science teachers' attitudes towards the use of information and ...

ISSN 2348-3156 (Print)

International Journal of Social Science and Humanities Research ISSN 2348-3164 (online) Vol. 3, Issue 2, pp: (573-585), Month: April - June 2015, Available at: www.researchpublish.com

SCIENCE TEACHERS’ ATTITUDES TOWARDS THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGY IN SECONDARY SCHOOLS IN CAMEROON Shaibou Abdoulai Haji Department of Education, Korea University, Seoul, South Korea

Abstract: In an era when ICT is playing an increasingly central role in all areas of activity, there are indications that it is not always incorporated into the educational process by teachers as productively as possible. The purpose of this study is to empirically investigate the attitude of science teachers in Cameroon towards the use of ICT in the nation's schools, to explain these attitudes and to capture what teachers think can be done to improve their attitudes towards the use of ICT for teaching and learning purposes. Using purposive sampling techniques, a sample of 331 was selected from science teachers in the fields of biology, chemistry and physics, who were preparing students for the Cameroon General Certificate of Education (GCE). The study takes the form of a survey that makes use of a questionnaire for data collection. The resulting data are analysed using SPSS vision 20, to obtain F values, P values, and degree of freedom, and post hoc analysis is performed using the Tukey test. Furthermore, the technique of content analysis is deployed to analyse the open-ended questionnaire items. The results indicate that science teachers in the Cameroon Anglophone subsystem of education have positive attitudes towards the use of ICT. They also show that teachers perceive ICT as being very productive in teaching and learning, and as making the process easier. However, many respondents feel that technical support resources are lacking in the schools, school management do not view ICT as a priority, and sufficient ICT training has not been provided, leading to teachers' lack of expertise in using ICT, all of which are prominent factors hindering teachers' readiness and confidence in using new technology in the teaching/learning process. For the consistent use of ICT by teachers, it is recommended among other priorities that teacher training and professional development oriented policies should support ICT-related teaching models that encourage students to play an active role in learning activities. In addition, emphasis must be placed on the pedagogy underpinning the use of ICTs in the teaching and learning process. It is hoped that the results of this study can be used in shaping innovative practices in the Cameroon Educational System. Keywords: ICT, attitude, Secondary school.

I. INTRODUCTION AND BACKGROUND The use of ICT is acknowledged as being critical to the sustainable development of every sector of the economy of all nations. It is a tool that can be used to enhance good governance practices (World Bank, 2009). In the Republic of Cameroon, the government is adopting enabling policies and introducing programmes to encourage the acquisition and use of ICT. At the level of schools at all levels, the attitudes of teachers towards the use of ICT constitutes a critical readiness factor for the adoption and implementation of ICT policies. Against this backdrop, the aim of this study is to empirically investigate the attitudes of science teachers towards the use of information and communication technology in secondary schools within the Anglophone sub-system of education.

