Teachers’ Perception Of ICT Integration And Its Influence On Pupils' Academic Performance: A Case Of Selected Primary Schools In Ghana

Abstract

This study explored the integration of Information and Communication Technology (ICT) in literacy and numeracy instruction in public primary schools in Accra, Ghana. The research sought to understand how teachers perceive the impact of ICT on pupils’ literacy and numeracy performance, as well as the institutional and contextual factors that enable or constrain ICT adoption. Using a qualitative approach, data were collected through semi-structured interviews with teachers and classroom observations. The study was guided by the Technology Acceptance Model (TAM) and the Diffusion of Innovations (DOI) theory to interpret teachers’ perceptions and practices. Findings revealed that teachers generally view ICT as a valuable tool for enhancing literacy and numeracy learning, increasing pupil engagement, and supporting understanding. However, challenges such as limited access to functional devices, intermittent electricity and internet connectivity, and varying teacher competence affected the consistency and effectiveness of ICT integration. Enabling factors included supportive school leadership, peer collaboration, and incremental experimentation with ICT. The study concludes that while ICT holds significant potential for improving primary education outcomes, its impact depends on the interplay between teacher readiness, pedagogical strategies, and institutional support. Recommendations are made for targeted teacher training in ICT, improved resource allocation, and policy support to strengthen ICT integration in Ghanaian primary schools.