







































Knowledge and Perceptions of Students Regarding their Teachers' ICT Integration in Secondary Schools in Benin


 Global Journal of Education and Allied  

Research (GJEAR) 
Volume.13, Number 3; March-2022; 

ISSN: 2837-3707 | Impact Factor: 6.79 

https://zapjournals.com/Journals/index.php/gjear  

Published By: Zendo Academic Publishing 

 

 

pg. 24 

UNCHARTED TECHNOLOGICAL TERRITORY: EXAMINING SECONDARY 

STUDENTS' UNDERSTANDING OF ICT INTEGRATION IN BENIN 
 
1Dr. Marie-Claire Adelaide Kpodar  

 

Article Info  Abstract 

Keywords: ICT integration, 

education, secondary schools, 

students' perceptions, 

professional development 

 The integration of Information and Communication Technologies 

(ICTs) in educational settings has gained momentum worldwide, 

transforming teaching and learning practices. This study examines the 

current state of ICT integration in Benin's secondary school classrooms 

and explores students' perceptions of their science teachers' utilization 

of ICT tools. Despite the global trend toward incorporating ICTs, some 

educators remain hesitant due to factors such as limited training and 

technological apprehension. In this context, the Republic of Benin's 

commitment to ICT integration in its education system holds particular 

significance. Drawing upon the Project PIIES, which aimed to equip 

secondary and primary schools with computers, and subsequent 

government efforts, this research evaluates the impact of ICT adoption 

in Benin's classrooms. The research delves into students' insights about 

their science teachers' use of ICT tools and the challenges they perceive 

in this integration. By investigating students' perspectives, this study 

not only contributes to the design of tailored professional development 

programs for teachers but also provides insights for international 

partners investing in Benin's education sector. The study sheds light on 

the effectiveness of past initiatives and the extent to which they have 

fostered a conducive environment for ICT-based learning. Through 

examining the realities of ICT integration and identifying obstacles 

faced by both teachers and students, this research offers valuable 

recommendations for enhancing the educational landscape in Benin and 

beyond. 
 

1. INTRODUCTION  

Throughout recent years, in developed countries as well as in developing countries, students of all ages have 

become accustomed, in their daily life, to Information and Communication Technologies (ICTs) and all inherent 

                                                      
1Teacher Trqining School of Natitingou, UNSTIM, Bénin 

https://zapjournals.com/Journals/index.php/gjear


Global Research Journal of Management and Social Sciences (GRJMSS) Vol. 13 (3) 
 

pg. 25 

devices. School curricula and teaching strategies are therefore being revised to help students learn using ICTs for 

their daily activities, assignments and projects. Educators around the world are encouraged to find innovative and 

creative ways to incorporate this technology into classroom learning [1, 2]. ICTs tools used in classroom settings 

comprise computers, laptops, television sets, video projector, video camera, USB keys, software package, etc. 

The reference indicated that these devices help teachers to communicate effectively to the students in a unique 

way of understanding that facilitates learning. On the one hand, the integration of this technology in the classroom 

motivates students’ engagement in the learning process, develops their information processing, stimulates their 

critical thinking skills and their problem solving competencies. On the other hand, students are eager to get 

involved in the teaching-learning process because they are accustomed to ICTs devices used by teachers in the 

classroom. However, despite the call to integrate ICTs in school settings and the benefits students are gaining 

throughout this integration, many teachers are reluctant to perform this incorporation. The reference [4] assert 

that some educators do not use ICT in their teaching because they are computer-phobic. Students are in a good 

position to talk about how their teachers are integrating technology and the obstacles hindering the incorporation 

of these devices in the classroom. In their study, the reference [5] investigated middle school and high school 

students’ perceptions of their teachers’ use of ICT and their learning. Students in the study revealed that despite 

training and professional development programs received by many DOI :10.5121/ijite.2022.11206                                                                                                                      

educators, they are still struggling to incorporate the latest technologies in their learning environments for many 

reasons such as lack of classroom time to train students in these skills and their own lack of knowledge and 

training.  

The Republic of Benin was the first country in West Africa to connect to the Internet in 1995 [6]. Since then, 

many national and international NGOs provided computers and ICT tools to secondary schools through their 

programs and projects. One of these projects, the Project PIIES (Projet d’Introduction de l’Informatique dans les 

Etablissements Secondaires [Introduction Project of ICT tools in secondary schools]) equipped secondary and 

primary schools with computers. From 2008, the government of the Republic of Benin, worked to equip the two 

sectors of education with ICT devices and to improve internet access. One of the main decisions of the country’s 

second national forum on education in december 2014, was the integration of ICT in its education system. 

