An Investigation Into the Academic Staff a Case of the Copperbelt (original) (raw)
Related papers
An Evaluation Of The Extent To Which Icts Have Been Integrated Into The Teaching And Learning Process At Cavendish University Zambia, 2020
ICTs are used to gather, analyse, modify and exchange information. In the Zambian context, where ICTs applications used to have so little to do with core business of teachers or educators, trends in modern society demands for ICTs integration into the teaching process among colleges. However, the extent to which ICTs have been integrated in the teaching process at Cavendish University Zambia is not precisely known. The lack of not knowing precisely the extent to which ICTs have been integrated into the teaching and learning process at Cavendish University Zambia has been identified to be the problem and has therefore attracted our attention to conduct this study. The aim of the study is to evaluate the extent to which ICTs have been integrated into the teaching and learning process at Cavendish University Zambia. This study was carried out using a mixed method design which uses both the qualitative and quantitative study designs. The total population in this study was 5000 participants which was total from Cavendish University Zambia which was our study site. The study was conducted on 100 participants both male and female between the ages of 18 and 75 years old who were either students or lecturers from the learning institutions. The participants were selected using two different sampling methods. A purposive sampling method was used for lectures and a random sampling method for students. The study used one type of data collection tools. It used a questionnaire which was administered by the researchers to the respondents. Different methods were used to analyze the data based on the type of data collected. For quantitative data, SPSS (statistical package for social sciences) was used to analyze the numerical data obtained and content analysis was carried out for qualitative data. The findings revealed that the most commonly used ICT equipment in the teaching and learning process at Cavendish University are laptops, projectors and smartphones. The study further revealed that ICTs played a pivotal role for lecturers in teaching ICT skills, finding and accessing educational information, making presentations, communicating with students, preparing lessons, and monitoring and evaluating students. The research findings also revealed that most of the respondents faced challenges with network connectivity as the network was too slow for timely work completion. It is conclusive therefore, that ICT have been integrated in the teaching and learning process at Cavendish University at a large extent.
Journal of Technology and Science Education
This paper investigates factors that influence Zambian higher education lecturer’s attitude towards integrating ICTs in research and teaching. To determine these factors, we used online administered survey with a total of 163 respondents from public and private higher education institutions in Zambia. Quantitative data analysis based on descriptive and inferential statistics was used in this study. Inferential analysis was employed to investigate the relationships among variables using Pearson correlation analysis and completely randomized design. The results revealed that lack of adequate Internet bandwidth is among the major barrier or obstacle for assimilating ICTs in research and teaching for Zambian higher education lecturers. Additionally, training lecturers on the use of ICTs e.g. email, PowerPoint presentations, electronic boards and its advantages is the most important incentive to motivate lecturers to incorporate ICTs in research and teaching. Therefore, this study contri...
ICT USAGE/HABITS FOR TEACHING AND LEARNING IN UNIVERSITIES SIERRA LEONE (NJALA UNIVERSITY
International Journal of Information Technology & Operations Management, 2019
The study provides, a 'Survey Questionnaire' that was developed to investigate ICT usage/habits, perceived ICT competency, and related ICT issues that affect University students and Lecturers at Njala University. A descriptive survey method was used because it allows the researcher to pose a series of questions to willing participants, summarize their responses with percentages, frequency counts, or more rigorous statistics, and draw inferences about a particular population from the responses of the selected sample size. The main focus of this research is to ascertain Information and Communication Technology (ICT) Lab Usage/Habits at Njala University. More specifically, this research assessed the user habits of digital media, primarily computers, tablets, smart phones and internet in order to facilitate teaching and learning at this tertiary institution. The data collected was mainly presented by the use of quantitative statistical methods. Data from the open-ended questions were analysed by indicating the magnitude of responses viz-a-viz the total number of respondents to a particular option in a question. The responses from the structured questions were computed into frequency counts, percentages and charts. All the responses were summarized and tabulated for easy presentation, analysis and interpretation. However, the researcher further provides some recommendations that will facilitate the implementation of the research work. The findings from the research revealed that ICT resources for teaching and learning are not adequately available (Chart 5.2.1.1). The available ICT resources are Internet/E-mail Services (48%), Department Computer Laboratory (42%), Proprietary Software and Printing and photocopying services (39%). The result also agrees with the findings of Ololube (2006) and Pelgrum (2012) whose research findings concluded that there is poor ICT resource integration and usage in most educational institutions in developing countries. Even though the ownership of the hardware is low, a very high proportion (94%) agreed that there is a likelihood that they will use ICT at home and other commercial places if it is made available to them. The ownership of Smartphones among the respondents are high (72%), but it is mainly use for accessing social media networks like Facebook, WhatsApp, Twitter etc. Additionally, in a study conducted by Hisham et al (2006), it was clearly showed that students' sense of IT efficacy significantly affected their usage of such technology. The study finally concluded that students' sense of IT efficacy had a substantial indirect effect on their usage and satisfaction.