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International Journal of Social Science and Humanities Research ISSN 2348-3164 (online) Vol. 3, Issue 2, pp: (573-585), Month: April - June 2015, Available at: www.researchpublish.com Successful implementation of ICT policies depends on educators, who eventually determine how they are used in the classroom (Albirini, 2006). However, educators' use of ICT has been less than optimal, and in spite of its potential educational benefits, teachers in developing countries may not, for various reasons (for example lack of training, resistance to change, among others), have positive attitudes towards their use. Perhaps this is because of the lack of focus on ICT in Cameroon. For example, in 1995, when the National Forum on Education took place in the country‟s capital, Yaoundé, from the 22nd to the 27th of May nothing was said about the use of ICT in schools. However, the Law of Orientation of Basic and Secondary Education (Law No. 98/004 of April 14, 1998) which is mostly based on the recommendations of the National Education acknowledges in general terms the potential contributions of ICT in education. It states in Section 25 (Part III) that “the education provided in schools shall take into account scientific and technological advancement and shall be tailored in terms of content and method, to national and international economic, scientific, technological, social and cultural trends”. ICTs were officially introduced into the Cameroon secondary education system in February 2001 by the president in his message to the youth, in which he called on them to embrace the knowledge economy (Mbangwana, 2007). As a consequence, computers were introduced into many secondary grammar and secondary technical/vocational schools and many schools benefitted from presidential grants of multimedia centres connected to the internet. This initiative has started to address the many problems that plague secondary education in Cameroon, among them acute shortages of basic material and human resource inputs, overcrowded classrooms, problems of relevance, and quality, and inadequate access, among others. The use of ICT has the potential to address some of these problems. For example, ICT can increase access to education and broaden the availability of quality education material in emerging global economies (World Bank, 2003; African Union, 2004). In its Growth and Employment Strategy Paper (GESP) as well as its Poverty Reduction Strategy (PRS), the country acknowledges the expected contributions of ICT in dealing with these problems. It further acknowledges that a technologically literate citizenry is vital to a country's participation in the increasingly competitive global economy of the 21st century. Furthermore, in 2007 the Ministry of Secondary Education signed a memorandum of understanding with a consortium headed by Microsoft Corporation on the use of ICT as a tool to facilitate the implementation of the goals of the New Partnership for Africa‟s Development (NEPAD) (Cameroon Tribune 2007). These are top-down measures and perspectives, but it is crucial to investigate bottom-up attitudes, in order to make progress. Attitudes are beliefs and opinions about people, objects and ideas (Santrock, 2000), and learned pre-dispositions to respond in a favourable or unfavourable manner to a particular person, behaviour, belief or object (Crooks, and Stein 1991; Feldman, 1996). From the preceding definitions, an attitude is simply a person‟s disposition towards another person or object that influences his or her behaviour. Such dispositions can be positive, negative or neutral. Attitudes are shaped by our experiences (Crooks and Stein, 1991), and they are important because of their potential to influence behaviour (Feldman 1996; Santrock 2000). To Santrock, observed behaviour provides the best interpretation of an individual‟s attitude, and once we examine this, we can see how attitudes influence how people see the world and the attributions they make to explain events (Wade and Tavris, 1990). An investigation of attitudes towards things, people, and situations, among other factors is important because of their consequences on the behaviour of members of an organization, in this case educational organizations. Attitudes help to predict behaviour (Wood and Wood, 1993), and help employees (teachers) to adjust to their work. When teachers in this study reported more positive attitudes towards ICT, they were more likely to use it for teaching and learning and also more likely to be encouraged to use it. Interest in attitudes is based on their potential to affect the behaviour of individuals or groups within an organization. In addition, attitudes, especially when they are negative can be changed in desired directions. However, changing attitudes is not easy because they might have been formed over a long period of time (Crooks and Stein, 1991). Attitudes can be changed through the provision of new information to those concerned because their negative or positive attitudes may have been based on incomplete information (Ian, 2003), using fear of unpleasant consequences, (Bovey & Hede, 2001; George & Jones, 2001), resolving discrepancies especially when people face conflicting situations or a dilemma (Dillard, 1994), or even employing the assistance of friends or significant others (Damanpour, 1991) and through the technique of co-optation (Damanpour, 1991). Co-optation is a strategy whereby the attitudes of somebody who belongs to a different group, is included in the group he/she may not be a member, but desires membership. Definitions of secondary education differ among countries. As a consequence of its colonial legacy, the Republic of Cameroon has two sub-systems of education (Anglophone and Francophone) with implications for definitions of secondary education. Since this study is carried out only within the Anglophone sub-system, secondary education will be



International Journal of Social Science and Humanities Research ISSN 2348-3164 (online) Vol. 3, Issue 2, pp: (573-585), Month: April - June 2015, Available at: www.researchpublish.com described from this perspective. It constitutes lower secondary education (first cycle) of five years for children ranging from the ages of 11 to 16 year-olds, culminating in the Cameroon General Certificate of Education (GCE) Ordinary Level, and is followed by a two-year, upper secondary education (second cycle) programmes for 17- to 19-year-olds, at the end of which is successful students are awarded the GCE Advanced Level Certificate. Apart from the general education track, technical/vocational secondary schools also exist devoted to the acquisition of technical competence in different technical disciplines. Technical/vocational secondary education has duration of seven years (lower secondary technical/vocational and upper secondary technical/vocational) for students between the ages of eleven and nineteen years. Purpose of the Study: In the light of research literature on the importance of teachers‟ attitudes toward ICT in education, the main aim of this study is to empirically investigate the attitude of science teachers towards the use of ICT; to explain these attitudes and to capture what teachers think can be done to improve their attitudes towards the use of ICT for teaching and learning purposes. Statement of the Problem: Many secondary schools have adopted ICT policies and are in the process of implementation. Although significant educational research has been carried out in other countries on the use of ICT in schools and teachers‟ attitudes, the results were mostly context-specific due to population, sampling, and/or design limitations. In other words, the findings cannot be applied to Cameroon because of contextual differences. Apart from the contextual variations, findings may not apply because of potential differences among participants. That is, Cameroonian teachers may have differing experiences with ICT due to the recent presence of ICT in their schools and their distinct cultural background. This calls for a study that focuses specifically on Cameroonian teachers. Without this knowledge, it is difficult to develop strategies to promote the use of ICT to facilitate teaching and learning. It is very important to carry out this study because the decision by individual teachers to use or not to use ICT will be shaped by their attitudes. Good practice requires that when a change is adopted, regular monitoring should be done to ensure that it is successful. This study can be described as an attempt to monitor the experiences of school in the process of using ICT. More specifically, the problem can be stated in the form of questions as follows: Do teachers have positive or negative attitudes towards ICT? How can their attitudes be explained? What in their opinion can be done to build and nurture positive teacher attitudes towards ICT? Significance of the study: This study is significant because of the lack of awareness of the attitudes of science teachers toward ICT within the context of Cameroonian schools, even though quite a number of schools are already using it. The findings can be exploited by researchers, policy makers and practitioners. For example, it is critical for teachers to have positive attitudes towards the use of ICT, considering the enormous educational potential. As a consequence the findings have the potential to cause reflections and actions aimed at ensuring that practicing as well as would-be teacher develop and sustain positive attitudes towards change in general and the use of modern information and communication technologies.