Therefore, nearly a decade after this resolution, it is suitable to investigate the state of art of ICT integration in 

the classroom in Benin and most importantly secondary schools students’ knowledge about ICT and related tools 

and their perceptions vis-à-vis ICT integration in the classroom by their science teachers. The significance of this 

study is twofold. It is believed that, first, the findings of this study will help secondary schools inspectors design 

the appropriate professional development programs for teachers; and secondly, these results could be of great 

interest to Benin’s international partners in education to evaluate the impact of their investment in Benin.  

Therefore, this paper aims first, at investigating sciences students’ knowledge of ICT and its tools. The second 

goal of the study is to explore their perceptions of this integration in their classroom and its advantages.  

Three research questions are addressed in the study:   

• What do students know regarding ICT and its use in everyday life?  

• What are students’ perceptions of the way teachers integrate ICT in secondary schools classrooms in 

Benin?  

• What are students’ perceptions related to the advantages of ICT integration in classrooms in Benin? 

2. LITERATURE REVIEW 

In this literature review, two themes have been selected to check what research said about teacher’s ICT 

integration in secondary classrooms: students perceptions related to teachers’ ICT integration in classroom and 

the adavantages of ICT integration in classroom 

https://doi.org/10.5121/ijite.2022.11206
https://doi.org/10.5121/ijite.2022.11206


Global Research Journal of Management and Social Sciences (GRJMSS) Vol. 13 (3) 
 

pg. 26 

2.1. Students’ Perceptions on their Teachers’ ICT Integration in Classroom  

Several studies have highlighted students’ perceptions on technology integration in the classroom.Indeed, in the 

reference’s [7] study, high schools Internet-savvy students report that there is a substantial disconnect between 

how they use the Internet for school and how they use it during the school day and under teacher direction. One 

of the main findings is related to how these participants perceived their teachers’ technology integration in 

classroom. After stressing many advantages they are getting from the use of Internet, they added that they are not 

using this ICT tool for their assignments and school activities in school as much as they use it out of school. This 

disconnect is based on the lack of their teachers’ Internet skills and knowledge. They pleaded for the provision to 

their teachers of professional development programs and technical assistance for effective technology integration.   

In their study, the reference [5] investigate the perceptions of middle school (MS) and high school (HS) students 

in a United Stated school district related to ICT use in and out of school. In total, 67.1 % of HS and 67.6 % of MS 

students advance that few teachers have technology skills and are integrating ICT in classroom. Even though they 

recognized technology in school as moderate and limited, they still offered practical suggestions to help teachers 

learn to use ICT. 

Other studies investigate teachers’ needs to perform their job using ICT. Professionals in the field of education 

knew students were using technology outside of school to communicate [8]. Therefore, teachers needed training 

on how to integrate technology into the curriculum in order to “fill in the gap between traditional education 

practices in schools and the use of technology for teaching and learning” ([9], p. 147). Along with teacher 

expertise in teaching ICT, researchers [10, 11] mentioned that there are a lot of determinants impeding teachers 

to perform their job. For instance, the reference [10] found that the technological equipment of the school is the 

first obstacle facing teachers in integrating ICT in their classroom. Teachers’ beliefs and attitudes for the everyday 

use of ICT devices in teaching are other hindrances stressed in the litérature [11, 12].   

2.2. Advantages of ICT Integration in Classroom Settings  

ICTs are generally accepted as the collections of technological equipment and tools as well as instructional 

resources used to communicate, disseminate, develop and manage information that enables the educators to 

modify the teaching methods they use in order to increase students interest. The literature abounds of research 

papers highlighting the advantages of integrating ICT in the classroom. Many investigators have provided 

evidence about the ICT integration advantages for teachers’ pedagogical approaches, learners and even for 

teachers.  

  

In a review of literature, the reference [13] identified 20 tremedous advantages of ICT integration in the 

classroom. We have listed some of these advantages which are : enhancement of interaction and increase of 

students’ engagement ; improvement of students’ learning ; amelioration of students’ knowledge retention,  

empowerment of teachers for further teaching differentiation; and development of new life skills such as 

collaboration, productivity, leadership and communication.  

