Teaching ICT to pre-schoolers in the global south using indigenous knowledge patterns

Abstract

Purpose

The study addresses the challenges of limited access to technology and gender inequality in Ghana's education system, particularly science, technology, engineering, and mathematics/information and communications technologies (STEM/ICT) education. It focuses on the culturo-techno-contextual approach (CTCA), which has been shown to improve student outcomes and reduce educational gender inequality in Africa. Thus, this study addressed two research objectives: whether the CTCA will improve basic school students’ understanding of ICT and reduce the gender gap without ICT facilities.

Design/methodology/approach

The study was conducted using a quantitative method and a quasi-experimental design. 120 participants (44 in the experimental group and 76 in the control group) were selected using purposive and random sampling techniques. Data were collected using the Windows Interface Achievement Test (WIAT) and analysed using ANCOVA analysis.

Findings

The study found that the CTCA improved students’ understanding of ICT without ICT resources. The study also found that using the CTCA, there were no differences between male and female students in their understanding of ICT without ICT resources.

Practical implications

Based on the study’s findings, the researchers recommend the use of the CTCA in teaching basic school ICT, particularly in rural areas where access to ICT resources is problematic.

Originality/value

Researchers typically experiment with alternate teaching strategies to overcome obstacles in learning issues. This study’s originality stems from applying an indigenous teaching method (CTCA) to break down learning difficulties in ICT education.

Citation

Armah, M., Tetteh, A. and Nkrumah, F. (2024), "Teaching ICT to pre-schoolers in the global south using indigenous knowledge patterns", Journal of Applied Research in Higher Education, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/JARHE-06-2024-0261