II. REVIEW OF RELATED LITERATURE Just as an individual‟s knowledge affects his/her attitude toward an object, his/her knowledge is also influenced by his/her attitudes. An individual‟s knowledge and experience affect his/her attitudes towards a particular object. On the other hand, an individual‟s knowledge is also affected by his/her attitudes (Freedman, Sears & Carlsmith, 1989). Attitudes towards the use of ICT will be influenced by perceptions of efficacy or beliefs about one‟s capacity to use ICT (Karsten& Roth, 1998; Çelik & Bindak, 2005; Torkzadeh, Paraskeva, Bouta & Papagianni, 2008; Garland & Noyes, 2004; Aral, BütünAyhan, Ünlü, Erdoğan & Unal, 2006; Aydın, 2007a; Teo, Chai, Hug & Lee, 2008a), as well as personal background characteristics such as gender, age, years of teaching experience (Durndell, & Thomson,1997; Hartley & Bendixen, 2001; Aydın, 2007b). Positive correlations have also been established between teaching experience and the use of ICT (American National Centre for Education statistics (2000). Younger teachers are more likely to use ICT than their older counterparts. This can be explained by the fact that younger teachers are more likely, than their older counterparts, to have been exposed to ICT during their pre-service training period. Positive correlations have also been established between age and the use of ICT (for example, Deniz 2005)



International Journal of Social Science and Humanities Research ISSN 2348-3164 (online) Vol. 3, Issue 2, pp: (573-585), Month: April - June 2015, Available at: www.researchpublish.com Research from other contexts suggests that teachers recognise the value of ICT in education. However, difficulties continue to be experienced within the processes of adopting these technologies into teaching. In order to ensure realistic and holistic solutions for policy makers the factors that prevent teachers from making full use of ICT must be identified and understood. Barriers to the ability of teachers to have positive attitudes towards ICT can be broadly divided into three categories: teacher-level barriers, school-level barriers, i.e. those related to the institutional context and system-level barriers, (i.e. those related to the wider educational system). Teacher-level barriers include the lack of relevant competence and motivation (Empirical 2006; Becta 2004). Barriers within schools as institutions include non-availability of ICT, limited access to ICT, lack of technical support, and system level factors such as norms of conservatism or rigid structure of traditional instructional practices, lack of systemic support, inadequate enabling policies, and poverty, among others. Teachers can be helped through appropriate actions to develop more positive attitudes towards the use of ICT for teaching and learning purposes. This can be done by ensuring that programs during teacher training incorporate the use of ICT, (Robbins 1998; Marija & Palmira 2007; UNESCO 2008a, 2008b, Lee 1997) and the provision of continuing professional development opportunities for practicing teachers (UNESCO 2008a, 2008b; Kirschner & Woperies, 2003)

III. RESEARCH METHODOLOGY The study adopted a survey design and data was collected from a purposefully selected sample of 331 science (biology, chemistry, and physics) teachers using a questionnaire. The basis of inclusion of members in the sample was alignment with the purpose of the study and the fact that those selected could provide the data required. The questionnaire was made up of a combination of structured (Likert-type) and unstructured (open-ended) items. The first part of the questionnaire was devoted to addressing ethical issues; it consisted of a brief introduction of the researcher, purpose of the study, and a plea for voluntary participation and guaranteed that collected responses will be treated with utmost confidentiality. Participants were and informed that they could withdraw their participation at any time without consequences. These are important considerations or issues in research involving human subjects (McMillan & Schumacher, 2010). The second part contained demographic characteristics of the subjects (the school, teaching subject, highest academic or professional qualification, age, years of teaching experience, level of computer training, access to the computer and access to the internet. The third part consisted of items related to each of the research questions. Participants were expected to rate items on a four-point Likert-type scale. The response options were rated as follows: Strongly Agree (SA) = 4, agree (A) = 3, Disagree (D) = 2, and Strongly Disagree (SD) = 1. The order was reversed for negatively word-items. In addition, the participants were encouraged, through open-ended items, to freely express their opinions. Validity and Reliability of the Questionnaire: The validity of a research instrument refers to the extent to which it measures what it is supposed to measure (Gronlund, 1988). In this study the instrument was subjected to face validity and content validity tests. Face validity merely establishes that the tool seems as appropriate way to find what is being measured (Amin, 2005). To ensure face validity of the instrument, the researcher gave the questionnaire to classmates, and some Science teachers who were not included in the sample to read through and make corrections and suggestions on the clarity of items and response options and fitness or alignment to the research questions. After making the necessary corrections, the questionnaire was considered to have attained face validity. On the other hand content validity focuses upon the extent to which the content of an instrument corresponds to the theoretical concept it is designed to measure. To evaluate the content validity of the instrument the researcher scrutinized the questionnaire, checked the relevance of items to the objectives of the study. This was confirmed by the researcher‟s supervisor. Data Collection: Data were collected during the exercise organized by the Cameroon GCE Board for marking the 2010/2011 GCE examination. Marking usually takes place in the regional capitals of Buea and Bamenda. Permission was sought from the chief examiners of the various rooms in which the examination was marked. After obtaining the permission, the questionnaires were then distributed to the subjects. The researcher went around on different days and collected completed questionnaires. Out of a total of 331 copies of questionnaires distributed, 301 copies were completed and returned, accounting for a 90.94 % response rate.



