literature review example

CHAPTER ONE

Introduction

1.0 Background to the Study

Over the last decades, ICTs have persistently developed and played a role in the process of globalization, influencing economies, reshaping society, and leaving an indelible mark on our history (Kimuya et al., 2021). As in other spheres of life, education has been affected by ICTs, which have undoubtedly affected teaching, learning and research (Adu & Olatundun, 2013). In the international context, the integration of ICT in education has been recognized as a crucial factor in improving teaching and learning outcomes. This is with the consideration that, the use of ICT tools enables teachers to access a wide range of resources, create interactive and engaging learning environments, and provide personalized instruction to students (Delcy, 2019). In connection with this, over the past few years, a growing number of international development organizations have recognized the potential of Information and Communication Technology (ICT) in reinforcing the education sector. For instance, UNESCO has played a major role in spearheading the Education for All initiative to harness the potential of ICT (UNESCO, 2014). As a natural consequence of technological developments, ICT-supported instructional methods have substituted for traditional ones in the transmission of information (Türel et al., 2017).

In the recent past, educational institutions in Africa have experienced a paradigm shift prompted by the integration of ICTs in the education system (Nyakito et al., 2021). Successively, educational institutions have realized the cardinal value of ICT in the instructional process. Many governments initiated projects to introduce computers and ICT infrastructure in schools. Many education programs have started to include ICT as essential grounding for teachers’ repertory. Teaching and Learning has involved the use of computer software programs, schools use websites and emails, or computers to communicate to students online (internet), cell phones, projectors among others, and today computer usage pushes teachers to plan their lessons more effectively and make lessons more attractive to students (Baluku & Kasujja, 2020).

Uganda, like many other African countries, embraces ICT policies as a basis of development across various socioeconomic sectors, including education, aiming to drive development and competitiveness in an increasingly globalized economy (Nyakito et al., 2021). In 2006, the Ugandan government introduced a national ICT policy framework, envisioning a Uganda where overall national development, particularly human resource development, would be accomplished through the effective utilization of ICT and digital literacies (Andema et al., 2013). Further, the Ministry of ICT was also established to ensure ICT is integrated in the Education curricula to provide equitable access for all learners regardless of any education level.

At institutional level, the Ministry of Education and Sports has equipped secondary schools with computer laboratories and some with internet connectivity. According to, Communications & Fund, (2013), 1027 of the total 1150 government-aided secondary schools (97 %) have ICT laboratories. This was to promote digital literacy amongst students and staff. Schools have developed ICT departments to assist in training staff and students. This was to promote knowledge and skills to make research and collaboration between teachers and students ( Baluku &  Kasujja, 2020).Various ICT initiatives have been started, and they include the following: School Net Uganda, Connectivity for Educator Development (Connect-ED), Curriculum Net project, Global Teenager Program, U-Connect, among others (Tomlinson et al., 2012). These initiatives focus on not only providing computers but also training teachers in using them for lesson preparation and teaching. Confucius institute.

1.2 Statement of the Problem

Ideally, ICT-driven instruction can enhance teaching and bring the desired outcomes to the advantage of all stake holders in the learning process (Ukah et al., 2020). Despite the continuous increase in investment in ICT of the education sector in Uganda MoES, (2017), some teachers in government-aided secondary schools have resisted adopting ICT for instructional management in preference for traditional teaching methods. There is growing concern about teacher effectiveness, regarding instructional management in government-aided secondary schools in Uganda (MoES, 2017). Evidence on the ground shows that teaching in secondary schools does not conform to the National Curriculum Development Centre (NCDC) and Uganda National Examination Board (UNEB) required standards, as many teachers do not adequately prepare lesson plans including schemes of work and practical lessons for learners, there is; poor syllabus coverage, failure to engage students and inefficient communication to students and amongst staff (Omaali, D. Nabukeera, M and Ejuu, 2021).

1.3 General Objective

The objective of the study is to examine the relationship between ICT support systems and teacher’s effectiveness in teaching foreign language a case study of Confucius institute.

