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Barriers to ICT use in science teaching: a comparative analysis of Malaysian and Saudi science teachers

Despite the efforts expended by the governments of Malaysia and Saudi Arabia to promote science teachers’ use of ICT in the classroom, the ICT uptake among these teachers remains slow and dismal. This article reports on a study undertaken to explore and understand the barriers that prevented science...

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Main Author: Tunku Ahmad, Tunku Badariah
Format: Monograph
Language:English
Published: s.n 2012
Subjects:
LB1705 Education and training of teachers
Online Access:http://irep.iium.edu.my/33719/1/EDW_A11-217-1008.pdf
http://irep.iium.edu.my/33719/
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spelling my.iium.irep.337192014-01-30T08:58:02Z http://irep.iium.edu.my/33719/ Barriers to ICT use in science teaching: a comparative analysis of Malaysian and Saudi science teachers Tunku Ahmad, Tunku Badariah LB1705 Education and training of teachers Despite the efforts expended by the governments of Malaysia and Saudi Arabia to promote science teachers’ use of ICT in the classroom, the ICT uptake among these teachers remains slow and dismal. This article reports on a study undertaken to explore and understand the barriers that prevented science teachers in both countries from using ICT in their science instruction. A total of 282 science teachers from selected schools (53.5% Malaysian and 46.5% Saudi) responded to the survey. Principal components analysis (PCA) run on the data extracted four underlying factors that prevented the respondents from using ICT to teach, namely attitude towards ICT use, access to ICT at school, beliefs about ICT use and technical support provided by the school to promote ICT utilization. Among these four factors, attitude towards ICT emerged as the largest inhibitor, explaining about 25.5% of teachers’ lack of ICT uptake in the science classroom. T-test results revealed significant differences between Malaysian and Saudi teachers in terms of access to ICT and technical support, but no significant difference in terms of attitude and beliefs about ICT use. The results corroborated previous findings that teacher factors tend to outweigh school factors in promoting or hindering teachers’ uptake of technology. s.n 2012-08-07 Monograph REM application/pdf en http://irep.iium.edu.my/33719/1/EDW_A11-217-1008.pdf Tunku Ahmad, Tunku Badariah (2012) Barriers to ICT use in science teaching: a comparative analysis of Malaysian and Saudi science teachers. Research Report. s.n, Kuala Lumpur. (Unpublished) EDW A11-217-1008
institution Universiti Islam Antarabangsa Malaysia
building IIUM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider International Islamic University Malaysia
content_source IIUM Repository (IREP)
url_provider http://irep.iium.edu.my/
language English
topic LB1705 Education and training of teachers
spellingShingle LB1705 Education and training of teachers
Tunku Ahmad, Tunku Badariah
Barriers to ICT use in science teaching: a comparative analysis of Malaysian and Saudi science teachers
description Despite the efforts expended by the governments of Malaysia and Saudi Arabia to promote science teachers’ use of ICT in the classroom, the ICT uptake among these teachers remains slow and dismal. This article reports on a study undertaken to explore and understand the barriers that prevented science teachers in both countries from using ICT in their science instruction. A total of 282 science teachers from selected schools (53.5% Malaysian and 46.5% Saudi) responded to the survey. Principal components analysis (PCA) run on the data extracted four underlying factors that prevented the respondents from using ICT to teach, namely attitude towards ICT use, access to ICT at school, beliefs about ICT use and technical support provided by the school to promote ICT utilization. Among these four factors, attitude towards ICT emerged as the largest inhibitor, explaining about 25.5% of teachers’ lack of ICT uptake in the science classroom. T-test results revealed significant differences between Malaysian and Saudi teachers in terms of access to ICT and technical support, but no significant difference in terms of attitude and beliefs about ICT use. The results corroborated previous findings that teacher factors tend to outweigh school factors in promoting or hindering teachers’ uptake of technology.
format Monograph
author Tunku Ahmad, Tunku Badariah
author_facet Tunku Ahmad, Tunku Badariah
author_sort Tunku Ahmad, Tunku Badariah
title Barriers to ICT use in science teaching: a comparative analysis of Malaysian and Saudi science teachers
title_short Barriers to ICT use in science teaching: a comparative analysis of Malaysian and Saudi science teachers
title_full Barriers to ICT use in science teaching: a comparative analysis of Malaysian and Saudi science teachers
title_fullStr Barriers to ICT use in science teaching: a comparative analysis of Malaysian and Saudi science teachers
title_full_unstemmed Barriers to ICT use in science teaching: a comparative analysis of Malaysian and Saudi science teachers
title_sort barriers to ict use in science teaching: a comparative analysis of malaysian and saudi science teachers
publisher s.n
publishDate 2012
url http://irep.iium.edu.my/33719/1/EDW_A11-217-1008.pdf
http://irep.iium.edu.my/33719/
_version_ 1643610500182835200
score 13.211869

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