International Journal of Social Science and Humanities Research ISSN 2348-3164 (online) Vol. 3, Issue 2, pp: (573-585), Month: April - June 2015, Available at: www.researchpublish.com Methods of Data Analysis: Data was analysed using the Statistical Package for the Social Sciences (SPSS for Windows), version 20, to obtain F values, p values, t values and degree of freedom. Furthermore, the technique of content analysis was used to analyse the open-ended items on the questionnaire. Categories for the analysis of the open-ended questionnaire items were derived from the review of related literature.

IV. RESULTS The analysis is done in two parts. The first part contains the analysis of demographic background information provided by the subjects and the second part deals with the analysis of data aimed at answering each of the research questions. In addition, a sample of the comments made by the teachers, in their own words, has been included. Demographic Characteristics of Respondents: Demographic data were required for gender, subject taught, type of schools, age range, academic qualification, years of teaching experience, level of computer training, access to a computer and availability of internet services at home. Data for each of these personal background variables is presented in Tables 4.1 below. Table 1: Personal information about the participants

Variable Gender Male Female Teaching Subject Biology Chemistry Physics Type of School Public (Government) Denominational Highest Academic Qualification Bachelor‟s Degree DIPES I (explain under) DIPES II (explain under) Master‟s Degree Doctorate Degree Others (explain) Age Range 31-40 years 41-50 years 21-30 years 51 years and above Years of Teaching Experience 0-10 years 11-20 years 21-30 years 31-40 years Access to Computer at Home Yes No Access to Internet at Home Yes No

Frequency

Percentage

209 92

69.4 30.6

128 94 79

42.5 31.2 26.3

209 60

69.5 19.9

103 97 58 30 7 6

34.2 32.2 19.3 10.0 2.3 2.0

149 125 16 11

49.5 41.5 5.3 3.7

115 100 74 12

38.2 33.2 24.6 4.0

174 127

57.8 42.2

38 263

12.6 87.4



International Journal of Social Science and Humanities Research ISSN 2348-3164 (online) Vol. 3, Issue 2, pp: (573-585), Month: April - June 2015, Available at: www.researchpublish.com Table 1, among other things, reveals the following: dominance of male (N=209 or 69.4%) relative to female teachers (N=92 or 30.6%) in the three science disciplines; dominance of public or government school teachers (N=209 or 69.5%) compared to teachers of denominational institutions (N=60 or 19.9%); majority of the teachers are holders of a bachelor‟s degree (N=103 or 34.2% ) while only 7 or 2.3% hold doctorate degrees; a young teaching force as almost 50% (49.5% or N=149 ) are below the age of 40 years. Also worthy of note is the fact that although the majority of teachers (N=174 or 57.8%) report that they have access to computers at home, only 38 of them or 12.6% have access to internet services at home. Research Question One: Do science teachers have positive or negative attitudes towards the use of ICT? 13 items on the questionnaire were designed to answer this question. The results of the data analysis are presented in Table 2 below for all the 13 items using independent five ways ANOVA subject taught, type of school, age range, academic qualification, and years of teaching experience. Table 2: F and p values for Research Question One

Sum of Squares Type of School

Between Groups Within Groups Total Type of teaching Between Groups subject Within Groups Total Age Between Groups Within Groups Total Highest Between Groups Qualification Within Groups Total Years of Teaching Between Groups Experience Within Groups Total

2.824 89.329 92.153 4.473 87.680 92.153 2.922 89.231 92.153 4.960 87.193 92.153 7.619 84.534 92.153

df 2 298 300 2 298 300 3 297 300 5 295 300 3 297 300

Mean Square

F

Sig.

