The Use of Social-Media and IT Application Tools for Teaching in Ghanaian Universities: Case of University of Cape Coast, Ghana

Abstract

The use of social media and IT application tools as an alternative pedagogical approach in higher educational institutions of learning cannot be compromised. Considering their incalculable advantages especially, in these times of the COVID-19 pandemic where closure of schools characterised some of the mitigating factors which wedged pedagogy. Nonetheless, quite a few institutions have taken advantage of these technologically inclined resources to facilitate teaching and learning. Therefore, this study explores the perceived usage of social media outlets and IT application tools in the University of Cape Coast (UCC) as a means of pedagogy by the Academic Staff. The study employed a cross-sectional survey as result of which 102 Academic Staff were sampled. The findings disclosed that the use of social media (i.e., Twitter), online collaborative tool (i.e., Google Hangouts) as a means of pedagogy is conspicuously absent among the teaching staff. Whiles some IT application tools (i.e., Dropbox, Google Drive, OneDrive) were hardly used in the classroom context, although the participants revealed possessing the skills in the use of such social media outlets and the IT application tools at their individual level. However, the use of Presentation tools (i.e., Microsoft PowerPoint), Spreadsheets (i.e., Microsoft Excel) and Word Processing (i.e., Microsoft Word) were mostly used to facilitate teaching and learning. The study recommends the adoption and enforcement of these resources by the management of the university. Taking into cognizance, the numerical strength of the yearly enrollment of students into the University vis a viz its limited infrastructure.

Evaluating Teachers’ Workplace Climate and Anxiety Response during the COVID-19 Pandemic: The Role of Information Seeking Platforms

“…Similarly, learners who received data from virtual platforms and radio experienced high levels of anxiety in Ghana during the COVID-19 crisis [4] because, information from those platforms was not officially examined and reviewed accordingly [58]. Meanwhile, it has already been discovered that teachers in Ghana predominantly make use of WhatsApp and Facebook platforms [60,61]. Given this notion, it is likely that information from such outlets might be contaminated with inaccurate information, which results in increased anxiety levels among teachers [57,58].…”

Hypothetical Approach to the Teaching of Trigonometric Concepts Using Cooperative Learning

“…In recent times, student-centered and effective pedagogical approach have been pivotal in mathematics education, particularly at the SHS. Several studies in connection with studentcentered and meaningful-based pedagogical approaches have been examined to have an effect on students' performance in the classroom context [18,1,4,19]. One of such teaching approaches is the CL.…”

“…In Ghana, teacher-centered pedagogical approach has been endemic in the teaching and learning of mathematics [1,15]. Thus, teaching practices devoid of lessons that are activity oriented have been observed to be absent in the Ghanaian mathematics classroom learning environment.…”

“…Thus, necessitating various research studies into the features of a productive pedagogy that allows students to make meaning of the subject matter. In fact, previous research undertaken by us indicates that teachers' inability to relate to features of a meaningful-based teaching approach have an effect on students in the tertiary institutions [1] and at the SHS in particular [2][3][4]. There seems to be no unanimity of purpose on a single approach to teaching mathematics [5].…”

Developing in-service mathematics teachers’ pedagogical content knowledge and skills to teach trigonometry: Using cooperative teaching and learning approach

“…The teaching and learning of mathematics have been characterized by a myriad of problems that are often thought of as the remedy to the student's inability to construct their own understanding of the subject matter. In particular, the search for appropriate pedagogical approach within the context of a specific educational cycles has inundated literature in recent times (Asomah et al, 2022b;Vernon et al, 2022). Literature exemplifies pedagogy as the bane of teachers' effort in provoking students' interest and understanding of concepts in the subject matter (Asomah et al, 2018(Asomah et al, , 2019Core Practices Consortium, 2020;Jong & Brinkman, 1997).…”