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.
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.
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