1.412 .300

4.711

.010

2.236 .294

7.601

.001

.974 .300

3.242

.022

.992 .296

3.356

.006

2.540 .285

8.923

.000

Research Question Two: Why do science teachers have positive or negative attitudes towards the use of ICT? This research question was aimed at providing explanations for positive or negative attitudes towards the use of ICT. Subjects were provided with six reasons why teachers will have positive attitudes towards the use of ICT and six reasons why their attitudes may be negative. These reasons were derived from the review of relevant literature. In addition, they were provided with space to provide reasons other than those suggested. Table 3 presents perceived reasons for positive attitudes while Table 4 presents perceived reasons for negative attitudes towards the use of ICT. The questionnaire items were open-ended and consequently analysed using the technique of content analysis with categories derived from the review of relevant literature. Table 3: Frequency and Percentage Distribution of Reasons for Positive Attitudes

No. 1. 2. 3. 4 5. 6. 7.

Frequency Confidence in using ICT Easy to control the class Regular use and experience of ICT outside the classroom Easy to think of new lesson ideas Ownership of a computer Can get help and advice from colleagues Others

286 234 223 216 189 187 169



International Journal of Social Science and Humanities Research ISSN 2348-3164 (online) Vol. 3, Issue 2, pp: (573-585), Month: April - June 2015, Available at: www.researchpublish.com What follows are some of the reasons for positive attitudes towards the use of ICT. The actual words of the participants have been quoted. “It gives me the opportunity to have useful and current information on the subject matter” “It helps me to better update the material to give students and also helps them to be better exposed to recent happening around the world. In fact, to match with changing times” “It is less stressful, clean (no dirty chalkboards), students do most of the work themselves, many more examples can be projected from CDs and Encarta etc”. “ICT provides fast and sure means of getting information on a new topic. It provides demonstrations that help in the understanding of some concepts”. “It is more current in new knowledge than textbooks because new discoveries are fed into it for exploitation than textbooks. The laptop for instance provides a very portable parcel of knowledge to carry along. It is easy in recording and analysing statistics”. Table 4: Frequency and Percentage Distribution of Reasons for Negative Attitudes

Responses

Frequency

1

School administrators do not view ICT as a priority

289

2 3

Sufficient ICT training has not been provided Others

287 267

4

Lack of technical support for using ICT

254

5

No time allocated to share resources in subject areas

231

6

Insufficient time to prepare ICT resources for class use

113

7

Insufficient time to learn how to use ICT

97

Research Question Three: What can be done to enable science teachers have positive attitudes towards the use of ICT? This study was not only concerned with documenting and explaining positive or negative attitudes towards the use of ICT. In addition, it was considered important to give teachers the opportunity to make proposals that can be implemented to enable teachers develop and sustain more positive attitudes towards ICT. An open-ended item was used to collect required data. Since the responses were open-ended, the technique of content analysis was used. The researcher looked for common themes in the responses of the participants. Table 6 presents proposals that can be implemented to enable teachers develop and sustain more positive attitudes towards ICT. The responses have been broadly grouped into three categories: provision of training for staff, provision of resources, and provision of support and enabling policies. Since the subjects were required to use their own words to respond to the question, samples of their exact words have been included under each of the main strategies. In the section that follows, each of the identified strategies is presented, followed by relevant quotations from the questionnaires Table 5: Frequency and Percentage Distribution of respondents’ opinion on how teachers can be encourage use ICT

Responses

Frequency

Percentages

1.

Provision of pre-service training

286

95.02%

2.

Provision of in-service training

234

77.74%

3.

Provision of material resources

234

77.74%

4.

Regular supply of electricity

208

67.20%

5.

Support staff/personnel

189

62.78%

6.

Mandate use of ICT

176

58.47%

7.

Policies to enable teachers acquire private computers

98

32.75%



International Journal of Social Science and Humanities Research ISSN 2348-3164 (online) Vol. 3, Issue 2, pp: (573-585), Month: April - June 2015, Available at: www.researchpublish.com Provision of Staff Training: o

Organize in-service training

o

Introduce ICT in teacher training Program

o

Provide computer holiday classes for Teachers

o

Sensitization of teacher on the use of ICT

Provision of material resources: o Hardware such as desktops, laptops and projectors o Licensed Software such as antivirus and specific subject software o Electrification of rural area and provision of solar panels o Provides Electronics didactic materials such as Calculators , Computer Based Laboratory (CBL) and props Adoption of enabling policies: o Computer assistants for teaching staff o Subsidize the purchase of computers o Provide quality control on imported electronic gadgets o Mandate use of ICT o Encourage teachers to buy computers for personal use o Supply subject reports, invitations, letters, resolution in soft copy or online Computerize report cards o Documentations and research allowances

