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Perceptions of the Usage of WhatsApp for Instruction: A Study of Teachers in Senior High Schools in Ghana

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  • Frederick Owusu-Boakye

    (University of Cape Coast, Central Region, Ghana)

  • Abednego Kofi Bansah

    (University of Cape Coast, Central Region, Ghana)

  • Justice Armah

    (University of Cape Coast, Central Region, Ghana)

Abstract

The free education policy at the senior high school levels in Ghana resulted in an increase in enrollment numbers which subsequently lead to the adoption of the double track system which necessitated the need to divide students into two tracks. This meant that while one track was in school, the other was on vacation. As such, an innovative way is needed to keep students’ engage especially a track that is on vacation. The purpose of this research was to determine the perception of teachers on the usage of WhatsApp messenger for teaching and learning. A cross-sectional design was employed in this study among 125 senior high school teachers within Tema Metropolis of Ghana. The research revealed that, perceived cost had an effect on teachers perceive usefulness, perceived convenience, perceived effectiveness, perceived trust and perceived intension to use WhatsApp Messenger for teaching and learning. Perceived convenience had a more pronounced effect on perceived usefulness. Implications of the results for scaling up or developing reforms on regular stakeholder’s consultations to understand the concept of using WhatsApp messenger for teaching and learning in high schools with similar context are discussed.

Suggested Citation

  • Frederick Owusu-Boakye & Abednego Kofi Bansah & Justice Armah, 2022. "Perceptions of the Usage of WhatsApp for Instruction: A Study of Teachers in Senior High Schools in Ghana," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 6(1), pages 65-75, January.
    • Handle: RePEc:bcp:journl:v:6:y:2022:i:1:p:65-75
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    References listed on IDEAS

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    3. Peter Darvas & David Balwanz, 2014. "Basic Education beyond the Millennium Development Goals in Ghana : How Equity in Service Delivery Affects Educational and Learning Outcomes," World Bank Publications - Books, The World Bank Group, number 16307.
    4. David Allen, 2011. "Information behavior and decision making in time-constrained practice: A dual-processing perspective," Journal of the Association for Information Science & Technology, Association for Information Science & Technology, vol. 62(11), pages 2165-2181, November.
    5. Jung-Wen Hsia & Chia-Chi Chang & Ai-Hua Tseng, 2014. "Effects of individuals' locus of control and computer self-efficacy on their e-learning acceptance in high-tech companies," Behaviour and Information Technology, Taylor & Francis Journals, vol. 33(1), pages 51-64, January.
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    Cited by:

    1. Zhiqiang Ma & Fredrick Oteng Agyeman & Agyemang Kwasi Sampene & Mingxing Li & Stephen Botchway, 2023. "Senior High School Teachers’ Preference for Professional Development: A Case Study in the Central Region of Ghana Under the Current Free Senior High School Policy," SAGE Open, , vol. 13(3), pages 21582440231, July.

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