1.4 Specific Objectives

The study will be guided by the following specific objectives:

1. To analyze the relationship between perceived usefulness of ICT and teacher’s effectiveness in instructional management.
2. To examine the relationship between perceived ease of use of ICT and teacher’s effectiveness in instructional management.
3. To examine the relationship between Teachers’ ICT knowledge and skills for effective instructional management.

1.5 Scope of the Study

This includes geographical scope, content scope and time scope.

1.5.1 Geographical Scope

The study will be carried out in Confucius institute, Makerere university

1.5.2 Content Scope

This study will be confined on; the relationship between perceived usefulness of ICT and teacher’s effectiveness in instructional management, the relationship between perceived ease of use of ICT and teacher’s effectiveness in instructional management and the relationship between Teachers’ ICT knowledge and skills for effective instructional management.

1.5.3 Time Scope

This study will look at a period from 2014 – 2023.

1.6 Significance of the Study

The study might contribute to the existing literature on the use of ICT to facilitate teaching process in secondary schools. Specifically, the study will be beneficial in building a knowledge base of perceptions of teachers on the use of ICT to facilitate teaching. Teachers could gain a clear understanding of the impact of ICT support systems on Instructional Management.

The results of this study could be useful as well for education authorities and school managements by giving insights into the extent of ICT tool utilization and its impact on teacher effectiveness in instructional management.

CHAPTER TWO

Literature Review

This chapter presents a literature review in relation to the study. The literature was discussed under the following subtopics; Theoretical Review, Conceptual Review and Empirical Review under the themes of, Perceived usefulness of ICT and Instructional Management, Perceived ease of use of ICT and Instructional Management and Teacher’s ICT knowledge and skills and Instructional Management.

2.1 Empirical Review

This empirical review examines the relationship between ICT support systems and instructional management. Specifically, it focuses on the constructs of perceived ease of use, perceived usefulness, teachers’ ICT knowledge and skills, and instructional management.

2.1.1 Perceived Usefulness of ICT and Instructional Management

Teachers’ perception is a crucial factor in determining the role and effectiveness of technology in classrooms. According to, Abdullah & Ward, (2016), Users’ attitudes toward using technology are shaped by their perceptions, which can be either positive or negative. These attitudes, in turn, impact their intention to engage with the technology interactively. Hatlevik & Hatlevik, (2018), reported positive significant correlations between user-related characteristics such as satisfaction and perceived usefulness. Hence, when teachers perceived that they enjoyed using ICTs in the classroom, there would be a tendency for them to want to use ICT tools and vice versa. Teachers would be more motivated to do or repeat an activity they found enjoyable much more than they would do for the same activity, which was not enjoyable. Singhavi & Basargekar, (2020), established that, Teacher’s perception about computers, computer skills and their willingness to get further training, help in integrating ICT successfully in the teaching learning process.

Many empirical studies reviewed have provided insights into the factors influencing perceived usefulness and its impact of using ICT tools in the classroom. In Malaysia, a study aimed to analyze teachers’ perceptions on effectiveness of ICT integration to support teaching and learning process in classroom, was carried out in Kuala Lumpur by (Ghavifekr & Rosdy, 2015). 101 teachers from 10 public secondary schools were randomly given a survey questionnaire. The findings showed that the integration of ICT is highly effective for both teachers and students. This was a purely quantitative research while our study is using a mixed approach, which, allowed for data triangulation, complementary findings, and richer data, while enhancing validity and increasing the practical relevance of the research findings. In another study to identify the role of ICT in assessment practices in education, it was established that, ICT can be used in testing to administer tests, to score the tests, to analyze the result and to facilitate teachers in assessing learning outcomes (Marina, 2015).

In yet another study, Muianga, (2019), examined the introduction of a new pedagogical model with support for ICT for teaching and learning. Data was collected using a combination of interviews from 37 students and 24 lecturers from Stockholm University. The results demonstrated that the modified flexibility-activity framework can integrate various teaching and learning methods and strategies. The research approaches were used for the study were, Interpretative research and Action research.

