The Practice of Policy Making process in Ethiopia

234 Pages·2007·1.94 MB·English

INSTRUCTORS’ PATTERNS OF ICT USE AND THE
ASSOCIATED FACTORS AT A PUBLIC UNIVERSITY
IN ETHIOPIA
GENENE ABEBE TADESSE
A Thesis Submitted to the School of Graduate Studies of Addis Ababa
University in Partial Fulfillment of the Requirement for the Degree of
Doctor of Philosophy in Curriculum Design and Development
APRIL 2015

Dedication
I dedicate this study to my beloved family who gave me strong support and encouragement while I
was engaged in this endeavor. My dear family, words can never express the gratitude I have for
each of you. Without your love, encouragement and support, I would not have had the inspiration
to complete this project. My beloved children, I did this to motivate you for something better, for I
know thatyouwoulddomuch better than me.
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Acknowledgment
First of all, I give praise to the almighty God. I always feel and enjoy His presence with me.
Next, I would like to thank my Advisor Dr Amare Asgedom, whose enlightened advice and
guidance have enabled me to produce this research output. When I started this huge project, I
had lots of ideas in my mind that I wanted to address. Thanks to my advisor, his guidance and
support were a great help to me when I needed to find focus to this research work. He helped
me a lot to select the right problem to be dealt with. He also helped me to develop confidence
in myself. Thank you, Dr. Amare for your patience and encouragement. I think I was lucky
that I had you as my advisor. I also extend my appreciation to the members of the Department
of Curriculum and Teacher Professional Development Studies of the Addis Ababa University.
I am also indebted to the members of the Department of Curriculum and Instructional
Supervision of Dilla University for their peer review which was very important especially in
validating my research instruments. My special thanks go to Dr. Tadesse Jaleta, Dr. Habtamu
Gezahegn and Dr. Yishak Degefu who gave me very useful comments to enrich the quality of
this paper.
I am also grateful to the Officials and Academic Staff members of Jimma University. They
helped me to have access to some areas in the University and to get reliable data for my
research.
Finally, my special and deepest thanks goes to my friends and study-mates who shared my
joys and sorrows in this long journey.
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Table of contents
Content Page
Dedication....................................................................................................................................i
Acknowledgement......................................................................................................................ii
Table of contents........................................................................................................................iii
List of tables...............................................................................................................................ix
List of Figures.............................................................................................................................x
List of Appendices.....................................................................................................................xi
Acronyms and abbreviations ...................................................................................................xii
Abstract................................................................................................................................... xiii
CHAPTER ONE
INTRODUCTION....................................................................................................................1
1.1.Background to the study.......................................................................................................1
1.2. Context of the study ............................................................................................................4
1.3. Statement of the problem.....................................................................................................4
1.4.Objectives of the study.........................................................................................................8
1.4.1. General Objective.......................................................................................................8
1.4.2. Specific Objectives.....................................................................................................8
1.5.Research Questions...............................................................................................................8
1.6.Theoretical framework........................................................................................................10
1.6.1. Introduction......................................................................................................10
1.6.2. Rogers’ Diffusion of Innovations Theory........................................................10
1.6.3. The model of teacher thought and action by Clark and Peterson....................11
1.6.4. Theory of reasoned action (TRA)....................................................................12
1.6.5. Evidences from empirical studies....................................................................13
1.7. Conceptual framework.......................................................................................................14
1.7.1. Introduction......................................................................................................14
1.7.2. Conceptual model of the study........................................................................15
1.7.3. Nominal Definitions of the main concepts in the study...................................17
1.7.4. Operational definitions of the variables...........................................................18
1.8. Research methodology.......................................................................................................20
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1.9. Significance of the study....................................................................................................21
1.10.Delimitation of the study..................................................................................................21
1.11. Limitations of the study...................................................................................................22
1.12. Organization of the study.................................................................................................22
CHAPTER TWO
LITERATURE REVIEW......................................................................................................23
2.1. Introduction........................................................................................................................23
2.2. The Ethiopian context of ICT in education .......................................................................24
2.2.1. The national ICT policy and strategy.................................................................24
2.2.2. Education and the National ICT policy and strategy..........................................25
2.2.3. ICT infrastructure in Ethiopia.............................................................................25
2.2.4. ICT in public universities in Ethiopia ................................................................26
2.3. Patterns of ICT use ...........................................................................................................26
2.3.1. How ICT use is measured...................................................................................26