The effectiveness of ICT integration in schools was the main objective of the referrence’s [14]study. Specifically, 

they studied the effectiveness of the integration of ICT from teaching and learning perspectives and the effective 

elements of ICT integration in teaching in public schools in Kuala Lumpur, Malaisia. A survey questionnaire was 

randomly distributed to 101 teachers from 10 public secondary schools to collect quantitative data of the research. 

The results show that ICT integration enhances both teaching and students’ learning. The authors explained that 

ICT tools and equipment help teachers to prepare an active learning environment for students. Professional 

development training programs for teachers were found to play a key role in enhancing students’ quality learning.   

Using a phenomenological qualitative approach as the research method, the reference’s [15] study has two specific 

objectives which are : to explore teachers and students, perceptions in using ICT tools in teaching and learning 

and to analyse the empowerment ways for the use of ICT tools in teaching and learning. Non-probabilitic sampling 



Global Research Journal of Management and Social Sciences (GRJMSS) Vol. 13 (3) 
 

pg. 27 

was used for selecting ten teachers and sixteen students. The results show that teachers mention the benefits of 

ICT tool in teaching. They attest that the ICT tools increase interactivity of learners, bring children closer together 

in learning outcome, improve the memory of students, easily explain the complex subject matter, create the 

interactive classes, help to improve students' attendance, make the lesson more enjoyable and increase the 

student’s exposure. According to these students participants, ICT tools used in classroom increase the 

concentration in the classroom with the help of visual materials, make environment in the classroom funny and 

transform the traditional classroom into the learner centered classroom.  

The reference [16] investigated the advantages and the challenges of ICT integration in EFL classrooms. They 

employed a qualitative descriptive design and interviewed six English teachers teaching at six different high 

schools in Indonesia. The selection was done based on the participants’ familiarity of ICT integration as well as 

on their use of ICT in their teaching practices. The findings indicate that advantages of integrating ICT in EFL 

classrooms include:  

(1) meeting students’ needs and language level through adapted ICT programs ; (2) improving teachers’ creativity 

in teaching English ; (3) providing faster access for teacher to deliver their teaching materials, (4) encouraging 

interactive work between teachers and students ; and (5) creating positive attitude of the students toward their 

learning and supporting teachers in learning-teaching process. One of the great challenges facing teachers is due 

to ICT influences on people around the world in that, it requires them to be literate in ICT and skillful in using 

ICT tools and facilities in their teaching practices. Other challenges identified comprise time management, 

technical supports, technical knowledge, and teachers’ self-confidence   

Based on the literature related to ICT integration in secondary schools, the present study is the first to investigate 

teachers’ expertise integrating ICT in their teaching in an African country. Again the results will constitute a base-

line information on effective elements, design of professional development programs for teachers.  

3. METHODOLOGY 

3.1. Research Design and Participants of the Study  

The study utilised a quantitative research method using a questionnaire as data collection instrument. Since the 

current study sought to determine students’ knowledge about ICT and its use in everyday life and explore how 

they discern the integration in their classroom and its advantages, this methodology was deemed appropriate.  

The population for the study is all secondary school students in the Republic of Benin. However, in the study, the 

participants were freshmen science students at the beginning of the academic year at the Teacher Training School 

of Natitingou, a branch from the university where the researcher is a faculty member. This convenience sample 

of students is chosen for the study for two reasons. First, as recent high school students, they just passed the 

Baccalaureat examination, the most important benchmark and the diploma needed to enter higher education. The 

researcher thinks that these entering student teachers represent the population of the high school students in the 

country. The second reason is, after completing a four-year middle school and a three-year high school courses, 

these students are supposed to have knowledge of ICT, its use in people’s everyday life and how teachers integrate 

it into their classrooms. In total 132 (77.3 % male and 22.7 % female) participants (M = 19.63 years old, SD = 

1.75) were informed that their participation was voluntary.  

3.2. Data Collection Instrument 

The research instrument adopted for this study was a self-designed questionnaire, segregated into three (3) parts. 

