The advent and development of technologies such as artificial intelligence have created benefits and challenges for educational stakeholders. Artificial intelligence, such as OpenAI’s Chat Generative Pre-trained Transformer (ChatGPT), has brought new benefits, challenges and pressures for higher educational institutions. There are relatively few reports of how students perceive and intend to use ChatGPT. Taking cognizance of these, the research explored students’ perceptions and intentions to use ChatGPT in their higher education. Guided by two hypotheses and a mixed-method approach, the analysis revealed no statistical relationship between perception and intention to use ChatGPT. Despite this statistical relationship, the study reported students’ positive perceptions towards ChatGPT, and intentions to use ChatGPT and advocated its adoption in education. Based on these findings, the study offers implications for educational practices and further research.

Since the advent of Information and Communication Technology (ICT), teaching and learning have somewhat taken a paradigm shift. It is, thus, imperative for teachers in all disciplines to appreciate the essence of integrating ICTs in teaching and learning. In this regard, this study sought to explore Basic School Ghanaian Language teachers’ perceptions of ICT integration in Ghanaian language teaching. The study employed a descriptive survey design. Stratified random sampling was used to obtain data from 205 teachers in the Bono, Bono East and Ahafo region of Ghana. Analysis of data collected through a self-developed questionnaire reveals that Ghanaian language teachers exhibit a positive perception of ICT integration in education. However, in practice, they tend to integrate ICT in their instruction on occasional basis. Also, it was revealed that a lack of financial support for ICT resources and lack of in-service training on ICT use were factors that militated against ICT integration in Ghanaian language teaching. Finally, the study revealed a statistically significant difference between degree holders and diploma holders’ perception of ICT integration in teaching and learning Ghanaian language.

No abstract

No abstract

The advent and development of technologies such as artificial intelligence have created benefits and challenges for educational stakeholders. Artificial intelligence, such as OpenAI’s Chat Generative Pre-trained Transformer (ChatGPT), has brought new benefits, challenges and pressures for higher educational institutions. There are relatively few reports of how students perceive and intend to use ChatGPT. Taking cognizance of these, the research explored students’ perceptions and intentions to use ChatGPT in their higher education. Guided by two hypotheses and a mixed-method approach, the analysis revealed no statistical relationship between perception and intention to use ChatGPT. Despite this statistical relationship, the study reported students’ positive perceptions towards ChatGPT, and intentions to use ChatGPT and advocated its adoption in education. Based on these findings, the study offers implications for educational practices and further research.

This study examined Ghanaian language students' acceptance of e-learning using the Unified Theory of Acceptance and Use of Technology (UTAUT). A cross-sectional survey design was adopted for this research. Data for the research were gathered with an adapted UTAUT questionnaire. A total of 204 Ghanaian language students filled out the questionnaire. The gathered data were analyzed by computing the Means and Standard Deviation of the Likert Scale items. Also, a Multivariate Analysis of Variance (MANOVA) was run to test the hypotheses set to guide the study. The results of the study indicate a low acceptance of e-learning among Ghanaian language students. Also, the MANOVA results indicate no significant difference between students' e-learning acceptance based on gender. The difference in students' acceptance of e-learning was, however, found in their academic year in school; thus, as final-year students show a higher behavioural intention to study through e-learning, first, second and third years resisted e-learning.

No abstract

The sudden emergence of the COVID-19 resulted in an abrupt shift from the traditional face-to-face teaching method to the technology-mediated form of education at almost all levels of education in Ghana. To this end, teachers are expected to have competence not only in pedagogy and content but also in using technology to facilitate instruction. In this regard, this study sought to examine whether or not teachers of Ghanaian languages have Technological Knowledge and Technological Pedagogical Content Knowledge with respect to implementing technology-mediated instruction. To achieve the set purpose of the study, a cross-sectional survey design was adopted. Data were collected with a questionnaire on a five-point Likert scale. The gathered data were analyzed by computing the means and standard deviations of the Likert scale items. The findings of the study show that teachers of the Ghanaian languages possess good Technological Knowledge as well as Technological Pedagogical Content Knowledge (TPACK). Thus, they perceived themselves to be competent enough to implement any form of technology-mediated instruction in the wake of the COVID-19 pandemic. Having ascertained the perceived Technological Pedagogical Content Knowledge of teachers, the study recommended that Ghanaian language teachers should be resourced with working technological aids to make technology integration feasible amid the outbreak of COVID-19.