V. SUMMARY, DISCUSSION, CONCLUSION, AND RECOMMENDATIONS In the light of research emphasizing the importance of the attitudes of teachers towards the successful implementation of ICT policies, the main aim of this study was to empirically investigate the attitude of science teachers towards the use of ICT. Furthermore, the study sought to explain reasons for positive and negative attitudes as well as capture what teachers think can be done to improve their attitudes towards the use of ICT for teaching and learning purposes. Based on the aim of the study the following research questions were formulated to guide the study:  Do science teachers have positive or negative attitudes towards the use of ICT?  Why do science teachers have positive or negative attitudes towards the use of ICT?  What can be done, from the perspective of science teachers to enable teachers have positive attitudes towards the use of ICT? In this final chapter, findings for each research question are summarized, discussed and recommendations made. Part of the chapter also serves as a conclusion to the study. Summary of Findings and Discussion: The results reveal that 66.4% (200) of the respondents are computer literate. 31.9% (96) have basic computer knowledge; 15.3% (46) have taken some intermediate computers courses; 7.3% (22) are holders of International Computer Driving License (ICDL); 11.9% (36) have acquired their computer literacy competences through other means such as peer tutoring and try and error method, while 33.6% (101) have no basic knowledge about the use of computers. The results draw attention to the need for continuous computer training and up skilling of teaching staff with ICT skills. The provision of further computer training to teachers would provide teachers with an opportunity for continuing professional development.



International Journal of Social Science and Humanities Research ISSN 2348-3164 (online) Vol. 3, Issue 2, pp: (573-585), Month: April - June 2015, Available at: www.researchpublish.com Research Question One: Do science teachers have positive or negative attitudes towards the use of ICT? Teachers‟ overall attitudes toward ICT were positive with an overall mean score of 3.18 on a scale of 1 – 4. Of a total of 13 items designed to capture the attitudes of participants towards ICT (computer), only three had means below the cut-off point of 3. This reflects very positive attitudes towards ICT. However, a significant number (106) of them do not use the computer in the teaching and learning process. ANOVA shows that type of school has a significant effect on attitudes towards teachers‟ use of ICTs, F (2, 298) = 4.711, p = .010. Post hoc comparisons using Tukey‟s test showed that teachers in Lay private schools (M=2.99, SD=0.69) do not differ from Government school teachers (M=3.16, SD=0.49) but differ from Denominational school teachers (M=3.34, SD=0.55). Teacher‟s type of teaching subject also showed a significant effect on attitudes towards teachers‟ use of ICTs, F (2, 298) = 7.60, p = .001. Post hoc comparisons using Tukey‟s test showed that teachers in Chemistry teachers (M=3.06, SD=0.28) and Physics teachers (M=3.09, SD=0.64) do not differ in attitudes towards the use of ICT but both differ from Biology teachers (M=3.32, SD=0.62) who showed very positive attitudes towards the use of ICT. More so, teacher‟s age revealed a significant effect on attitudes towards teachers‟ use of ICTs, F (3, 297) = 3.24, p = .022. Post hoc comparisons using Tukey‟s test showed that teachers age range do not differ in attitudes towards the use of ICT. Furthermore, teacher‟s qualification and teachers‟ attitudes towards the use of ICTs, ANOVA showed a significant effect on attitudes towards the use of ICTs, F (5, 295) = 3.36, p = .006. Post hoc comparisons using Tukey‟s test showed that teachers‟ qualification do not differ in their attitudes towards the use of ICT. Finally teacher‟s years of teaching experience and their attitudes towards the use of ICTs, showed a significant effect on attitudes towards teachers‟ use of ICTs, F (3, 297) = 8.92, p = .000. Post hoc comparisons using Tukey‟s test showed that teachers who taught for less than 20 years have more positive attitudes than teachers who taught for more than 20 years. The results revealed that the data was consistent with the hypothesis. Many studies (for example, OECD, 2001; Van Braak & Goeman, 2003) have concluded that the attitudes of teachers towards the use of ICTs constitute one of the key factors in its successful integration into the teaching and learning process. Researchers from different parts of the world believe that the use of ICT tools for educational purposes depends upon the attitudes of teachers toward it (Albirini, 2004; Huang & Liaw, 2005; Teo, 2008; Al-Zaidiyeen, et.al 2010). Teachers‟ attitudes toward ICTs can determine the extent to which technologies are used in the teaching and learning process. The adoption and implementation of ICT policies in schools in Cameroon constitutes a significant change in education. It constitutes a departure from traditional instructional practices which are teacher dominated to more student-cantered approaches. Attitudes towards the use of ICT are shaped by many factors. The results of this study reveal, for the most part, teachers‟ positive attitudes towards the use of ICT in the teaching and learning process. The analysis of data showed that 22.42% (67) of the total respondents reported that they either strongly disagree or disagree with the statements which reflected a negative attitude towards ICT; while 76.94% (231) of the total respondents reported that they either agree or strongly agree with the statements which indicated a positive attitude towards the use ICT for educational purposes. The findings of this study are consistent with those of other researchers (for example, Albirini, 2004; Abdullah, et.al 2006; Abu-Samar, 2006; Al-Zaidiyeen, et.al 2010) as well as theories of educational change (for example, Fullan 1993). According to these researchers, the attitudes of teachers are important in determining the success or failure of the use of ICT in educational organizations. Many theorists have indicated that attitudes can often foretell future decision-making behaviour (Fullan, 1993). Developing teachers‟ favourable attitudes toward the use of ICT therefore constitutes an important objective for schools attempting to introduce ICT. Research Question two: Why do science teachers have positive or negative attitudes towards the use of ICTs? To answer this research question, teachers were asked to provide six reasons for positive attitudes as well as six reasons to explain negative attitudes. In addition, they were required to provide additional reasons or explanations. Participants were asked to mark an X on the options provided. Provision was made respondents to include other reasons not contained in the list presented. Teachers attributed their positive attitudes towards ICT to the following factors; confidence using ICTs (n=286; 95.02%), 234 or 77.74% attributed positive reasons to easy control of the class, 223 or 74.08% pointed to regular use and experience of ICT outside the classroom, that is, the teachers who marked this point are using ICT on regular bases outside the classroom. 216 or 71.76% said it encourages the development of new lesson ideas; 189 or 62.79% attributed it to ownership of a computer; 187 or 62.13% linked positive attitudes to help and advice from colleagues. Other reasons



