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SAUDI SECONDARY SCHOOL SCIENCE
TEACHERS’ PERCEPTIONS OF THE USE OF ICT
TOOLS TO SUPPORT TEACHING AND LEARNING
submitted in partial fulfilment
of the requirements for the degree
Master of Education (ICT)
University of Waikato
Osamah Abdulwahab D. Almaghlouth
The University of Waikato
This research was conducted to investigate the Saudi science teachers’ perception of the
use of Information and Communication Technology (ICT) tools to enhance teaching and
learning and undertake a small and groundwork examination of these teachers current use
It draws on the interpretive paradigm (Cohen & Manion, 1994), where the focus is on
how people interpret and make sense of their world. From this interpretive perspective
the beliefs of Saudi secondary school science teachers, in relation to the benefits of ICT,
their current use of ICT and their perceived needs for improvement in the use of ICT in
the classroom were investigated.
Saudi secondary schools science teachers from both girls’ and boys’ schools in three
different types of schools have been involved in this study. There were 28 government
schools (9 girls’ and 19 boys’ schools), four small schools in rented premises (2 girls’
and 2 boys’ schools) and four Aramco schools (1 girls’ and 3 boys’ schools). These
schools were in different districts: Aldammam city, Alkhobar city, Aldahran city,
Alqateaf city and Sufwa city. The teachers were asked to voluntarily participate in the
study and 131 teachers out of 200 (86 male and 45 female, 65 %) completed the
questionnaire. Analysis of the data, together with the relevant literature builds a picture
of the use of ICT in science education. Providing ICT hardware and software resources to
a school is not enough to ensure significant developments in use of ICT for teaching and
learning in Saudi science classrooms. Access to working ICT continues to be an issue for
these teachers. Although teachers identified many benefits to teachers and students from
using ICT and had made individual efforts to develop their use of ICT for admin
planning and lesson preparation, they also identified barriers. These barriers focused on a
lack of appropriate professional development and technical support.
The findings have implications for future development in the area of ICT. It is expected
that the results of the research will guide future research and development in the country
and outline the importance of the use of information and communication technology in
education for teachers, students, parents and decision-makers. It will contribute
information towards decision-making and planning in future projects.
I would like here to acknowledge all those people who devoted their time to helping me
on this research whether in the data collection or in the analysis or in the administering
the questionnaire. I would like to also acknowledge those who were generous in
providing me with advice.
I wish to thank the following people:
My father Abdulwahab who always encourages me and supports me to work
My mother Norah who was like the Dynamo that encourages me to do my best.
My wife Qadryah, the best advisor for me and without whose help and
cooperation this research could not have been conducted. She devoted her time to
create a suitable environment for me to I can study well far away from the noise
of the children. She was always worrying and crying about me. Therefore, I
appreciate that from her.
My brother Dawood who supported the main step of this research which was the
data collection from Saudi Arabia, he was the coordinator for this research. He
did this task very well.
My best job colleague in Saudi Arabia Mr. Moammar Alzahrani who help me in
the data collection step.
My cousin Mrs Khloud Almaghlouth, she helps in the data collection step as
All the teachers who participated in this research whether female or male
Vanwyk and Franco my work friends who are with me in our office in the
Waikato University, they helped me to develop my questionnaire.
Special thanks to my sons Abdulwahab and Adel, who encouraged me to finish
my research on time by asking me in every week when I will finish my research
to they can return to Saudi Arabia.
Finally, my supervisor Kerry Earl for her unwavering support and critical
observations that made my final report much better than the first draft. And for
the previous supervisor Dr. Judy Moreland who retired early in the first stage of
TABLE OF CONTENTS
Table of Contents
List of Tables
List of Figures
Chapter 1: Introduction
1.1 Context and Background
1.3 Research Focus
Chapter 2: Literature Review
2.1 Information Communication Technology in Schools
2.2 Teachers’ Use of ICTs
2.3 ICT Professional Development Programme
Chapter 3: Methodology
3.1 Research Questions
3.3 Research Methods
3.4 Methods of Data Generation and Collection
3.5 Ethical Considerations and Access
3.6 Research Design and Role of the Research
3.7 Data Analysis