DEVELOPMENT OF AN IMPACT ASSESSMENT ALGORITHM FOR THE ADOPTION OF INFORMATION AND COMMUNICATION TECHNOLOGY IN BASIC EDUCATION USING CROSS-IMPACT METHOD

Abstract

In many countries, the adoption of Information and Communication Technology (ICT) in basic education has been continuously linked to higher efficiency, productivity, and educational outcomes, including quality of cognitive, creative and innovative thinking. This paper focuses on the development of an impact assessment algorithm for evaluating the adoption of ICT in basic education using Cross-impact method. A questionnaire on adoption of ICT in basic education was designed based on Government Policy (GP), Teacher Competency (TC), Availability of ICT infrastructure (IF), Integration of ICT in school curriculum by Ministry of Education (MC), Student preparedness in adopting ICT in learning process (SC) and Perception of schools’ management in adoption of ICT in schools (MI), which are the six major events considered. The questionnaire was administered to experts in basic education within the selected South-Western states of Nigeria (Oyo, Lagos and Ekiti). Experts’ opinions from the administered questionnaires were quantitatively analysed using descriptive statistic in Statistical Package for Social Sciences. The results obtained from the analysis of questionnaires were used to derive the Initial Probability (InitProb) and generate the Conditional Probability Matrices (CondProbMatrices) for occurrence and non-occurrence of the six events under consideration. The impact assessment algorithm was developed such that its starting instructions would determine the consistence of the InitProb and the CondProbMatrices using the three fundamental laws of probability calculus (Normalization, Product and Addition rules). These are followed by sequential instructions which would determine the occurrence of each event in the CondProbMatrices. Then, through repetitive instructions, each event would be selected at random and its occurrence and non-occurrence would be determined using a random number generator. The last group of instructions would successively determine the impact of each event on other alternative events. Thus, the developed impact assessment algorithm could replace the existing user perspective method of evaluating the adoption of ICT in basic education.