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Browsing All theses by Author "Adongo, T."

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    Integrating Geospatial Science and Technology in Geography Education : Perceptions and Opportunities in Senior High Schools Ghana
    (UENR, 2025-11) Adongo, T.
    This study establishes a baseline for integrating Geospatial Science and Technology (GST) in Ghanaian Senior High School Geography during the early rollout of the standards-based curriculum. Guided by TPACK/G-TPACK and TAM/UTAUT2, it examines current applications, teacher capacity, administrative support, student readiness and opportunities/constraints. A cross-sectional descriptive survey used stratified purposive and convenience sampling to collect questionnaires from students (n = 405), teachers (n = 25) and administrators (n = 15). Instrument quality was supported by expert review and internal consistency (Student Attitudes triad α = .79). Quantitative data were analysed in R (RStudio); open responses were thematically coded. GST use was limited and uneven (55.8% no prior exposure; 44.2% mainly via web mapping), yet awareness was high (74.3%) and support was strong (99%; 72.8% for immediate implementation). Teachers reported moderate familiarity with uneven preparation; administrators unanimously endorsed GST but reported few current initiatives. Inferential results reinforced the pattern: awareness differed by gender (small–to–moderate), attitudes did not differ by gender, and attitudes differed by region (medium)—implicating facilitating conditions (training, infrastructure, timetable/assessment alignment) rather than inherent preferences. A curriculumaligned, phased web-GIS pathway is recommended, pairing short, in-class PD with minimal ICT provision and leadership monitoring. Given the non-probability design, findings support analytical generalisation to comparable SHS contexts.