Investigating the barriers to effective integration of technology in the teaching of physical science in Oshigambo circuit Oshikoto region

  • Banabas Angula
  • Moses Chirimbana
  • Paulina Ugwanga
Keywords: Integration, Integrated Communication Technology (ICT), Barriers

Abstract

The study investigated on the barriers to effective integration of ICT in Oshigambo Circuit in Oshikoto Education Region. A quantitative non experimental research design was used to collect data from 50 Physical Science teachers selected purposefully from five different secondary schools in Oshikoto region. The Technology Acceptance Model and the Theory of Reasoned action were used as the theoretical frameworks of the study. The study sort to answer the following research questions: (1) what are the barriers to effective integration of ICT in the teaching of Physical Science in Oshigambo Circuit in Oshikoto Region? (2) How is the lack of ICT integration affecting the performances of the learners in Physical Science in Oshigambo Circuit in Oshikoto Education Region? A closed ended questionnaire was used to collect data from the teachers. The participants in the study indicated that lack of ICT equipment lack of interest in ICT integration were the main barriers to integration of ICT in the teaching of Physical Science. The study also found out that lack of ICT integration is leading to poor performance of the learners in physical science and also learners are not motivated to learn Physical Science in Oshigambo Circuit. The study recommended that the Ministry need to provide ICT equipment and train teachers in the use of these equipment. It also unveiled that there is need to change the teachers’ negative perceptions on the use of ICT through teacher training on the use of ICT.

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Published
2019-11-20
How to Cite
Angula, B., Chirimbana, M., & Ugwanga, P. (2019). Investigating the barriers to effective integration of technology in the teaching of physical science in Oshigambo circuit Oshikoto region. The Namibia CPD Journal for Educators, 5, 304-325. https://doi.org/10.32642/ncpdje.v5i0.1237
Section
Articles