2.1.2 Perceived Ease of Use and Instructional Management

Perceived ease of use (PEOU) is one of the key dimensions of the Technology Acceptance Model (TAM), which explains how individuals perceive and adopt new technologies. PEOU refers to the degree to which an individual believes that using a particular technology will be effortless and free of complexity (Ghavifekr et al., 2021).  There are several dimensions of perceived ease of use that have been identified in the TAM literature, including; Easy to learn, Clear and understandable, Easy to use, Controllable and Easy to remember (Ghavifekr et al., 2016). These dimensions are interrelated and can influence an individual’s overall perception of the ease of use of a technology. For example, if a technology is perceived to be complex and difficult to learn, it may be seen as less useful, leading to a lower perceived ease of use. Similarly, if a technology is incompatible with an individual’s existing work practices, it may be seen as less useful, which can also reduce perceived ease of use.

The current body of research reveals that the perceived ease of use in using a system is a significant factor in influencing an individual’s attitude towards its usage. In an empirical study conducted by Hero (2020) to examine the relationship between teacher preparedness and acceptance of ICT integration, and their actual practices of integrating ICT in private schools within the district of Obando, Bulacan, Philippines, a descriptive-correlation survey method was used. The respondents of the study consisted of seventy-two (72) private school teachers. The findings showed that teachers were adequately prepared for ICT integration. Additionally, they embrace the principles and foundations of integrating ICT in teaching. Furthermore, teachers are well-versed or highly practiced ICT integration in teaching. This study employed descriptive-correlational design while our study used a correlational design. Descriptive-correlational can identify associations and patterns between variables, but cannot determine the direction like our Correlational study design.

In another study conducted by Hismanoglu (2015) in Turkey, the aim was to explore the perspectives of future EFL teachers in the distance higher education system regarding the integration of ICT in teaching English as a foreign language. This research involved 85 prospective EFL teachers in distance higher education in Turkey. The findings of the study suggest that providing training to enhance teachers’ proficiency and openness to ICT is of paramount importance in the realm of distance education. The participants in the study were in their final year of a 4-year program leading to a bachelor’s degree in Teaching English, whereas our participants included both teachers and head teachers. Moreover, the final year students have limited practical experience and exposure to real classroom settings compared to professional teachers that our study considered who have been teaching for a longer period.

Another research Mediaty et al., (2017), carried out in Hasanuddin University, Indonesia, aimed at analyzing the influence of the technology acceptance (the perception usage easiness and utility perception) on the e-office utilization. Data was collected through a survey by distributing a questionnaire that was filled in by 65 users of the e-office information technology system in Immigration Office Class I, Makassar, South Sulawesi. The research result indicated that the technology acceptance (the perception usage easiness and utility perception) has the positive and significant effect on the e-office utilization.  The research had small sample sizes comprising only 65 users, which limits its generalizability to broader populations or settings while this study used a larger sample of 205 teachers whose results madde the findings to be generalized.

2.1.3 Teachers’ ICT Knowledge and Skills and Instructional Management

In TAME , the knowledge and skills dimension can reflect the individual’s proficiency, expertise, or familiarity with the specific technology or related tasks (Al-Busaidi & Al-Shihi, 2010). This dimension can influence the perceived ease of use and perceived usefulness of the technology (Abu-Taieh et al., 2022). When individuals possess greater knowledge and skills, they may find the technology easier to use and perceive it as more useful in achieving their goals or tasks. This is consistent with the study, Baluku & Kasujja, (2020) who argues that, the use of ICT in teaching in schools is reliant on teacher’s level of knowledge and skills to operate ICT gargets/ equipment. Another study, Afshari et al., (2009), argue that, the success of educational innovations depends largely on the skills and knowledge of teachers. This implies that, teachers to successfully use ICTs like computers and projectors in teaching should have the knowledge and skills to apply all soft ware/utility programs. The absence of the same, mean inability to utilize ICTs in teaching-learning in schools (Baluku & Kasujja, 2020).

