rt_
&N
i M ý'ý
Faculty of Cognitive Sciences and Human Development
PERCEPTION OF ICT INTEGRATION AND CHALLENGES AMONG TEACHERS IN TEACHING TOWARDS THE EFFECTIVENESS OF
STUDENT' LEARNING
Ling Siew Khim
-ý&ALA Ysl_
ý
Bachelor of Science with Honours (Human Resource Development)
2019
PERCEPTION OF ICT INTEGRATION AND CHALLENGES AMONG TEACHERS IN TEACHING TOWARDS THE
EFFECTIVENESS OF STUDENT' LEARNING
LING SIEW KHIM
This project is submitted in partial fulfilment of the requirements for a Bachelor of Science with Honours
(Human Resource Development)
Faculty of Cognitive Sciences and Human Development UNIVERSITI MALAYSIA SARAWAK
(2019)
The project entitled `Perception of ICT Integration and Challenges Among Teachers in Teaching Towards the Effectiveness of Student' Learning' was prepared by Ling Siew Khim and submitted to the Faculty of Cognitive Sciences and Human Development in partial fulfillment of the requirements for a Bachelor of Science with Honours (Human Resource Development)
Received for examination by:
(Namelbf Supervisor)
rnºm k; k-
ff ot'f jcmirvi6+ý, mA or
Date:
ßr[6 1: 1-6 t q
Gred
A-
UNIVERSITI MALAYSIA SARAWAK
Grade: Al Please tick (I)
Final Year Project Report Masters
PhD
DECLARATION OF ORIGINAL WORK
This declaration is made on the 19th day of May 2019.
Student's Declaration:
1 I
I I
I Ling Siew Khim (56466) Faculty of Cognitive Sciences and Human Development hereby declare that the work entitled, Perception of ICT Integration and Challenges Among Teachers in Teaching Towards the Effectiveness of Student' Learning is my original work. I have not copied from any other students' work or from any other sources except where due reference or acknowledgement is made explicitly in the text, nor has any part been written for me by another person.
lot I', /ioic
LI14 SIEw
pnm (
Date submitted Name of the student (Matric No. )
Supervisor's Declaration:
I Nik Norsyamimi Binti Md Nor hereby certifies that the work entitled, Perception of ICT Integration and Challenges Among Teachers in Teaching Towards the Effectiveness of Student' Learning was prepared by the above named student, and was submitted to the Faculty of Cognitive Sciences and Human Development as a * partial/full fulfillment for the conferment of Bachelor of Science with Honours (Human Resource Development), and the aforementioned work, to the best of my knowledge, is the said student's work.
Received for examination by: Date:
(Name of tsupe isor)
ºnOnn Hik NprSIAmlMi &nj7 M4oY
I declare this Project/Thesis is classified as (Please tick ('1)):
Q CONFIDENTIAL (Contains confidential information under the Official Secret Act 1972)*
0RESTRICTED (Contains restricted information as specified by the organisation where Qd
research was done)*
OPEN ACCESS
Validation of Project/Thesis
I therefore duly affirmed with free consent and willingness declared that this said Project/Thesis shall be placed officially in the Centre for Academic Information Services with the abide interest and rights as follows:
" This Project/Thesis is the sole legal property of Universiti Malaysia Sarawak (UNIMAS).
" The Centre for Academic Information Services has the lawful right to make copies for the purpose of academic and research only and not for other purpose.
" The Centre for Academic Information Services has the lawful right to digitise the content to for the Local Content Database.
" The Centre for Academic Information Services has the lawful right to make copies of the Project/Thesis for academic exchange between Higher Learning Institute.
" No dispute or any claim shall arise from the student itself neither third party on this Project/Thesis once it becomes sole property of UNIMAS.
" This Project/Thesis or any material, data and information related to it shall not be distributed, published or disclosed to any party by the student except with UNIMAS permission.
