EXPLORING ATTITUDES TOWARDS STUDENT ICT USE IN LUKUNGA DISTRICT PRIMARY SCHOOLS
This quantitative study explores the attitudes of school principals, teachers, and parents towards students' use of ICT during and after class time in primary schools across Lukunga District, Kinshasa-the capital city of the Democratic Republic of Congo. Guided by the Technology Acceptance M...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Universitaria Publishing House, Craiova
2025-06-01
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| Series: | Analele Universităţii din Craiova. Psihologie, Pedagogie |
| Subjects: | |
| Online Access: | https://aucpp.ro/wp-content/uploads/2025/06/13.MANDA-KISIMBA_B_BANZA-NSOMWE-A-NKUNKWA_E_ADAMS_F_AUC_PP_2025_no_47_issue_1_pp_172-186.pdf |
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| Summary: | This quantitative study explores the attitudes of school principals, teachers,
and parents towards students' use of ICT during and after class time in primary
schools across Lukunga District, Kinshasa-the capital city of the Democratic
Republic of Congo. Guided by the Technology Acceptance Model (TAM), the study
focused on two core constructs: Perceived Usefulness (PU) and Perceived Ease of
Use (PEOU), which framed the interpretation of findings. Data were collected
through structured questionnaires administered to a sample of 75 teachers, 75
parents, and 5 school principals. The responses were coded and analyzed using
Microsoft Excel 2019, where both descriptive statistics (frequencies and
percentages) and inferential statistics (chi-square tests) were applied.
The findings revealed an overall positive attitude among all stakeholder
groups towards student ICT use both in and out of the classroom. Teachers
emphasized that ICT use enhances students' motivation, makes lessons more
engaging, and that the absence of ICT use may reduce students’ future
competitiveness in the labor market. Parents acknowledged ICT as essential for
knowledge acquisition, access to global information, and more effective learning
processes. School principals supported the integration of ICT into key educational
activities through an age-appropriate curriculum, and also highlighted the
importance of parental involvement at home as a complement to school-based ICT
use. These insights contribute to understanding the enabling factors and potential
barriers to ICT adoption in primary education, and inform policy and practice aimed
at enhancing digital learning environments. |
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| ISSN: | 1582-313X 2668-6678 |