Journal of Information Engineering and Applications, 2015
The frightening effect of the increasing spate of poor teaching and learning in recent times underscores management of tertiary institutions, lecturers and students concern for the integration of ICT into tertiary institutions. The study specifically aimed at evaluating the benefit of various ICT tools used by tertiary institutions and examines the challenges tertiary institutions face in terms of implementing ICT in teaching and learning. Another objective is to determine the role of lectures, administrators and students in integrating ICT into tertiary institutions. The research was conducted on lecturer’s administrators and students of Wisconsin International university College, Ghana and information was gathered through administration of structured questionnaires. Three null hypotheses were postulated and tested at 0.05 level of significance. Results from the study indicated that there is a positively high impact of ICT on teaching and learning in tertiary institutions in the se...
The Role of ICT to Make Teaching-LearningEffective in Higher Institutions of Learning inUganda
International Journal of Innovative Research in Science, Engineering and Technology, 2013
The use of ICT in teaching-learning process is a relatively new phenomenon and it has been the educational researchers' focus. The effective integration of this technology into classroom practices poses a challenge to teachers and administrators. This empirical study aimed at finding out the factors influencing use of ICT to make teachinglearning effective in higher institutions of learning in Uganda and identifying the innovations that ICT has brought into teaching-learning process, particularly in higher institutions of learning in Uganda. A survey was employed and in order to empirically investigate the study. The findings of this study revealed that teaching staff and administrators had a strong desire to integrate ICT into teaching-learning processes. The innovations that ICT has brought in teachinglearning process include: E-learning, e-communication, quick access to information, online student registration, online advertisement, reduced burden of keeping hardcopy, network...
The advent of ICT and its integration into our educational system especially at the tertiary level aims to improve the process of teaching and learning and yet it has been very difficult for lecturers to do this. The current study therefore focuses on the use of ICT in the teaching and learning process in Ghana. This study, employing the case study design, sampled 237 respondents comprising 37 lecturers and 200 undergraduate students using multiple sampling procedures. Survey instruments were used to collect data from the University of Cape Coast to ascertain the use of ICT in the university. The study results showed that the university provides some ICT teaching and learning resources even though these resources are not adequate. It also showed that lecturers‟ prior knowledge and skills in ICT best predicted the extent of ICT integration (by lecturers) in the teaching process (β= .593, p = 0.010). Finally the study revealed that there is a positive significant relationship (r = 0.713; α = 0.05 > p = 0.005) between ICT related courses (ICTRCs) and students‟ competencies in ICT. The findings suggest that on the part of students, ICTRCs are helping them to improve their ICT skills and knowledge even though the relationship between the variables was found not statistically significant. Based on these findings, it was suggested, among other things, that the computer centre of the university of Cape Coast be adequately resourced to develop instructional materials, and provide computer-based tutorials for lecturers and students to equip them effectively to be able to integrate ICT into their teaching.
Attitude to ICT, Competence, and Use Pattern of University Lecturers in Uganda
The rapid development and use of Information and Communication Technologies (ICTs) in Universities in developed countries has prompted Universities in developing world to increasingly adopt these technologies. This is based on the expectation that the new ICT based technologies and processes offer many means of improving teaching and learning. This study based on random sample of academic staff selected at Uganda Christian University examined the attitude to ICT, competence and use pattern. Selwyn-soh ICT Attitudinal Scale, Teacher Educators ICT Competence Scale, ICT Use Checklist and a questionnaire were used as instruments to collect the data. This paper sheds light on attitude to ICT, competence and use patterns of academic staff. The findings indicate that lecturers have a positive attitude towards ICT although the important factors that impact significantly on ICT use are low. Therefore efforts to promote lecturer's understanding of the benefits of ICTs in teaching and learning are paramount.