The first part, the general information, deals with the participants’ biographical information and computer 

sciences courses attended. The second part consists of a total of 24 items, comprising four subscales : students’ 

knowledge of ICT and its tools (five items) ; students’ perceptions of teacher introduction of ICT in the classroom 

(nine items) ; and advantages of integration of ICT in classroom (ten items). The 24 items employed a five-point 

likert scale to measure the participants’ responses, ranging from (1) strongly agree to (5) strongly disagree. The 

third part of the questionnaire consists of students’ free reflections related to ICT integration in classroom. They 



Global Research Journal of Management and Social Sciences (GRJMSS) Vol. 13 (3) 
 

pg. 28 

were asked to reflect on the way they were taught using technology in their science classes during their secondary 

school years.  

The instrument had been reviewed by a panel of erudite teacher educators expert in ICT usage in classroom. They 

validated the instrument for content and construct validity. Alpha reliability was 0.855 for the second part of the 

questionnaire. The instrument was developed in English but the research setting was a French-speaking country. 

Translation and back translation [17] techniques were used to translate the instrument using two bilinguals. The 

first bilingual was a native French-African instructor and professional translator who translated the instrument 

from the source (English) to the target language (French). The second bilingual was an African literature professor 

from Benin teaching at the college level in Connecticut who blindly translated the questionnaire back from the 

target language to the source. Then, the researcher compared the two versions of the instrument, noticing if each 

statement was identical. 

3.3. Data Collection and Analysis Procedure 

The questionnaire was administered to the participate science students at the same time during a class session. 

Thirty minutes before the end of its session, the researcher handed out the questionnaire to his physical sciences 

students, while two other teachers, in their class, administered it  to Mathematics and Biology and Earth Sciences 

students. 

Descriptive statistics of percentages were used as the main descriptor of the results. Quantitative data from the 

instrument were analysed using descriptive and comparative statistics, such as means, percentages and standard 

deviation (SPSS, 19.0). The researcher read students’ free reflections regarding ICT integration in the classroom 

in the third part of the questionnaire, and underlined useful themes or ideas to complement the quantitave findings.  

4. RESULTS 

For more clarity, the results collected for each question in the study are presented separately. In the first section, 

are presented the socio-demographic statistic of the participating students (See Table 1). For the Likert scale in 

Table 2 to 4 ‘Strongly agree’ and ‘Agree’ were combined as ‘Acceptance’ (A), and ‘Strongly Disagree’ and 

‘Disagree’ were combined to ‘Non Acceptance’ (NA), whereas Uncertain (UN) was maintained. 

Table 1. Socio-demographic statistic of participating students  

Gender  Type of school 

attended  

Availability of 

computer room  

Computer 

sciences classes 

attended  

Schooling 

area  

 Male  Fema 

 (%)  le  

(%)  

Public  Private  

(%)  (%)  

Yes No (%) (%)  Yes  No (%) (%)  Urban  Rura 

(%)  l  

(%)  

 77.3  22.7  77.3  22.7  37.0  63.0   21.0  79.0  48.0  52.0  

 

Table 1 indicates that more than half  (77.3 %) of the participants attended public secondary schools, while 52.0 

% of them went to school in a rural area. In total, 63.0 % of the respondents mentioned that computer room was 

not available for practices in their school and only 21.0 % took computer sciences classes during their high school 

years.  

  

4.1. Research Question # 1 : What Do Students Know Regarding ICT and its Use in Everyday Life?  

  

The purpose of this question was to investigate, secondary students’ knowledge of ICT, and their understanding 

of the use of ICT people’s everyday life. Concerning their knowledge of ICT, students indicated their strong 



Global Research Journal of Management and Social Sciences (GRJMSS) Vol. 13 (3) 
 

pg. 29 

agreement (M = 2.19, SD = 0.66) with the items contained in this subscale. Also, the results in table 2 show that 

participating students in this study have a good knowledge of ICT and how people use them in their daily life.  

Table 2. Percentages of students’ responses related to their knowledge of ICT 

 
A1  ICT is a combination of data processing and 

telecommunications, but it is more widespread in the context 

of the Internet network and the multimedia  

  

96.0  

  

0.8  

  

3.2  

A2  The use of ICT also includes those of classic services as the 

cellphones, the tape recorders video, the fax, the radio and 

the TV with the numeric supports.  

89.0  3.9  7.1  

A3  Computers, theirs softwares and networks of all shapes are 

very largely associated with the implementation of ICT.  

93.2  3.8  3.0  

A4  ICT nowadays, constitutes an element for the succes of the 

whole educational enterprise.  