IflP Ilk Student's signature
(Date) IafL hw
Supervisor's signature:
Current Address:
LOT 2D13 RPR BAtU 6 Bt-RN PRI, Mfl WA Pu1Qj- LUtoNG 14'o00 10191 SARAwAk
Notes: * If the Project/Thesis is CONFIDENTIAL or RESTRICTED, please attach together as annexure a letter from the organisation with the period and reasons of confidentiality and restriction.
[The instrument was duly prepared by The Centre for Academic Information Services]
ACKNOWLEDGEMENT
As this Final Year Project had been completed, l would like to express my gratitude to these people who had been giving help and advices.
First of all, I would like to express my gratitude to my supervisor, Madam Nik Norsyamimi Md Nor for her guidance in conducting this Final Year Project. The advices that had been given by her was very helpful in conducting this Final Year Project.
I would also like to thank my friends for giving encouragement to complete this research. We had been discussed a lot on the matters of this research.
Lastly, l would like to thank the organization who allowed me to carry out my research at their organization. This Final Year Project would not had been complete without the cooperation from the organization.
i
TABLE OF CONTENTS
Acknowledgement Table of Contents List of Tables
List of Figures Abstract Abstrak
CHAPTER 1-INTRODUCTION
1.1
1.2 1.3
1.3.1 1.3.2
1.3.3 1.4
1 .5 1.6
1.6.1 1.6.2 1.6.3 1.6.4 1.7
1.7.1 1.7.2 1.7.3 1.7.4
Background of study Problem statement Research objective General objective Specific objective Research questions Research hypothesis Conceptual framework Significance of study Organization
Administrator Teacher Researchers
Definition of terms Perception
ICT integration Effectiveness Challenges
Page i ii-vi vii viii ix x
1-2
2-3
3
3-4
4 44-5
5 5-6 6 6
6
6 7 711
1.8 Conclusion CHAPTER 2-LITERATURE REVIEW 2.1
2.2
2.3
2.4 2.5
Introduction
Discussion of issues related to the study 2.2.1 Perception of ICT integration
2.2.2 Perception of challenges in ICT 2.2.3 Effectiveness of student' learning
Model explaining the study 2.3.1 External variables
2.3.2 Perceived usefulness (PU) 2.3.3 Perceived ease of use (PEOU) 2.3.4 Attitude toward use
2.3.5 Behavioral intention 2.3.6 Social influences processes
Past similar findings of similar research Conclusion
CHAPTER 3-METHODOLOGY 3.1
3.2 3.3 3.4 3.5
Introduction Research design
Population, sample, and sampling technique Research instrument
Data collection procedure 3.5.1 Phase I: Pilot study 3.5.2 Phase II: Actual study
7
8
8-9
9-1010 11-12 12 12 12
12 1213
13-1415
16 16 16-17 17-18
18 1920
III
3.6 3.7
3.8 3.9 3.10
3.11
Reliability test
Data analysis procedure 3.7.1 Data screening
3.7.1.1 Normal Q-Q Plot Pearson correlation Multiple regression Research ethics 3.10.1 Permission
3.10.2 Confidentiality Conclusion
CHAPTER 4-FINDINGS AND DISCUSSION 4.1
4.2
4.3
Introduction
Demographic characteristic of the respondents 4.2.1 Gender of the respondents
4.2.2 Age of the respondents
4.2.3 Teaching experience of respondents Inferential analysis
4.3.1 Hypothesis testing
4.3.2 Relationship between perception of ICT
Integration and Effectiveness of Student' Learning 4.3.3 Relationship between perception of ICT
Challenges and Effectiveness of Student' Learning
20-21
21-22
22 22-23 23 23
2323 24
2425
2525 25 26 27 27 27-28
29-30
IV
4.4
4.3.4 Significant factors predict in effectiveness of 30-31 student' learning
Conclusion 31
CHAPTER 5-CONCLUSION AND RECOMMENDATION 5.1
5.2 5.3
5.4
5.5 5.6
5.7
Introduction 32
Summary of the study 32-33
Summary of findings
5.3.1 Relationship between perception of ICT 33-35
Integration and Effectiveness of Student' Learning
5.3.2 Relationship between perception of ICT 35-37
Challenges and Effectiveness of Student' Learning
5.3.3 Significant factors predict in effectiveness of 37-38 student' learning
Implication of the study 38
5.4.1 Implication to the organization 38
5.4.2 Implication to the research methodology 39
Limitation of the study 39
Recommendation 39
5.6.1 Recommendation to the organization 39-40
5.6.2 Recommendation to the future researcher 40
Conclusion 40
REFERENCES 41-44
V
APPENDIX APPENDIX A APPENDIX B
APPENDIX C APPENDIX D APPENDIX E APPENDIX F APPENDIX G APPENDIX H APPENDIX I
Questionnaire
Table for Determining Sample Size from a Given Population according to Krejcie, R. V & Morgan, D. W.
