Integrated Science Teachers' Perception: ICT Integration at Grade 10 in Secondary Schools across East Berbice Corentyne, Guyana, South America

Wazim Rafeek Sharif; Azad Khan

doi:10.59573/emsj.7(2).2023.31

Authors

Wazim Rafeek Sharif
Azad Khan

DOI:

https://doi.org/10.59573/emsj.7(2).2023.31

Keywords:

Information and Communication Technology (ICT), Integrated Science, Perceptions, Teaching Strategy

Abstract

Modern society has benefited from the rapid advancement of technology, making it necessary to assess the effects of Information Communication Technology (ICT) adoption in the classroom. This study examined secondary school Integrated Science teachers' perception of ICT integration in Grade 10 across East Berbice Corentyne, Guyana. A non-experimental quantitative design was utilised. The sample comprised 30 teachers – 15 males and 15 females that were extracted using the stratified random sampling method. Data were collected via a questionnaire and administered in keeping with the appropriate ethical considerations. The data collected were analysed through descriptive and inferential analysis techniques. The findings revealed that male teachers used ICT tools more than female teachers and that all the teachers surveyed (trained or not) agreed that ICT integration was an effective intervention in the classroom. Furthermore, the younger teachers reported they faced many challenges despite their willingness to integrate ICT, while the older teachers opted to continue using traditional methods and were more reluctant.

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