76.3  4.6  19.1  

A5  The use of ICT impacts different domains like health, 

education and especially economy of its different sectors.  

72.3  6.2  21.5  

 
The results in Table 2 show that the respondents in the study know the definition of ICT and its components : ICT 

is a combination of data processing and telecommunications, but it is more widespread in the context of the 

Internet network and the multimedia (A1, 96.0 %). Computers, their softwares and networks of all shapes are 

very largely associated with the implementation of ICT (A3, 93.2 %). ICT also includes those of classic services 

as the cellphones, tape recorders video, the fax, the radio and the TV with the numeric supports (A2, 89 %).  

Participants also know how people use ICT and its significance in people’s life : ICT nowadays, constitutes an 

element for the succes of the whole educational enterprise (A4, 76.3 %). The use of ICT impacts different domains 

like health, education and especially economy of its different sectors (A5, 72.3 %).  

4.2. Research Question # 2 : What are Students’ Perceptions of the Way Teachers Integrate ICT in 

Secondary Schools Classroom in Benin ? 

The purpose of the second question is to describe students’ perceptions about how teachers integrate ICT in the 

classroom. The respondents indicated their strong agreement (M = 2.25, SD = 0.87) with the items contained in 

this subscale. They know what teachers do or perform when integrating ICT in the classroom. 

Table 3. Percentages of students’responses about ICT integration in classroom  

  

 Statement  A (%)  UN  

(%)  

NA  

(%)  

 B. Teacher introduction of ICT in   classroom  

The teacher introduces ICT in classroom, when 

he/she….  

     

B6  … uses his computer to help understand the class 

material.   

84.8  3.8  11.5  

B7  … helps us to manipulate the computer.   73.7  5.4  20.9  

B8  … uses some online resources to make his course more 

interessing.  

82.0  7.0  11.0  

S tatement   A   
( % )   

UN   
( % )   

NA   
( % )   



Global Research Journal of Management and Social Sciences (GRJMSS) Vol. 13 (3) 
 

pg. 30 

B9  … sometimes presents his course using some PowerPoint.  62.3  13.1  24.6  

B10  …sometimes presents his course using a video projector.   78.3  3.9  17.8  

B11  … gives us some works to do using laptops.  72.1  11.6  16.3  

B12  … makes projections of movies on television as support 

of course.   

56.0  11.8  32.2  

B13  …incites us to search for online resources to complete our 

works.  

82.0  4.0  14.0  

B14  … creates a forum in which we can discuss and express 

our ideas on a given topic.  

78.5  7.1  14.3  

  

Table 3 shows that participants in the study perceive the teachers’ introduction of ICT in the classroom when he 

: uses his computer to help understand the class material (B6, 84.8 %) ; uses some online resources to make his 

course more interessing (B8, 82.0 %) ;  encourages his studentsto search for online resources to complete their 

works (B13, 82.0 %) ; creates a forum in which they can discuss and express their ideas on a given topic (B14, 

78.5 %) ; sometimes presents his course using a video projector (B10, 78.2 %) ; helps his students to manipulate 

the computer (B7, 73.7 %) and makes projections of movies on television as support of course (B12, 56.0 %).   

About 80 % of the participants mentioned, through their free reflections, that their teachers are aware of ICT tools 

and most of the time are willing to integrate them in their teaching. However, they don’t have the useful 

knowledge in using ICT tools. In other words, their teachers lack the skills to integrate ICT into their teaching. 

Some of them will come to class to ask for students’ help before designing a Power Point in order to teach a 

science concept. Some teachers indicate that the school administration should provide them with the ICT tools 

especially the laptop to help them prepare their lesson plans. Below are three extracts from students’ free 

reflections: 

"Coming from a rural area and a school that doesn’t have a computer room, I learned to use a computer and the 

associated softwares with the help of some of my friends. Indeed, some of my school friends have their relatives 

abroad who provide them with computers and many other electronic gadgets. Therefore, I know how this tool 

works and how that can help us learn better. I also noticed that some of our teachers encounter serious difficulties 

using their computer and usually ask  assistance from some of my friends." (Students’ writing up)  

"Most of our teachers don’t know how to use their computers and other related software even though they are 

aware of the significance of ICT integration in class. They ask for help from their students. I can attest that I 

usually assist my Life and Earth Sciences teacher to find moovies on youtube to show in his classes." (Student’s 

writing up) 

"Some of our teachers are complaining about not having a laptop. They cannot afford it because of its high cost 

and their low wages. They think that the school administration should provide them this ICT tool. Therefore, they 

cannot use it in class." (Student’s writing up)  

The first extract mentions that, even though leaving in a poor area, students are able to learn how to use computers 

and other related devices. As a matter of fact, students learn from each other and most importantly the way they 

are sensitive to what is happenin their surroundings. The two last extracts indicate some of the obtacles hindering 

ICT integration in school settings according to these participants. Again, the extracts show that teachers lack skills 

to use ICT tools during preparation of their lesson plans and in classrooms and school administration support.  