A study conducted in Kedah state, Malaysia, by Raman and Shariff (2017) aimed to determine if there exists a positive correlation between technology leadership, ICT facilities, competence, commitment, and the application of ICT by teachers in effectively managing their duties in schools. This was a quantitative study that involved 370 teachers in secondary schools, who were selected randomly. The results indicated a positive correlation between technology leadership, availability of ICT facilities, teachers’ competence, commitment to utilizing ICT, and the effectiveness of teachers’ management duties when employing ICT in schools. In this study, quantitative methods were used to collect responses from respondents which tend to simplify complex phenomena by reducing them to measurable variables and statistical analyses while our study adopted a mixed approach, with the integration of qualitative data, which captured the complexity of the phenomena and offer a more comprehensive understanding of the research topic.

Another study Umar & Yusoff, (2014) investigated the levels of Malaysian teachers’ ICT skills, namely, Basic and Advanced ICT skills, Internet skills for information seeking and sharing. The findings indicated that male teachers use ICT in classroom significantly more frequent than their female colleagues for teaching and learning as well as for creating presentation/delivery materials. Moreover, there are significant differences in the use of ICT for searching educational resources, creating presentation/delivery materials, and preparing lesson plan for teachers in the different age groups. While the study was conducted in Malaysia, our study is to explore the relationship between the ICT support system and the effectiveness of teachers in Nakasongola, Uganda.

In Kenya, a study sought to investigate the use of ICT in the teaching of English language in Bungoma secondary schools. The study adopted a descriptive survey design. The target population comprised 51 secondary schools, out of which 11 that have had computers for some time were selected. The main findings of the study indicated, inadequate facilities and time to access computers, lack of appropriate ICT skills, teachers’ unwillingness to advance their computer skills, and preference of use of traditional methods, among others. The samples for this study, comprised 11 secondary school principals, 48 teachers of English, and 385 form three students while our study only comprised 198 teachers and 7 head teachers. Descriptive survey design used in the study focused on collecting data using standardized measures or closed-ended questions, which may limit the depth of understanding while this study used a Cross-sectional design, combining qualitative approaches, which offers a more comprehensive understanding by incorporating open-ended questions, interviews and observations.

In a study conducted by Baluku and Kasujja (2020) to examine the utilization of ICT in teaching and its impact on the academic performance of students in the Uganda Certificate of Education (UCE) in Kasese District, a cross-sectional design incorporating a Chi-square test was used. The findings revealed that, there is minimal association between accessibility of ICT in teaching and students’ academic performance at UCE in Kasese District.

CHAPTER THREE

METHODOLOGY

3.0 INTRODUCTION

After reviewing the literature in the previous chapter, the researcher came up with methods which were used in the data collection exercise. This chapter therefore presents the methods and processes that the researcher used in the study. The description of the selected methodology included the sample size, research design and procedure of the study

3.1 THE RESEARCH DESIGN

In carrying out the research, the researcher will use descriptive methods to analyze the data about the influence of technology on adoption of foreign culture adoption. The study will adopt both qualitative and quantitative research methods.  Qualitative research is a method of inquiry used to understand people’s beliefs, experiences, attitudes, behaviors, and social phenomena. Unlike quantitative research, which focuses on numerical data and statistical analysis, qualitative research explores the complexity of human experience through detailed, context-rich interpretations. Here are the key characteristics and methods associated with qualitative research; Qualitative research aims to delve deeply into the subject matter, providing rich and detailed insights into the phenomena being studied and also Qualitative researchers study participants in their natural settings, considering the context in which behaviors and experiences occur. This context is crucial for understanding the meaning behind actions and responses.

Quantitative research is a systematic empirical investigation that uses mathematical, statistical, and computational techniques to collect, analyze, and interpret numerical data. This type of research aims to quantify variables, establish patterns, relationships, and causality, and draw generalizable conclusions. Here are the key characteristics and methods associated with quantitative research:

3.2 AREA AND POPULATION OF THE STUDY

Sekaran (2018) defines a population as the entire group of people, events or things that a researcher wishes to investigate. The study will be conducted from Confucius institute Makerere university. The population of the area is 150 both students and teachers.

