Abstract:
This study aimed to examine how the use of Information and Communication Technology (ICT)
enhances students’ learning of Geography. Despite the fact that ICT offers enormous potentials in
education, the use of ICT in learning Geography among students of Changzamtog Middle Secondary
School is still in its early stage of development. Geography which is a spatial science, is still learnt
using traditional methods by many students in spite of the fact that Geography provides varied
opportunities for the use of ICT facilitates to investigate, organize, analyze and present geographical
information in multiple ways. The study employed the pragmatism paradigm and explanatory
sequential research design. Using purposive sampling strategies, the quantitative and qualitative data
for the study were collected through a survey questionnaire and focus group discussions, respectively.
The quantitative data were collected through survey questionnaire involving 91 class ten students of
Changzamtog Middle Secondary School, of which 16 were purposively selected for the focus group
discussions. The survey questionnaires were administered in the first phase, and after analyzing the
survey data, the semi-structured guiding questions were designed, and focus group discussions were
conducted in the second phase. The qualitative data were analyzed using descriptive and inferential
statistics in the Statistical Packages for the Social Sciences (SPSS 22), while the qualitative data were
thematically analyzed with color coding and drawing themes. The collation of quantitative and
qualitative findings indicated that the use of ICT benefited students and enhanced their knowledge and
skills in learning Geography. The challenges faced by students in using ICT are inadequate resources
and facilities, a lack of students' and teachers' digital competency, technological literacy, and
affordability. The recommendations from the students to make full use of ICT in learning are adequate
digital infrastructure and facilities, support for economically disadvantaged students, digital literacy,
and enhancement of ICT capacity. Further, students suggested recommendations to address those
challenges |