International Journal of Social Science and Humanities Research ISSN 2348-3164 (online) Vol. 3, Issue 2, pp: (573-585), Month: April - June 2015, Available at: www.researchpublish.com provided included the perception that ICTs provides fast and sure means of getting information, easy means of updating knowledge in new area, access to more information than books, less stressful and no exposure to dirt such as chalk dust. These findings are similar to work reported by other researchers (Garland & Noyes, 2004; Aral, Bütün-Ayhan, Ünlü, Erdoğan&Unal, 2006; Aydın, 2007a; Teo, and Chai, Hug & Lee, 2008a). On the other hand, teachers attributed negative attitudes towards the use of ICT to the following factors; the failure of school management to view ICT as a priority (289/96.01%), inadequate or no training of staff (287/95.35 %), lack of technical support associated with the use of ICT (267/88.70%), no time allocated to share resources in subject areas (254/84.39%), insufficient time to prepare ICT resources for class use (231/76.74%), lack of access to ICT (113/37.54%), ignorance about the existence of ICT (54/17.94%), resistance to change (32/10.63%), absence of ICT infrastructure (32/10.63%), lack of suitable educational software (37/12.29%), limited access to ICT (127/42.19%), prevalence of computer viruses (freq./%), unreliable computers (74/24.58%), and unstable electricity supply (84/27.91%). Teachers‟ „resistance to change‟ has been identified as a main barrier to ICT uptake in schools, but Bingimlas (2009) suggests we look deeper at the issue and investigate what factors incite this resistance to change. Many of the barriers listed here can be seen as factors that fail to motivate teachers or do not offer effective incentives to change practice and adopt technology. Teachers reported a lack of clarity and understanding on the benefit to learning and how to translate it from policy and the curriculum into their pedagogy. Other factors included lack of dedicated time to training and experimenting with ICT, insufficient class length and curricular restraints. Teachers reported feeling unprepared on how to use ICT in the classroom to support teaching and learning. ICT was the second highest area identified as a „high development need‟ by teachers. Teachers have also reported feeling anxious about using ICT in classes when they perceive that students know more about ICTs than they do. This is also similar to the findings of Balanskat et al (2006). Lack of skills and knowledge was mentioned as a negative factor by many teachers (117/38.87 %). Studies show that even for teachers who are positive about the potential benefits of technology in the classroom, many do not feel competent in their technical knowledge or „computer literacy‟ (Gulbahar & Guven, 2008). This is true for both those beginning their careers and the more experienced teachers (Banaji et al, 2010). Each of the reasons advanced by respondents to explain negative attitudes can also suggests the way forward towards ensuring that teachers develop positive attitudes. For example, the provision of training, time for teachers to work together, availability of reliable supply of electricity and the provision of needed support to teachers are likely to improve the attitudes of teachers. Theories of educational change support the need to pay attention to these factors in order to effectively implement ICT in our school system. For example, the findings suggest the need for initiation through provision of ICT training and other forms of support to teachers. Research Question three: What can be done, from the perspective of science teachers to enable teachers have positive attitudes towards the use of ICT? This research question had only one open ended item. Participants were expected to provide three strategies that can be used to enable teachers have positive attitudes towards ICT. Three major things emerged that can enable teachers have positive attitudes towards the use of ICT. These include the provision of staff training, adoption of enabling policies, and the provision of user-friendly hardware and software. Enablers to ICT use, as reported by teachers, include: Availability of technical and pedagogical support: Support, as identified by teachers, means technical help, administrative support, informal networks for learning, and consistent training specific to teacher‟s needs. Support for both the technical and pedagogical use of ICT in education was considered very important. Becta‟s 2008 survey of teachers brought out the importance of support. It showed that having an on-site technical support helps foster teachers‟ enthusiasm for the use of ICT‟. Government interventions and specific programs that lead to „routine use‟ of technologies have been shown to foster teachers‟ positive attitudes towards ICT use. This is supported by the findings of Balanskatet. al., (2006). Research suggests that this is particularly effective when ample time and space are made available for teachers to contribute to and act on national and school policies. Regular use of technology in the classroom is related to teachers‟ feelings of effectiveness and the usefulness of ICT. Those who use ICT in the classroom are more likely to have higher levels of perceived self-efficacy in ICT use (Gulbahar&Guven, 2008). Norms of collaboration and sharing of practices among teachers has been identified as having the potential to build and strengthen positive teacher attitudes about change: Innovative use of technologies in a school is often the result of one teacher‟s interest or creativity (ITEA, 2000).