Lecturers’ Adoption of ICT Tools in Ghanaian Colleges of Education
International Journal of Recent Contributions from Engineering, Science & IT (iJES)
This study investigated lecturers’ adoption of ICT tools in Ghanaian colleges of education. The participants of this study were 390 lecturers from 25 colleges of education in Ghana. Data was collected using a questionnaire and lesson observation, and the results were analysed quantitatively and qualitatively using descriptive statistics and thematic analysis. The study revealed that more than two-thirds of the participants/respondents used personal computers, projectors, social media, and LMSs in their education. The lecturers asserted that they utilise ICT tools for research, for storing, retrieving, and sharing files and information in addition to utilising them to teach their courses. The respondents/participants recounted that they grow professionally as a result of using these ICT tools. Additionally, it was discovered that the respondents/participants employed ICT tools in their instruction due to its mobility, time-saving qualities, accessibility, and user-friendliness whi...
The study was conducted to assess the challenges of using information and communication technology (ICT) as a teaching and learning tool in the education sector in Zambia. Following the quantitative research design, the major findings of this study are that the ICT infrastructure support by government in secondary schools in Mongu District of Zambia is a serious challenge. Teachers perceive strong benefits should the government decide to embrace information and communication technology as a teaching and learning tool in the education sector in Mongu District of Zambia. However, the sector is currently lacking government infrastructural development and technical support. The basic conclusion of the study is that the ICT can only be used as a teaching and learning tool in the education sector in Mongu District through the provision of well ICT infrastructure facilities, strong financial capacity, strong-coordinated government support, and highly expertise of human resources to curb the challenges. KEYWORDS information, communication technology, learning tool, ICT infrastructure, networks, software, internet.
ICT USAGE/HABITS FOR TEACHING AND LEARNING AT NJALA UNIVERSITY
ICT usage for teaching and learning, 2018
Abstract The study provides, a ‘Survey Questionnaire’ that was developed to investigate ICT usage/habits, perceived ICT competency, and related ICT issues that affect University students and Lecturers at Njala University. A descriptive survey method was used because it allows the researcher to pose a series of questions to willing participants, summarize their responses with percentages, frequency counts, or more rigorous statistics, and draw inferences about a particular population from the responses of the selected sample size. The main focus of this research is to ascertain Information and Communication Technology (ICT) Lab Usage/Habits at COMAHS. More specifically, this research aims at assessing the user habits of digital media, primarily computers, tablets, smart phones and internet in order to facilitate teaching and learning at this tertiary institution. The primary data collection instrument for the study is going to be a survey questionnaire: Students and Lecturers ICT Lab ‘Usage/Habit’ and Perceived Competencies inventory adapted from Bassey et al. (2007). The questionnaire was structured into nine sections. Section A elicited demographic details such a department, gender, age, and academic level of the respondents. Section B examined the level of ICT usage habits of respondents. Section C required the respondents to rate their perceived ICT access to computers. Section D required the respondents to rate ICT usage and ICT tools. Section E examined the level of sustainability and availability of ICT resources. Section F required the respondents to rate or assessed the significance of ICT. Section G required the respondents to rate the use of ICT at home and other places. Section H required the respondent to rate the use of ICT and activities NOT related and RELATED to University work. And Section I examined the ICT for learning as key platform for educational development. The reliability of the instrument was calculated using the Cronbach's alpha formula. The data collected was mainly presented by the use of quantitative statistical methods. Data from the open-ended questions were analyzed by indicating the magnitude of responses viz-a-viz the total number of respondents to a particular option in a question. The responses from the structured questions were computed into frequency counts, percentages and charts. All the responses were summarized and tabulated for easy presentation, analysis and interpretation. However, the researcher further provides some recommendations that will facilitate the implementation of the research work