The Statistical Output of Reliability Test by pilot study Results for the normality test by actual study
Normal Q-Q Plot
The Statistical Output of Reliability Test by actual study The Statistical Output of Pearson Correlation
The Statistical Output of Multiple Regression Contact information of pilot study and actual study
45-49 50
51 52-54 55-57
58 59
60-6162
VI
LIST OF TABLES
Table 1
Organization's population Table 2
Sampling table according to Krejcie, R. V. and Morgan, D. W.
Table 3
Research instrument Table 4
Five point Likert scale
Table 5
Cronbach's Alpha result of pilot study
16
1718 18 19
Table 6 20
Questionnaires Distribution
Table 7 21
Cronbach's Alpha result of actual study
Table 8 26
Demographic characteristics of respondents
Table 9
Relationship between perception of ICT Integration and Effectiveness of Student' Learning.
Table 10
Relationship between perception of ICT Challenges and Effectiveness of Student' Learning.
28
29
Table 11 30
Significant factors predict in effectiveness of student' learning.
VII
LIST OF FIGURES
Figure 1 5
Conceptual Framework
Figure 2 11
A theoretical extension of the technology acceptance model as TAM 2
viu
ABSTRACT
PERCEPTION OF ICT INTEGRATION AND CHALLENGES AMONG TEACHERS IN TEACHING TOWARDS THE EFFECTIVENESS OF STUDENT' LEARNING
Ling Siew Khim
In 21 St century, Information and communications technology (ICT) has play an important role in many fields including education. Teachers' attitude and perception are crucial to the innovation of ICT in the class. The challenges that encountered by the teachers on the integration of ICT in teaching obstruct the learning of students. The main objective of this study was to investigate the perception of ICT integration and challenges among teachers in teaching towards the effectiveness of student' learning. This study involved 59 respondents from Lodge International Secondary School. Questionnaires were distributed to the respondents and sampling technique was simple random sampling method. The data were analysed by using Pearson Correlation and Multiple Regression to test the research hypotheses. The findings showed that there was a moderate positive correlation between perception of ICT integration and the effectiveness of student' learning. Besides, the findings also showed that there was a moderate positive correlation between perception of ICT challenges and the effectiveness of student' learning. The findings also stated that perception of ICT integration can significantly predict changes in effectiveness of student' learning.
Keyword: Perception of ICT Integration, Perception of ICT Challenges, Effectiveness of student' Learning
ix
A. BSTRAK
PERSEPSI TERHADAP INTEGRASI ICT DAN CABARAN DI KALANGAN GURU- GURU DALAM PENGAJARAN KE ARAH KEBERKESANAN PEMBELAJARN
PELAJAR
Ling Siew KhimDalam abad ke-21, teknologi maklumat dan komunikasi (ICT) telah memainkan peranan penting dalam pelbagai bidang termasuk pendidikan. Sikap guru dan persepsi adalah penting untuk inovasi ICT di dalam kelas. Cabaran-cabaran yang dihadapi oleh guru mengenai integrasi ICT dalam pengajaran menghalang pembelajaran pelajar. Objektif utama kajian ini ialah untuk menyiasat persepsi integrasi ICT dan cabaran di kalangan guru-guru dalam pengajaran ke arah keberkesanan pembelajaran pelajar. Kajian ini melibatkan 59 responden dari sekolah menengah Lodge International. Borang soal selidik telah diedarkan kepada responden dan teknik pensampelan adalah kaedah persampelan rawak mudah. Data yang telah dianalisa dengan menggunakan korelasi Pearson dan regresi berganda untuk menguji Hipotesis kajian.