4.3. Research Question # 3 : What are Students’ Perceptions Related to the Advantages of ICT Integration 

in Classrooms in Benin ?  

This third research question is to explore participating students’ perceptions related to the advantages of ICT 

integration in classroom. They demonstrated their strong agreement (M = 2.11, SD = 0.22) for the 11 items listed 



Global Research Journal of Management and Social Sciences (GRJMSS) Vol. 13 (3) 
 

pg. 31 

in the concerned subscale. Percentages acceptance of the items in Table 4 confirm that students know the 

advantages of ICT integration in the classroom.  

Table 4. Percentages of answers about advantages of ICT integration in classroom  

Statement  A 

(%)  

UN  

(%)  

NA  

(%)  

C. Advantages of integration of ICT in classroom  

The integration of ICT in classroom ……  

      

C15  …motivates me to better listen the course.   68.5  8.7  22.8  

C16  … helps me to concentrate when the teacher teaches the 

course.  

48.8  14.2  37.0  

C17  … develops my abilities in learning and the resolution of 

problems.   

76.0  12.0  12.0  

C18  … increases my engagement in activities in class.  70.1  10.2  19.7  

C19  … facilitates my understanding of the course.   83.9  6.5  9.7  

C20  … helps me to not get bored in class.   62.7  11.1  26.2  

C21  … makes me follow in live (in direct) the studied 

phenomena.  

78.4  8.8  12.8  

C22  … helps me to search for documents online.   92.0  3.2  4.8  

C23  … improves the quality of the teaching.   82.6  8.7  8.7  

C24  … helps me to succeed in my exams.   68.3  14.3  17.3  

Results in Table 4 show that the integration of ICT in the classroom : helps the students to search for documents 

online (C22, 92.0 %), facilitates their understanding of the course (C19, 83.9 %), improves the quality of the 

teaching (C23, 82.6 %), makes the students follow in live (in direct) the studied phenomena (C21, 78.4 %), 

develops their abilities in learning and the resolution of problems (C17, 76.0 %), increases students’ engagement 

in activities in class (C18, 70.1 %), motivates students to better listen the course (C15, 68.5 %) and helps students 

to succeed in their exams (C24, 68.3 %).  

In their free writings, first, most of the participating students (90 %) mentioned other advantages of ICT 

integration in the classroom such as understanding of science concepts (for example magnetism in electricity and 

chlorophil synthesis in Biology and Earth Sciences) and master computer softwares. Others complain of not 

having a computer room in their school. Second, they noticed that learning with ICT tools in the classroom help 

them in their everyday life outside of the classroom.  

5. DISCUSSION   

This research study investigates : (1) secondary schools students’ knowledge about ICT and its use in people’s 

everyday life, and  (2) explore their perceptions related to teachers ICT integration in the classroom and its 

advantages. Salient findings of this study include participants science students’ : (1) good knowledge of ICT, 

meaning the different definitions of ICT and its components, the way people use ICT tools and their significances 

of these tools in their life ; (2) perceptions concerning teachers ICT integration in the classroom and the 

advantages of ICT integration in the classroom. Consequently, the following sections discuss the findings of the 

study.  

Answering the questionnaire, secondary schools students demonstrate good knowledge of ICT. In fact, the 

participants are aware of the different definitions of ICT and its components. They understand how people use 

ICT tools and their significances in their life. This finding is consistent with other researchers’ results [3, 15]. The 

literature abounds of findings demonstrating the interest of secondary schools students in the technology and its 



Global Research Journal of Management and Social Sciences (GRJMSS) Vol. 13 (3) 
 

pg. 32 

components integrated in the education. In this study, even though 52.0 % of the participants attended secondary 

schools in a rural area (see Table 1) and are living in Benin, a developing country. It is a fact that they are used 

to ICT tools, such as computers to perform their classroom projects, cellphones to communicate, etc. They know 

how important these tools are in people’s everyday life in this 21st century era.  

