Analyzing the Factors that Hinder the Implementation of ICT in Teaching-Learning Process in Rural Area by using Analytic Hierarchy Process

Abstract

The rapid growth of digital technology today is having profound effects on labor markets and economies. Education is no exception. To support teaching and learning education, technology infuses the classroom with digital learning tools or materials. In Malaysia, the Ministry of Education has initiated, supported, and encouraged the introduction of Information Communication and Technology (ICT) into education policy, believing that the education level can have better quality by integrating ICT into the teaching and learning process. However, the level of using ICT for teaching in rural area remains low compared to an urban area due to some factors. This study aims to analyze and rank ten significant factors (lack of sufficient training, lack of time, lack of confidence, lack of ICT resources and facilities, lack of ICT integration skill, attitude and perception toward ICT use, lack of accessibility and network connection, lack of
support assistance, teaching experiences and age, and workload) according to the level of importance that hinder the implementation of ICT in secondary schools by using Analytics Hierarchy Process (AHP) method. The targeted samples are school teachers in a rural area in Kedah, Malaysia. The result showsthat lack of ICT integration skill, workload, and lack of support are the top three factors that impede the integration of ICT in the rural area. Conversely, the factor of lacking time does not bring obvious impact on this issue.