International Journal of Social Science and Humanities Research ISSN 2348-3164 (online) Vol. 3, Issue 2, pp: (573-585), Month: April - June 2015, Available at: www.researchpublish.com Teachers are change agents in schools. They are key drivers who play crucial roles in technology integration in the schools and classrooms. It is important for them to possess positive attitudes towards the use of ICT since attitudes have been found to be linked to usage and intention to use, ICT in teaching and learning situations. Teachers‟ positive attitudes in the current study have a special significance given the limitations characterizing the current status of ICT in Cameroon schools: insufficient computer resources and teachers‟ lack of computer competence. Since positive attitudes toward ICT usually foretell future computer use, policy-makers can make use of teachers‟ positive attitudes toward ICT to better prepare them for incorporating ICT in their teaching practices. Training therefore, should be offered to teachers on a continuous, rather than a one-off basis so that their ICT knowledge is upgraded over time. It is indeed hoped that the benefits from the use of ICT can be fully realized and optimized in teaching. Teachers‟ should also be given the opportunity and encouraged to reflect on, and make decisions about their own ICT development needs on on-going basis.

VI. CONCLUSION Education at all levels in Cameroon faces a lot of problems, among them shortage of basic instructional resources such as textbooks, and teacher-cantered instructional approaches, among others. The use of ICT has the potential to help solve of the problems. However, for schools to maximize the benefits of ICT requires, among other things, that teachers possess positive ICT attitudes. This study has contributed to knowledge which can be used to inform policy, practices as well as future research in the area of ICT use. It has empirically captured, from the perspective of teachers, reasons for negative and positive attitudes in the use of ICT by teachers. Furthermore, teachers have also suggested what needs to be done to build and nurture positive attitudes among their colleagues. It is hoped that the findings will be used to cause reflections and adoptions of actions to increase the number of teachers who adopt the use of ICT with the likelihood of making teaching and learning more student than teacher cantered.

VII. RECOMMENDATIONS The findings lead to recommendations for policy, practice and further research. Recommendation for policy:  The government needs to adopt and implement policies that enhance the acquisition and use of ICT by teachers  Provision of support to teachers. Support can take many forms. Besides the adoption and implementation of enabling policies, teachers need to be trained on how to use ICT. Such training should be continuous because we live in a rapidly changing world and ICTs are rapidly changing.  Actions should be built into policies that encourage teachers to use ICT more – and more effectively. Policies in this area should include measures raising the confidence levels of teachers (sufficient on-site support, appropriate inservice and initial teacher training in ICT and rewarding the use of ICT (such as appraisal schemes, making good ICT use part of career paths, or time benefits for teachers engaged in ICT related projects).  Integration of the ICT strategy into the school‟s overall strategies. If the ICT strategy is integrated into the school‟s overall strategy ICT has the greatest potential to act as a catalyst for change. Furthermore this overall strategy needs to be developed and evaluated by all school actors and not only by the head teacher in collaboration with the ICT coordinator, thus establishing a culture of collaboration and commitment and making it more likely that the policy is actually solving a problem that teachers and students are facing. There is need for greater cooperation between all stakeholders in order to take away wrong expectations, unnecessary fears and manage doubts. Recommendation for practice: Professional training (both in-service and pre-service) should be provided for teachers to equip them with the required skills for ICT-integrated teaching and learning. The parents, NGOs, industrial sector, ICT producing companies, all employers of labour, and the international community must not leave the job of making schools ICT-integrated to the government, but rather all hands must be on deck to ensure the technological change. Efforts must also be made by the teachers to relieve the fear of students in using a computer. They should be encouraged to feel comfortable in using computers and be guided to realize the advantage of such use. Recommendation for further research: This study investigated the attitudes of teachers. There is need for more studies involving larger samples from different parts of the country and other stakeholders (for example, school administrators, students, among others). Research involving the use of designs other than surveys is also encouraged.



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