3.3   SAMPALE SIZE AND POPULATION

3.3.1 POPULATION SAMPLE

Mugenda and Mugenda (2003), argue that it is impossible to study the whole targeted population and therefore the researcher shall take a sample of the population. A sample is a subset of the population that comprises members selected from the population. Using Krejcie and Morgan’s (1970) table for sample size determination approach, a sample size of 108 students and teachers will be selected from the total population of 150 in Confucius institute Makerere university.

3.4 Sampling Techniques and Procedure

A number of sampling techniques are being used to select respondents for the study, namely simple random and purposive sampling techniques. The lower-level staff are selected using the simple random sampling technique. This method is chosen because it ensures the generalizability of findings and minimizes bias, as suggested by Sekaran (2003). These key informants are purposively sampled because they are believed to possess technical and specialized knowledge about the topic under investigation by virtue of the offices they hold.

3.5 Data collection Methods

The section presents data collection methods that include the survey method, interviews, and documentary review. These data collection methods are chosen because of their numerous advantages.

3.5.1 Survey

The study uses the questionnaire method to collect data. The questionnaire is chosen because it enables the collection of data from a large group of respondents in a short period, as suggested by Mugenda and Mugenda (1999: 107). Additionally, the questionnaire is being used because it permits busy respondents to fill it out at their convenience. It also provides a platform for respondents to express their views and opinions without fear of being victimized, as noted by Oso and Onen (2008: 18).

3.5.2 Interview

The study employs the interview method. Interviews in this study help the researcher obtain more information on the topic under investigation. Interviews are used because they fetch a variety of ideas needed for the study and provide a deeper understanding of the topic. This method is also used because it offers the researcher an opportunity to adapt questions, clarify the questions using appropriate language, clear doubts, establish rapport, and probe for more information, In face-to-face interviews, researchers can observe participants’ body language, facial expressions, and tone of voice, which can provide valuable context to their responses and also Interviews can provide insights into the context in which certain behaviors or opinions occur, offering a more holistic view of the participant’s world (Zina, 2021).

3.5.3 Document Review

The researcher reviews documents to obtain recorded information related to the issue under investigation. This method is employed because it allows the researcher to access data at their convenience, acquire thoughtful data that informants have given careful attention to, and obtain data in the language of the respondent, as recommended by Oso and Onen (2008), this is because, A documentary review allows researchers to synthesize existing knowledge and identify key concepts, theories, and findings related to the research topic. It provides a comprehensive overview of the existing literature in the field (Winata, Fadelina, R., & Basuki, S. (2021).

3.6 Data Collection Instruments

The instruments used in this study are a questionnaire, an interview guide, and a document review checklist.

3.6.1 Self-Administered Questionnaire

The study will employ a questionnaire as a tool of data collection. The questionnaires are closed-ended. Closed-ended questions are developed to help respondents make quick decisions. Additionally, closed-ended questions assist the researcher in easily coding the information for subsequent analysis and narrowing down the error gap during data analysis, as observed by Sekaran (2003).

3.6.2 Interview Guide

An unstructured interview is used as a tool for collecting in-depth information from the key informants. The guide contains a list of topical issues and questions that are explored during the interviews. The guide is drawn with questions that solicit the perception of the key informants regarding the topic. The interview guide is employed because it obtains in-depth data that may not be possible to obtain when using self-administered questionnaires, as noted by (Huntington-Klein, 2021).

Interviews offer a wealth of benefits in qualitative research, providing researchers with a deep understanding of participants’ viewpoints and experiences. When conducted effectively, interviews can yield valuable insights that might be challenging to obtain through other research methods (Winata,  Fadelina, & Basuki, 2021).

3.6.3 Documentary Review Checklist

A document review checklist is being used to collect more in-depth data on the topic under investigation. This also allows the researcher to supplement the data acquired from the interviews and questionnaires. The researcher is currently analysing the documents and publications related to the study topic. Documents expected to be reviewed include reports, journals, and newspapers.

3.7 Validity and Reliability of the Research Instruments

3.7.1 Validity

Validity is defined as the extent to which results can be accurately interpreted and generalized to other populations (Oso & Onen, 2008). Borg & Gall (1989), as cited in Onyinkwa (2013), defines validity as the degree to which results obtained by the research instrument correctly represent the phenomenon under study. Mugenda & Mugenda (1999) define it as the accuracy and meaningfulness of inferences based on the research results. Amin (2005) recommends a minimum CVI of 0.7 to be used. Validity is being tested using content validity index, which involves judges scoring the relevancy of the questions in the instruments in relation to the study variables.