Dapatan kajian menunjukkan bahawa terdapat korelasi positif yang sederhana antara persepsi integrasi ICT dan keberkesanan pembelajaran pelajar. Selain itu, dapatan kajian juga menunjukkan wujudnya korelasi positif yang sederhana antara persepsi cabaran ICT dan keberkesanan pembelajaran pelajar. Dapatan kajian juga menyatakan bahawa persepsi integrasi ICT dengan ketara boleh meramal perubahan dalam keberkesanan pembelajaran pelajar.
Kata kunci: Persepsi Integrasi ICT, Persepsi Cabaran ICT, Keberkesanan Pembelajaran Belajar
X
Chapter 1 Introduction 1.1 Background of study
Globalization and rapid changes of technology has resulted a world without border of liberalization of global information, and global learning (Umara & Hassan, 2015). In 211 century, Information and communications technology (ICT) has play an important role in many fields including education (Padmavathi, 2013). Malaysia Education Blueprint (2013-2025) had highlighted the effort from the Ministry of Education Malaysia about the ICT development in learning which it was the 7th shift in the transformation of education system (Malaysia Education Blueprint 2013-2025, 2013). Malaysia intends to pursue Malaysian's Vision 2020 which is to be the leader of ICT internationally. The government had clearly clarified the importance of ICT in education by launching initiatives such as Smart Schools, MySchoolNet, computer labs, Educational web TV, Teaching Mathematics and Science in English. Both teacher and student have the easy access of information in this digital of communication' era.
However, the learning effectiveness of student will not be achieved without the teachers' awareness on the ICT' potential in the aspect of education. (Padmavathi, 2013). Teachers' belief is the major influence in the implementation of technology into the process of teaching and learning. It indicates that teacher' role in usage of ICT is very crucial to the increased of students' achievement, thinking skills and creativity (Simin & Sani, 2015).
In most school of Malaysia, ICT has not completely being utilized in the classroom for the purpose of teaching and learning. This is due to the challenges that hinder the usage of ICT in schools. The perceived challenges of using ICT among teachers shall be identified for the increment of the quality of teaching and learning (Ghavifekr, Kunjappan, Ramasamy &
Anthony, 2016). The readiness and skills of the teachers of using ICT play important role in
1
education. High confident level and adequate skills in ICT are needed for the teachers to use it in classroom (Simin & Sani, 2015). This research focus on the teachers' perception about ICT integration and challenges of using ICT and effectiveness of student learning.
1.2 Problem statement
The challenges that encountered by the teachers on the integration of ICT in teaching obstruct the learning of students. Thus, the challenges of using ICT should be identified to enhance the process of teaching and learning. A result from a study reveal that the integration of ICT level of teachers were still at low level although they admit the usage of ICT bring positive effects on their teaching and learning (Umara & Hassan, 2015). Teachers' attitude and perception are also crucial to the innovation of ICT in the class (Ghavifekr, Kunjappan,
Ramasamy & Anthony, 2016). The challenges that encountered by the teacher influences the low integration of ICT in classroom.
A study reviewed teachers are able to perform primary ICT skills includes slide presentation, spread sheet and word processing. However, they are still lacking of the knowledge in the high level ICT skills such as graphics, animation and multimedia production.
It also shows that the age above 50 years old use less frequent than age with below 30 years old and aged ranged 30 to 50 years old (Umar & Yusoff, 2014).
In addition, not every schools are fully equipped with the ICT' facilities (Fiona, 2018).
The challenges had been identified in a study which are insufficient of resources, time entry and technical resource (Ghavifekr, Kunjappan, Ramasamy & Anthony, 2016).
