The place of ICT in parent-teacher engagement at the early childhood level - Experiences from Ghana

Oct 15, 2026

Uploaded by Stanley

The study examines the extent to which information and communication technology (ICT) is used to support engagement between parents and teachers at the early childhood level. A quantitative descriptive cross-sectional survey involved 172 participants (158 parents, 14 teachers) in Ghana’s Central region, selected via census sampling. Data from a 12-item researcher-developed questionnaire were analyzed with frequencies, percentages, means, and standard deviation. Results show smartphones and cell phones as the most common tools, with announcements and homework as the most shared information, alongside positive attitudes and reported challenges and recommendations.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages8

Reading Time20 min

AccessFree to download

Abstract

Introduction

Literature Review

African Educational Research Journal Vol. 6(3), pp. 165-172, August 2018 DOI: 10. 30918/AERJ.63.18.051 ISSN: 2354-2160 Full Length Research Paper The place of ICT in parent-teacher engagement at the early childhood level: Experiences from Ghana Ahmed Abdulai* and Martina Dery Department of Early Childhood Education, University of Education, Winneba, Ghana. Accepted 26 July, 2018 | ABSTRACT
The main focus of the study was to examine the extent to which ICT is used in the engagement of parents and teachers. The study is a quantitative research which employed the descriptive cross-sectional survey design. One hundred and seventy-two (172) participants comprising 158 parents and 14 teachers at an early childhood centre in the Central region of Ghana were involved in the study. A census selection was employed in selecting both parents and teachers. Data gathered were done with a researcher developed questionnaire of 12 items. This was analysed using frequencies, percentages, means and standard deviation. The results of the study points to the use of smartphones and cell phones as the most common gadgets in sharing information between parents and teachers, and most information shared being announcements and home work. There was evidence of positive attitude on the part of both parents and teachers in the use of ICT in sharing information, though both parents and teachers expressed concerns relative to its use in the areas of inadequate ICT tools, lack of education in ICT use, and lack of promptness in response to information by both parents and teachers. Recommendations by participants in the direction of ICT being viable in effective parent-teacher engagement are also provided in the study.
Keywords: Information and communication technology, early childhood education, parents, teachers, engagement. | | --- | | *Corresponding author. E-mail: [ahmedjinapor@yahoo.com](ahmedjinapor@yahoo.com). | INTRODUCTION Parental involvement in early childhood education has been described in different studies as being critical in improving children’s academics, behavioural, and social outcomes. Studies by Larocque et al. (2011), as well as Bower and Griffin (2011), and Jimmerson et al. (1999) have suggested that there is a positive relationship between learners’ academic performances and parental involvement in learner’s school activities. That is, when parents get involved in the learning activities of their children through parent-teacher engagement, the results are positive. In recent times, it has emerged that one of the useful avenues for fostering parent-teacher engagement is through the use of Information and Communication Technology (ICT) (Clements and Sarama, 2003) . Indeed, ICT is described as an effective tool in the advancement and promotion of early childhood education especially being a tool for engaging parents in the education of their children. Interestingly however, not many studies have been done in identifying ways and means through which it can be promoted and increased in the direction of parent-teacher engagement particularly in a country like Ghana with demonstrable evidence of commitment to early childhood education, as well as ICT use being on the ascendancy (Markwei and Appiah, 2016) . Based on these observations, this study seeks to explore the extent to which ICT is used to foster parentteacher engagement at an early childhood educational centre in Ghana. In so doing, the study attempts to find out the extent to which ICT is used in parent-teacher engagement, ICT tools used in that engagement, what information is shared through such engagement if any, parent-teacher perspectives on the effectiveness of such engagements if any, and challenges and recommendations emanating from parents and teachers in the direction of the place ICT in their engagement. It is worthy of mention, that most studies in the area of ICT within the early childhood educational setup have centred on it being a tool for

FAQs

What does the study aim to investigate about ICT use in early childhood education?

The study explores the extent to which ICT fosters parent-teacher engagement, including which ICT tools are used, what information is shared, perceptions of effectiveness, and related challenges and recommendations from parents and teachers.

How was the research conducted and who participated?

The research used a quantitative descriptive cross-sectional survey design. It involved 172 participants—158 parents and 14 teachers—at an early childhood centre in Ghana’s Central region, selected using census sampling.

What ICT tools and types of information were reported as most common?

Smartphones and cell phones were the most common gadgets used for sharing information. The most shared information was reported as announcements and home work.

Oct 15, 2026

Uploaded by Stanley