Information and communication technology (ICT) is one of the most important driving forces promoting economic growth in the economy. However, there is less of a consensus among economists on whether the impact of ICT also stems from higher total factor productivity (TFP) growth and improved efficiency of production (due to a better educated population). Integrating ICT into educational curriculum has been discussed for the past decades. This study investigated the impact of ICT integration in teaching and learning social studies in public second-cycle institutions in the Eastern region of Ghana. the study was guided by four objectives; examine the impact ICT integration has on students’ and teachers’ motivation towards social studies; find out the effect of ICT usage on social studies teaching and learning effectiveness; examine the extend motivation influence ICT usage in social studies teaching and learning; find out the factors that hinders ICT integration in the teaching and learning of Social studies. The study adopted mixed method approach where both qualitative and quantitative data was collected. Using simple random technique, the research sampled teachers and students from accessible schools as respondents for the study. Data was generated using descriptive and analytical statistic. Data obtained from this study was presented in form of charts, graphs and tables through the use of Statistical Package for Social Science (SPSS) version 25.0, and Microsoft office excel 2010. The charts, graphs and tables were explained based on information gathered. The research analysis was staged using univriate and multivariate, normality test, exploratory analysis, confirmatory analysis, reliability test, correlation and regression analysis. The findings from the study established that majority of teachers and students are more enthusiastic towards teaching and learning when ICT is involved. The study also found out that the frequent usage of ICT by teachers and students leads to a greater performance. Also, due to unavailability of ICT tools in most schools and lack of requisite ICT skills, teachers find it difficult to integrate ICT in their lessons. The recommendations from this study were that the government should provide ICT infrastructures and facilities for the SHSs to ensure effective integration of ICT in the teaching and learning process. Again, teachers should be giving the necessary training in ICT skills and knowledge to enable them integrates it in their lessons.
ICT, Ghana, ICT integration, teaching and learning, Social studies
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