In the context of Malaysia, the study on ICT had been conducted at Kuala Lumpur, Kedah, Melaka, Northern zone, Eastern Zone, Southern Zone, Central Zone and East Malaysia.
It was a concerned that most of the study focus on the West Malaysia and Secondary school.
2
In this study, it will be carried out in Kuching, Sarawak which is East Malaysia and the study
will focus on the primary and secondary school.
The issues of current learning environment and the accessibility in hardware and software of technology in most of the Malaysia's schools had been highlighted. There were also some factors that lead to resistance in using technology which are misconceptions, disbelief and shortcoming. These factors need to be confronted and detached before a strong foundation can be set for a full-fledged launch of technology integration into Malaysia's classroom teaching and learning (Liong, 2016).
Most of the teachers think that technology resources are the main obstacle in integrating ICT in teaching English lesson. Teachers' effort in discovering the others uses of ICT in giving presentation in class were negative (Raman & Mohamed, 2013). Furthermore, the abilities of the teachers in using ICT and the challenges in updating themselves with the changing technology affects the ICT usage in school (Lindberg, Olofsson & Fransson, 2017).
From above issues, it has proved that there is a need to conduct a study on the perception of ICT integration and challenges among teachers in teaching towards the effectiveness of student' learning.
1.3 Research Objective 1.3.1 General Objective
To investigate the perception of ICT integration and challenges among teachers in teaching towards the effectiveness of student' learning.
1.3.2 Specific Objective
1. To investigate the relationship between perception of ICT integration towards effectiveness of student' learning.
3
2. To investigate the relationship between perception of ICT challenges towards the effectiveness of student' learning.
3. To investigate the significant factors predict in effectiveness of student' learning.
1.3.3 Research Questions
1. What is the relationship between perception of ICT integration towards effectiveness of student' learning?
2. What is the relationship between perception of ICT challenges towards the effectiveness of student' learning?
3. What is the significant factors predict in effectiveness of student' learning?
1.4 Research Hypothesis
1. Hal: There is a significant relationship between perception of ICT integration towards effectiveness of student' learning.
2. Hat: There is a significant relationship between perception of ICT challenges towards the effectiveness of student' learning.
3. Ha3: There is significant factors predict in effectiveness of student' learning.
1.5 Conceptual Framework
The conceptual framework consists of independent variables and dependent variable. The independent variables which are perception of ICT integration and perception of ICT challenges bring the effects to the effectiveness of student learning (dependent variable).
Conceptual framework of this study was shown in Figure 1.
4
INDEPENDENT VARIABLE
Perception of ICT integration
DEPENDENT
VARIABLE
Effectiveness of student learning
Perception of ICT challenges
Figure 1: Conceptual Framework
Source: Adapted from Simin & Sani (2015); Raman & Mohamed (2013).
1.6 Significance of study
This study is important to the concerned parties such as organization, administrators, teachers and researcher.
1.6.1 Organization
This study is expected to bring benefits to the school organization itself and any other primary and secondary schools in Malaysia. It is expected to bring guidance for organization in addressing the perception of ICT integration and challenges in teaching among teachers towards the effectiveness of student' learning.
1.6.2 Administrator
This study is expected to help school administrator identifying the perception of ICT integration and challenges in teaching among teachers. It is hope that the school administration
5
committee will solve the problem in challenges of using ICT so that the school will produce
high quality teachers and students.
1.6.3 Teacher
This study is important to the teachers as it will help them to utilize the ICT and overcome the challenges of using ICT.
1.6.4 Researchers
This study hopes to be able to guide future researchers and serve as references in the field of education.
1.7 Definition of Terms
The terms relevant in this study are both defined conceptually and operationally.
1.7.1 Perception Conceptual definition
Perception is defined as beliefs, confidence and ability to use technology (Padmavathi, 2013).
Operational definition
In this study, perception is defined as the view of teachers about ICT integration and challenges
of ICT in the classroom.1.7.2 ICT integration Conceptual definition
It referred to the teaching process in classroom with the usage of computer for communication (Arnseth & Hatlevik, 2012).
