A Study of ICT Usage Among Senior High School Students in the Ga West Municipal District in Ghana

Abstract

This research investigates ICT usage among senior high school students in the Ga West Municipal District, Ghana. The study assessed the extent of ICT usage, its impact on student learning experiences, and the challenges and opportunities associated with ICT integration in schools. An explanatory sequential mixed-methods approach was employed, integrating quantitative and qualitative methods. Data were collected from 300 students across three schools and four in-depth interviews conducted with ICT administrators and tutors. Quantitative analysis entailed mainly descriptive analysis, while qualitative data were thematically analyzed using NVivo software to explain and expand upon the quantitative findings. The study results indicated that all surveyed students have used ICT in school but 70% of students demonstrated low ICT usage, using ICT for less than two hours per week, while 13% engaged at moderate usage, with 17% showing high usage. Despite the overall low engagement, 72% of students who use ICT at school reported improvements in their academic performance, and 60% noted enhancements in their overall learning experiences due to ICT use. However, access challenges were prominent, with 87% of students facing restrictions on ICT use, primarily confined to scheduled class times. Access restrictions limit independent learning opportunities. Qualitative findings reinforced these challenges, highlighting the scarcity of resources and insufficient digital skills as key barriers. Despite these obstacles, 93% of students expressed a strong desire for increased ICT use, and 99% were aware of the available ICT resources, indicating significant potential for enhancing ICT integration. The findings show the importance of addressing infrastructural limitations, expanding access to ICT resources, providing operational funds and improving digital literacy among students for fully leveraging the educational benefits of ICT. Targeted interventions are recommended.