Volume 07 Issue 06 June 2024
1Gyeltshen, 2Som Gurung
1,2Paro College of Education, Royal University of Bhutan, Bhutan
1Mendrelgang Primary School, Tsirang Bhutan
DOI : https://doi.org/10.47191/ijsshr/v7-i06-84Google Scholar Download Pdf
ABSTRACT
This quantitative study investigated the primary science teachers’ current practices of ICT tools in teaching primary science in their schools of Tsirang district. The study also aimed to investigate the variations in knowledge, perceptions, challenges faced, and practices of ICT tools based on demographic factors. Data was collected through a survey conducted in 14 primary schools, with a sample size of 92 teachers determined using the Krejcie and Morgan Table. The questionnaire, consisting of 29 items, had a reliable Cronbach's coefficient alpha of 0.85. Data analysis was performed using IBM SPSS v.22, employing descriptive and inferential statistics. The findings revealed a high level of knowledge and perception about ICT tools among teachers, with mean scores of 3.87(SD=.65) and 4.50(SD=.38). Similarly, the use of ICT tools by teachers and challenges encountered were also observed at the high level with mean score of 3.55(SD=.97) and, 3.89(SD=.72). However, there was no significant gender-based differences in knowledge, but found notable distinctions in perceptions. Moreover, the study identified that knowledge, perceptions, and challenges were strong predictors (Model Fit: R2=.560, f (3,88) =6.261, p<.05) of teachers' use of ICT tools in teaching primary science. Future researchers may employ robust designs, like mix-mode research, to delve into teachers' ICT use comprehensively, exploring causation and additional variables.
KEYWORDS:Information Communication and Technology, ICT tools, Knowledge, Perceptions, Practices, Science, Tsirang
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