Religious and Moral Education Teachers’ Use of Information and Communication Technology in Teaching at the Basic School: A Study in Cape Coast, Ghana

Eric Mensah; Philip Kwadwo Okyere; Isaac Obiri Ampem; Mary-Magdalene Attipoe; Jennifer Kluboeto; Elizabeth Awanawe Ayerko; Theodora Kissiwaa

doi:10.51867/AQSSR.2.1.7

Authors

Eric Mensah University of Cape Coast, Ghana Author https://orcid.org/0000-0003-2362-8493
Philip Kwadwo Okyere University of Cape Coast, Ghana Author https://orcid.org/0000-0003-0436-1527
Isaac Obiri Ampem University of Cape Coast, Ghana Author https://orcid.org/0000-0001-9347-6865
Mary-Magdalene Attipoe University of Cape Coast, Ghana Author https://orcid.org/0009-0002-7063-9312
Jennifer Kluboeto University of Cape Coast, Ghana Author https://orcid.org/0009-0008-1460-1209
Elizabeth Awanawe Ayerko University of Cape Coast, Ghana Author https://orcid.org/0009-0007-7082-4442
Theodora Kissiwaa University of Cape Coast, Ghana Author https://orcid.org/0009-0002-5345-1385

DOI:

https://doi.org/10.51867/AQSSR.2.1.7

Keywords:

Perceived Ease of Use, Perceived Usefulness, Religious and Moral Education, Teachers, Use of ICT

Abstract

The purpose of the study was to investigate the use of Information and Communication Technology (ICT) in the teaching of Religious and Moral Education (RME) in basic schools in Cape Coast. It sought to establish RME teachers’ levels of perceived ease of use (PEU) and perceived usefulness (PU) of Information and Communication Technology, as well as determine the effect they have on RME teachers’ actual use (AU) of ICT. The Technology Acceptance Model was the undergirding theory for the study. The Cross-sectional survey design was used. All 150 RME teachers and 950 Basic 8 and 9 students of basic schools in the Cape Coast metropolis constituted the population of the study. Using proportionate simple random sampling procedure, a sample of 121 teachers and 561 students was obtained. Data was collected using two sets of structured questionnaires and analyzed descriptively using frequencies, percentages, mean, and standard deviation, as well as inferentially using simple linear regression. Results revealed that RME teachers have a high level of PU, PEU and AU of ICT in the teaching of RME. The regression analysis portrayed that PU of ICT moderately explains 51% of the variance in the AU of ICT in teaching RME, and PEU of ICT explains 39% of the variance in the AU of ICT. It is obvious from the findings that the usefulness and easy operation of ICT tools would lead to their use by RME teachers. To deal with this issue, the study recommended that the National Council for Curriculum and Assessment and Ghana Education Service should continue to enhance ICT training programmes for RME teachers. To address the limited knowledge about ICT among RME teachers, teacher development workshops and seminars that target comprehensive ICT training should be organised for RME teachers.

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