Students’ Perceptions of ICT Integration in Science Teaching and Learning in Ghanaian Senior High Schools: A Convergent Mixed-Methods Study

Abstract

This study investigated students’ perceptions of Information and Communication Technology (ICT) integration in science teaching and learning in Ghanaian Senior High Schools using a convergent mixed-methods design. Quantitative data were collected from 301 science students across Category A, B, and C schools using a structured questionnaire and analysed using descriptive statistics, independent-samples t-tests, and one-way ANOVA. We analysed qualitative data from open-ended responses thematically to provide contextual explanations of the quantitative findings. The results revealed generally positive student perceptions of ICT integration in science teaching and learning. We did not observe any statistically significant gender differences, indicating that male and female students reported similar perceptions. However, we found significant differences across school categories, with students in highly resourced schools reporting more positive perceptions than those in less-resourced schools. Qualitative findings highlighted the role of ICT in enhancing conceptual understanding and engagement, while also revealing challenges related to limited infrastructure and variations in teacher ICT competence. The study concludes that while students hold positive views of ICT-supported learning, the effectiveness of ICT integration is influenced by the availability of contextual resources. The findings provide implications for policy and practice aimed at promoting equitable and sustainable ICT integration in secondary science education.