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/ http://irep.iium.edu.my/33719/ http://irep.iium.edu.my/33719/1/EDW_A11-217-1008.pdf

id	iium-33719
recordtype	eprints
spelling	iium-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 NonPeerReviewed 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
repository_type	Digital Repository
institution_category	Local University
institution	International Islamic University Malaysia
building	IIUM Repository
collection	Online Access
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/ http://irep.iium.edu.my/33719/ http://irep.iium.edu.my/33719/1/EDW_A11-217-1008.pdf
first_indexed	2023-09-18T20:48:46Z
last_indexed	2023-09-18T20:48:46Z
_version_	1777409852607299584

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

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