Related to the second research question, the respondents indicated the different activities teachers perform when 

integrating ICT in the classroom. In other words, they know how teachers are integrating ICT in their classroom. 

Indeed, many studies studies in Africa [18, 13, 3] showed how science teachers are using ICT tools to prepare, 

design and teach classes and the effects of this teaching on students. These studies demonstrated science teachers’ 

eagerness to teach their subject matter using ICT tools, because they are aware of the positive impacts of these 

tools on students’ achievement. However, it is important to mention the many obtacles hindering teachers’ 

willingness to integrate ICT in classroom related to teachers’ training and infrastructural deficiency 

(electrification, computers, internet connectivity and multimedia equipments), mainly in rural areas. Students 

mention that in those areas, their teachers are struggling to integrate ICT in the classroom, because of lack of 

trainings and professional development programs and ICT tools shortages, and in spite of the efforts of the central 

government to make up these deficits. We can advance that one of the great findings of this study is teachers’ 

humility described through the participants’ writings. Teachers recognize their students’ competencies using ICT 

tools and ask for their help to prepare the ICT materials to use during their teaching. Of course, students usually 

learn rapidly from their peers or other people and can master the use of ICT software, so they could assist their 

teachers in class to fix the ICT materials or in their home to find moovies on youtube or other useful websites to 

use in their lesson plans. 

The findings of the third question showed that participating students indicated lots of advantages of teachers’ ICT 

integration in classroom. ICT integration in the classroom enhances students’ search for scientific documents 

online, their understanding of the course, the study of scientific phenomena, students’ abilities in learning and the 

resolution of problems, students’ engagement in activities in class, students’ motivation to better listen to the 

course and helps students to succeed in their exams. Scientific papers [19, 13, 16] written on the subject 

corroborate these findings. Indeed, there’s no need to demonstrate the numerous benefits students are getting from 

ICT integration in classroom. Beside these benefits, ICT tools are affecting negatively students’ learning and way 

of life. Students are using the internet for plagiarism when responding to classroom activities. They are no longer 

making the necessary effort to properly solve problems because of the online availability of the answers to most 

of the problems.  

6. CONLUSION 

The purpose of this study is to investigate sciences students’ knowledge of ICT and to explore how they perceive 

their teachers’ ICT integration in their classroom and its advantages. Three research questions guided the data 

collection. The study results show that participating students have good knowledge of ICT, its different meanings 

and components, the way people use ICT tools in their everyday life. Secondly, students’ perceptions of the way 

teachers integrate ICT in secondary schools classroom in Benin, the results indicate that teachers don’t have the 

useful knowledge in using ICT tools, meaning teachers lack the skills to integrate ICT into their teaching. Thridly, 

the participants indicated lots of advantages of teachers’ ICT integration in classroom including understanding of 

the course, the study of scientific phenomena, students’ abilities in learning and the resolution of problems, 

students’ engagement in activities in class, students’ motivation to better listen to the course and helps students 

to succeed in their exams. Finally, participants mentioned n their free writing, some negative effects of teachers’ 

ICT integration in classroom.  

REFERENCES 



Global Research Journal of Management and Social Sciences (GRJMSS) Vol. 13 (3) 
 

pg. 33 

Assareh Assareha & Hosseini Bidokht Mohsen (2011), "Barriers to e-teaching and e-learning," Procedia 

Computer Science, 3, pp791-95.  

Sanchez Jaime, Alvares Salinas & Jordan Harris(2011) "Education with ICT in South Korea and Chile, » Int J of 

Ed Dev, vol. 31 no. 2, pp126-49.  

Ojo Olanrewadju A. & Adu Emmanuel O. (2018). "The effectiveness of information and communication 

technologies (ICTs) in teaching and learning in high schools in Eastern Cape Province," South African 

Journal of Education, vol. 38, no. 2, S1-S11.  

Sherman Kevin & Howard Sara K. (2012), Teachers’ Beliefs about First- and Second-Order Barriers to ICT 

Integration: Preliminary Findings from a South African Study, 23rd International Conference of Society 

for Information Technology and Teacher Education. Charlottesville, VA: Association for the 

Advancement of Computing in Education.  

