Abstract:
This study examined the effectiveness of ICT integration in teaching and learning of economics in SHSs in the Bono Region of Ghana. Specifically, the study examined the availability of ICT resources, teachers' and students' perceived level of self-efficacy, attitudes, and the perceived effects of ICT use on the teaching and learning of economics. The study adopted a mixed-method approach using the explanatory sequential design. In all, 350 economics students were selected using multi-stage sampling, and all 40 Economics teachers at the selected schools were enumerated. Data were collected on a 5-point Likert scale questionnaire. The data were analysed using descriptive (mean and standard deviation) and inferential (independent t-test and one-way ANOVA) statistics. Few Senior High Schools have enough ICT resources, and teachers and students of economics scarcely use them to teach and learn. Both economics teachers and students have a positive attitude toward ICT integration according to the findings. In addition, economics teachers and students agreed that ICT improves teaching and learning. Furthermore, demographic factors like gender and teaching experience did not affect teacher’s self-efficacy but there was a statistically significant difference in students’ self-efficacy. To promote effective ICT-integrated learning, that takes into account the needs of both urban, urban-poor, and rural students, it is recommended that the Ministry of Education and other stakeholders in secondary education in Ghana implement realistic and rigorous ICT policies.
