Assessing the Effects of ICT Resource Use on Enhancing Clothing and Textile Teaching and Learning in Ghanaian Colleges of Education: A Case Study in the CENTWEST Zonal Colleges of Education

Aims: To assess the Effects of ICT resource use on enhancing Clothing and Textile teaching and learning.

Study Design: Cross-sectional descriptive survey research design.

Place and Duration of Study: Central and Western (CENTWEST) zonal Colleges of Education in Ghana.

Methodology: The researcher adopted a quantitative research design. The target population of students' teachers in levels 100 to 400 is 415 people, with 8 teachers. Purposive sampling was used to select all of the students’ teachers and teachers in levels 200 and 300 for the study. In all four colleges of education, there are 230 students' teachers and 8 teachers at levels 200 and 300, respectively. The research instrument used for the data collection was a questionnaire. The usage of a data analysis application known as the International Business Machine, Statistical Package for Social Sciences, and Microsoft Excel assisted the data analysis (IBM SPSS).

Results: 66.7% of student teachers indicated that hardware resources like computers, laptops, projectors etc. were not available. 82.5% of student teachers reported that software for teaching clothing and textiles was not available. 50% of student teachers said storage resources like pen drives, CD/DVDs were available, while 33.7% said they were not. 58.3% of students indicated their colleges have internet/WiFi resources. 88% of teachers agreed that software for teaching clothing and textiles was not available, though they reported hardware, storage and internet resources were available but inadequate. Both students (mean 3.88) and teachers (mean 4.2) agreed that using ICTs makes teaching and learning of clothing and textiles easier (student mean 4.58, teacher mean 4.57). ICTs enhance learners' understanding of concepts (student mean 4.03, teacher mean 4.42) and make assessment easier (student mean 4.54, teacher mean 4.35). However, there was a high coefficient of variation of 55.33% among students on whether ICTs enhance collaborative learning.

Conclusion: The results indicated both students and teachers agreed ICT usage positively impacted the teaching and learning of clothing and textiles despite the inadequate resources available.