administered to a sample of 203 students.
What is the main finding regarding location and attitude?
The study found a statistically significant difference in attitudes, with students in urban areas displaying more positive attitudes toward ICT compared to their rural counterparts.
What does the study conclude about gender differences?
The research concludes that there is no significant difference in the attitudes toward the study of ICT between male and female students in the Cape Coast Metropolis.
Why were JHS 1 and JHS 3 students excluded from the sample?
JHS 1 students were excluded because they had not received sufficient ICT instruction, while JHS 3 students were busy preparing for their final Basic Education Certificate Examination.
How did the availability of technology impact the results?
The study suggests that the lack of standard computer laboratories and limited access to ICT tools in rural schools compared to urban schools is a primary driver of the observed attitude disparity.
- Citation du texte
- Cosmos Nutakor (Auteur), 2015, Rural-urban Junior High School students' attitude to Information and Communications Technology in Cape Coast Metropolis, Munich, GRIN Verlag, https://www.grin.com/document/294608