Operational definition
In this study, it defined as the teacher' belief on the uses of ICT in classroom in terms ofpositive
and negative.
6
1.7.3 Effectiveness Conceptual definition
The extent to which a desired result had been produced from a successful events (Effectiveness, 2018).
Operational definition
In this study, it is referred to the positive influences of used in ICT to the student learning.
1.7.4 Challenges
Conceptual definitionChallenge is being referred as any circumstance that produce difficulty in pursuing a goal
(Schoepp, 2005).
Operational definition
In this study, challenges are defined as the teacher's belief and the school's deficiency that
obstruct the using of ICT in classroom.
1.8 Conclusion
This chapter had been discussed about the background of study, problem statement, research objective, research question, research hypothesis, conceptual framework, significance of the study and definition terms that is closely related to this study. For the next chapter, researcher will discuss about literature review.
7
Chapter 2 Literature Review 2.1 Introduction
In this chapter, related issues, related model and past similar findings will be reviewed.
This chapter ends with conclusion.
2.2 Discussion of issues related to the study 2.2.1 Perception of ICT integration
The issues in the perception of ICT integration include teachers' age, subject taught by them, attitude, positive perception, awareness of ICT' importance, competency of ICT and believes.
The level of ICT utilization in the classroom was influenced by the teachers' age and
subject taught by them (Mirzajani, Mahmud, Ayub & Wong, 2016).
In one study, teachers' attitude and perception are important to the innovation of ICT in the class because it enhances the teaching and learning of students (Ghavifekr, Kunjappan, Ramasamy & Anthony, 2016). Furthermore, majority of the teachers aware of the importance of using computers in teaching due to the positive perception of the ICT (Padmavathi, 2013).
Findings in the study from (Salleh, 2016) stated that attitudes of the technology' usefulness use in teaching and the perception of control' influence proved to be more important than social norms' influence. Other than that, teachers in the private school and public school have similar competence in the integration of ICT. There was low in the teachers' perceived ICT training, competence and access (Andoh, 2013). In addition, there is a positive perception about integrating of ICT in English lesson from majority of the teachers (Raman & Mohamed, 2013).
8
Moreover, the findings in the study by Lindberg, Olofsson and Fransson (2017) reviewed that
teachers believed the ICT usage bring the capabilities of teaching the subjects in class.
2.2.2 Perception of challenges in ICT
The issues in the perception of challenges are high cost of infrastructure, insufficient ICT training, efforts from teachers and school management in ICT development, abilities and confidence level.
The expensive ICT infrastructure and insufficient training in ICT are one of the challenges of ICT. There were also some factors that had been identified as the elements that bring success to the implementation of technology in education which are adequate support from administrators, ICT coordination, external forces, commitment from the educators in using technology and the knowledge of ICT from the educators (Mirzajani, Mahmud, Ayub &
Wong, 2016). It was a challenge to provide both urban and rural areas with appropriate ICT tools. The study by Ghavifekr, Kunjappan, Ramasamy and Anthony (2016) recommended to focus on the barriers encountered by teachers in using tools of ICT.
Moreover, most of the teachers think that lack of access to technology are the main obstacle in integrating ICT in teaching English lesson. The teachers also do not have the effort in discovering the others uses of ICT in giving presentation in class (Raman & Mohamed, 2013). Without proper infrastructure of ICT, the school are not able to adopt ICT efficiently.
A better understanding from the school management on the advantages of ICT is essential to the use of ICT in class (Eze, Awa, Okoye, Emecheta & Anazodo, 2013). The insufficient instruments of ICT obstruct the learning efficacy of students (Ghavifekr & Rosdy, 2015).
Furthermore, the abilities of the teachers in using ICT and the challenges in updating themselves with the changing technology affects the ICT usage in school (Lindberg, Olofsson
& Fransson, 2017). Confidence level in ICT usage also was the challenges of ICT. In a study, 9