2.3.2. Categorizing pattern of ICT use..........................................................................27
2.3.3. Changes in teachers’ role with change in pattern of ICT use.............................30
2.4. Factors related to instructors’ pattern of ICT use..............................................................31
2.4.1. Classification of factors related to ICT use in the teaching-learning process....31
2.4.2. Previous research on factors that influence instructors’ pattern of ICT use.......32
2.5. Conclusion.........................................................................................................................41
CHAPTER THREE
METHODOLOGY.................................................................................................................43
3.1. Introduction........................................................................................................................43
3.2. The research approach and its philosophical foundation ..................................................44
3.3. Rationale for Using Mixed Methods Research..................................................................45
3.4. The research design...........................................................................................................47
3.5. Selection of the study site..................................................................................................48
3.6. SamplingTechniques and Description of Participants and Respondents..........................49
3.6.1. Sampling Techniques for the qualitative study...................................................49
3.6.2. Sample size and sampling techniques for the quantitative study........................49
3.7. Methods and procedures of data collection and analysis forthe qualitative strand..........50
3.7.1. Data collection instruments for the qualitative strand........................................50
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3.7.2. Data Collection Procedures for the qualitative strand........................................50
3.7.3. Method of data analysis for the qualitative strand..............................................52
3.8. Mixing Data.......................................................................................................................54
3.8.1. Development of survey questionnaire................................................................54
3.8.2. Pilot testing.........................................................................................................55
3.8.3. Validation of the survey questionnaire...............................................................56
3.9. Methods and procedures of data collection and analysis for the quantitative strand........61
3.9.1. Data Collection Procedures for the quantitative strand......................................61
3.9.2. Method of data analysis for the quantitative strand............................................62
3.10. The second mixing of data sets........................................................................................62
3.11. Ethical Considerations.....................................................................................................63
3.12. Conclusion.......................................................................................................................64
CHAPTER FOUR
DESCRIPTION AND CONTEXT OF THE STUDY SITE................................................65
4.1. Introduction........................................................................................................................65
4.2. General description of the study site..................................................................................66
4.3. Physical Context of the Study Site....................................................................................67
4.3.1. ICT tools and infrastructure ...............................................................................67
4.3.2. ICT Services.......................................................................................................71
4.4. ICT Policy of the Study Site..............................................................................................72
4.5. Social Context of the Study Site........................................................................................73
4.5.1. The human resource capacity of ICTDDO and its activities............................. 73
4.5.2. Instructors and their perceptions of the New ICT Environment.........................74
4.6. Summary............................................................................................................................80
CHAPTER FIVE
INSTRUCTORS’PATTERNS OF ICT USE AND VARIABLES
THAT AFFECT THEIR USE...............................................................................................81
5.1. Introduction........................................................................................................................81
5.2. Instructors’ Patterns of ICT Use........................................................................................81
5.2.1. ICT as a Course Preparation Tool.......................................................................83
5.2.2. ICT as a Presentation Tool..................................................................................83
5.2.3. ICT as Information Exchange Tool....................................................................84
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5.2.4. ICT as a Collaboration Tool...............................................................................84
5.2.5. ICT as a Cognitive Tool......................................................................................85
5.3. A Model Describing Instructors’ Pattern of ICT Use........................................................86
5.4. Instructor-Perceived Barriers and Enablers that affect ICT use........................................88
5.4.1. Instructor-Related Variables...............................................................................91
5.4.2. Context-Related Variables .94
5.4.3. Demographics.....................................................................................................99
5.4.4. Instructor-Perceived Readiness of Students to Use ICT...................................100
5.4.5. Instructor-Perceived Nature of a Course..........................................................102
5.5. Summary .........................................................................................................................102
CHAPTER SIX
INSTRUCTORS’ CHARACTERISTICS ASSOCIATED WITH
THEIR PATTERN OF ICT USE .......................................................................................103
6.1. Introduction......................................................................................................................103
6.2. Description of Respondents’ Characteristics...................................................................104
6.2.1. Demographic Characteristics of the Respondents............................................105
6.2.2. Attitude, Belief and Competence of the Respondents
in Relation to ICT Use......................................................................................108
6.2.3. Instructors’ Perception with Regard to
Contextual Factors that May Affect ICT Use .................................................112
6.2.4. Instructors’ Patterns of ICT Use .....................................................................116
6.2.5. Summary...........................................................................................................117
CHAPTER SEVEN
VARIABLES THAT EXPLAIN VARIANCE IN INSTRUCTORS’
