Determinants of Information and Communication Technology Integration in the Teaching-learning process at Aksum University: Instructors’ Perspective

Abstract

This study explored factors that determine the integration of ICT in the teaching-learning process at Aksum University using a descriptive survey design. A total of 385 instructors drawn from 5 colleges were selected using proportionate stratified and simple random sampling procedures. A self-made questionnaire was used to collect data. The quantitative data were analyzed using descriptive and inferential statistics such as an independent t-test, Pearson product-moment correlation, multiple regression analysis, one-way ANOVA and two-way ANOVA. The findings unveiled that instructors’ attitudes towards the use of ICT, accessibility of ICT facilities, instructors’ self-efficacy and competencies, and technology characteristics highly influenced ICT integration while technical support, the nature of the curriculum, administrative support, and ICT policy less strongly influenced ICT utilization. Besides, the result of Pearson product-moment correlation indicated that ICT integration had a positive relationship with all the independent variables included in the study while stepwise regression analysis showed that 88.1% of ICT integration was predicted by the combination of instructors’ self-efficacy, their attitude, the characteristics of technologies, accessibility of ICT facilities, instructors’ competencies, ICT policy and administrative support at the significant model at; F (7, 377) = 400.393, p<0.05. It was thus concluded that both personal and institutional factors determine ICT integration in teaching-learning practices at Aksum University. The study indicated policy implications to improve the current status of ICT utilization to support the teaching-learning process at the University.