Stefl-Mabry Joette, Radlick Michael & Doane William (2010) "Can you hear me now ? Student voice : high 

school and middle school students’ perceptions of teachers, ICT and learning," Int J of Ed and Dev using 

Inform and Com Tech (IJEDICT), vol. 6 no. 4, pp64-82.  

Agyeman O. Tutu (2007) "Survey of ICT and education in Africa : Benin Country report. In F. Glen,  

S. Issacs, & M. Trucano (Eds.). Survey of ICT and education in Africa," vol.2, no. 53, 2007. Country  

Reports.  Accessed  4  august  2020  from 

http://documents1.worldbank.org/curated/en/642501468194647668/pdf/414750v20REVIS1Box0327 

331B01PUBLIC1.pdf  

Levin Douglas & Arafeh Sousan (2002), "The digital disconnect: The widening gap between Internetsavvy 

students and their schools," In Pew Internet & American Life Project: The Pew Internet and American 

Life Project.  

Ally Mohamed & Samaka Mohammed (2013) "Open education resources and mobile technology to narrow the 

learning divide," The International Review of Research in Open and Distance Learning, vol. 14, no. 2, 

pp14-27.  

Olele Clara Nnoduka (2013), "Manpower development for information and communication technologies (ICTs) 

integration in education," J of Business and Behavioral Sciences, vol. 25, no. 1, pp143-157.  

Poultsakis Stefanos, Papadakis Stamatios, Kalogiannakis Michail and  Psycharis Sarantos (2021). The 

management of digital learning objects of natural sciences and digital experiment simulation tools by 

teachers. Advance in Mobile Learning Educational Resesarch, 1(2), p. 58-71.  

Vlasopoulou Maria, Kalogiannakis Michail, & Sifaki Eirini (2021). Investigating teachers' attitude and behavioral 

intentions for the impending integration of STEM education in primary school. In St. Papadakis and M. 

Kalogiannakis (Eds.), Handbook of Research on Using Education Robotics to Facilitate Student Learning 

(pp. 235-256). Hershey, PA: IGI Global.  



Global Research Journal of Management and Social Sciences (GRJMSS) Vol. 13 (3) 
 

pg. 34 

Papadakis Stamatios, Vaiopoulou Julie, Sifaki Eirini, Stamovlasis Dimitri, Kalogiannakis Michail, &  

Vassilakis, Kostas (2021). Factors that hinder in-Service teachers from incorporating educational Robotics into 

their daily or future teaching practice. In B. Csapó and J. Uhomoibhi (Eds).  Proceedings of the 13th 

International Conference on Computer Supported Education (CSEDU 2021), Vol 2, 55-63, Online 

Streaming, April 23-25, 2021.  

Loveless Becton (2022). 20 huge benefits of using technology inthe classroom. Accessed 18 may 2020 from : 

https://www.educationcorner.com/benefits-of-ict-in-teaching-and-learning/  

Ghavifekr, Simi & Rosdy, Wan Athirah Wan. (2015). Teaching and learning with technology: Effectiveness of 

ICT integration in schools. International Journal of Research in Education and Science (IJRES), 1(2), 175-

191.  

Mishra Nirmal Raj (2020).  ICT integrated teaching: an interpretive inquiry of teachers and Ssudents' perceptions 

on ICT based teaching. Researcher, vol. 4, no. 2, p. 77-90.  

Sari Suci Noer Wulan, Pertiwi Intani and Sunengsih Sunengsih (2017). The advantages and challenges of ICT 

integration in EFL classrooms. In Proceedings of the Tenth Conference on Applied Linguistics and the 

Second English Language Teaching and Technology Conference in collaboration with the First 

International Conference on Language, Literature, Culture, and Education (CONAPLIN and ICOLLITE 

2017)  

Brislin Richard Walter (1970) "Back-translation for cross-cultural research," Journal of CrossCultural 

Psychology, vol. 1, no. 3, pp185–216.  

Abanikannda Mutahir Oluwafemi (2018), "Effect of technology tools on Students interest in Biology : a survey 

of Osun State high schools in Nigeria," African Research Journal of Education and Social Sciences, vol. 

5, no. 3, pp32-40.  

Azmi Noureddine (2017). The benefits of using ICT in the EFL classroom : from perveived utility to potential 

challenges. Journal of Educational and Social Research Vol. 7 No.1, p. 111-118.  