PATTERNS OF ICT USE....................................................................................................119
7.1. Introduction......................................................................................................................119
7.2. Checking the assumptions of multiple regression...........................................................119
7.2.1. Checking linearity.............................................................................................119
7.2.2. Checking homoscedasticity..............................................................................121
7.2.3. Checking multicollinearity...............................................................................122
7.2.4. Checking categorical variables.........................................................................123
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7.2.5. How the categorical variables were handled....................................................124
7.3. Multiple Regression Analysis..........................................................................................125
7.3.1. Correlation Analysis.........................................................................................125
7.3.2. Variance in pattern of ICT use that can be explained
bythe anticipated explanatoryvariables in this study.....................................128
7.3.3. The most significant explanatory variables
that have impact on instructors’ pattern of ICT use .........................................129
7.3.4. Model Specification..........................................................................................130
7.4. Summary..........................................................................................................................138
CHAPTER EIGHT
DISCUSSION........................................................................................................................139
8.1. Brief description of the study...........................................................................................139
8.2. Summary of the major findings.......................................................................................140
8.3. Discussion of the findings ...............................................................................................141
8.3.1. Instructors’ pattern of ICT use..............................................................141
8.3.2. Factors that affect instructors’ patterns of ICT use...........................................144
8.3.3. Factors that have strongest significant contribution in explaining
variance in instructors’ pattern of ICT use...........................................155
CHAPTER NINE
CONCLUSIONS AND IMPLICATIONS..........................................................................159
9.1. Conclusions......................................................................................................................159
9.1.1. Pattern of ICT use as a continuum between use of ICT
as a course preparation tool and use of ICT as a cognitive tool.......................159
9.1.2. Instructor’s Age, ICT Competence, Pedagogical Belief, Personal
Innovativeness and Perception as predictors of patterns of ICT use....160
9.1.3. Consistency of the Findings..................................................................161
9.2. Implications of the study..................................................................................................161
9.2.1. Practical implication of the study.....................................................................161
9.2.2. Methodological implication of the study..........................................................163
9.2.3. Theoretical implications of the study................................................................164
9.2.4. Limitations of the study and suggestion for future research.............................166
References...................................................................................................................168
Appendices..................................................................................................................200
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List of tables
Table1. The coding and the themes identified for instructors’ perceptions
about ICT use in the teaching-learning process.........................................................75
Table2. The coding and the themes identified for patterns of ICT use ....................................82
Table3. The coding and the themes identified for instructor-perceived barriers/enablers.......89
Table4. Themes Identified from the Interview.........................................................................90
Table5. Demographic Characteristics of Respondents...........................................................107
Table6. Level of Innovativeness, Attitude, Belief, and Competence of Instructors...............111
Table7. Perceptions of Instructors..........................................................................................114
Table8. Instructors’ Patterns of ICT Use................................................................................116
Table9. Deviation of Independent Variables from Linearity..................................................120
Table10. Extent of Multicollinearity......................................................................................122
Table11. Spearman’s Correlation between ICTU, CN, and TL.............................................126
Table12. Pearson Product-Moment Correlations...................................................................127
Table13. Model Summary1....................................................................................................128
Table14. The ANOVA Table1...............................................................................................129
Table15. TheCoefficients Table1..........................................................................................129
Table16. Degree of Significance of PredictorVariables........................................................130
Table17. Model Summary2....................................................................................................131
Table18. ANOVATable2.......................................................................................................132
Table19. The CoefficientsTable2...........................................................................................132
Table 20. Model Summary3...................................................................................................133
Table 21. ANOVATable3......................................................................................................133
Table 22. The CoefficientsTable3..........................................................................................134
Table 23. Model Summary4...................................................................................................134
Table 24. The ANOVA Table4...............................................................................................135
Table 25. The Coefficients Table4.........................................................................................135
Table 26. Model Summary5...................................................................................................136
Table 27. The ANOVA Table5...............................................................................................136
Table28. The Coefficients Table5..........................................................................................136
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