The formula for Content Validity Index is;

CVI =

Where CVI = content validity

n= number of items indicated relevant.

N = total no. of items in the instrument

In this study, validity will be achieved by establishing content validity. The researcher will achieve content validity by using the experts to assess the validity of the research instrument. The experts especially research supervisors and consultants from Confucius will be given data collection tools to assess whether the items in the instruments are valid in relation to research topic, objectives, and questions. From the instruments they will declare some items valid and others invalid. Those declared invalid will be dropped, others adjusted, while the valid ones will be maintained.  Then content validity index (CVI) will be computed by dividing the number of items declared valid by total number of items/questions in the data collection instrument.

3.7.2 Reliability

According to Mugenda and Mugenda (2003), reliability measures the extent to which research instruments provide consistent results when tested repeatedly. Cronbach’s coefficient alpha (α), as recommended by Amin (2005, p. 302), is currently being used to assess the reliability of the research instrument. The instrument is considered reliable if a reliability coefficient of 0.7 or higher is obtained, and therefore, it is adopted for use in data collection

Formula for reliability is

=      ()

Where  = alpha reliability co efficiency.

K=Number of items included in the questionnaire

= sum of variance of individual items

= variance of all items in the instrument.

To ensure credibility and trust worthiness of qualitative data the researcher will ensure that only the officials Confucius institute will be interviewed.

The coefficient ranges between a=0.00 for no reliability, a =1.00 for perfect reliability. The closer alpha gets to 1.0 the better. If the study findings result to Cronbanch’s Alpha of 0.7 and above, this will signify that research instrument is good enough for the study. According to Amin (2005), all the measurements in the instrument that show adequate levels of internal consistency of cronbach’s alpha of 0.77 and above are accepted as reliable.

3.8 Data Collection Procedure

The researcher will obtain a letter of introduction from Confucius institute which will be presented to the administration of the institution.

The researcher will randomly select respondents to participate in the study, a self-administered questionnaire will be used to collect information from the above-mentioned respondents. The researcher also will purposively select senior and middle level managers who will be interviewed.

3.9 Data Analysis

3.9.1 Analysis of quantitative Data

Descriptive statistics namely frequency counts, percentages will be used to analyse the respondents’ demographic characteristics and the mean and standard deviation will be used to analyse the respondents’ opinions on the topic under study. Data will be analysed and correlated using Pearson Product-Moment correlation coefficient to establish the relationship between the variables in the study.

Sekaran (2003), Amin (2005) and Oso and Onen (2008). Regression analysis will be used in determining the strength of the relationship between the variables, this will be possible by determining the value of R-squared value the higher the R-squared value the stronger the relationship. This will be aimed at determining the effect of each of these factors on the topic study.

The statistical package which will be used for analysis of data in this study is the SPSS version 16.0. Different statistical techniques will be used namely: correlation and regression analysis. The upper level of statistical significance for hypothesis testing will be at 5%. All statistical test results will be computed at 2-tailed level of significance.

3.9.2 Analysis of qualitative data

Qualitative data will be analysed using content analysis. Responses from key informants will be grouped into recurrent issues. The recurrent issues which will emerge in relation to each guiding questions will be presented in the results, with selected direct quotations from participants offered as illustrations.

3.10 Measurement of variables

Data on the respondent’s views and opinions about the monitoring and evaluation systems and performance of cervical cancer units in Uganda will be obtained using scaled variables from a self-developed questionnaire.

A five point Likert ordinal scales ranging from; strongly agree which shall be assigned 5, strongly Agree, 4 agree, Not Sure assigned 3, Disagree allocated 2 and strongly disagree allotted 1 to obtain responses on the variables. The Likert ordinal scale has been used by numerous scholars who have conducted similar studies such as Bowling, (1997). The structured questions will be measured using the key dimension in the conceptual frame work.

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