Dissertation
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Source: Field Data (2023) The findings of the investigation into the accessibility of digital infrastructure in education (ADIE) among students in technical universities in Ghana indicate that students hold a collective view that high-speed internet connectivity in their academic institution facilitates access to information. Additionally, students demonstrate an understanding that internet infrastructure encompasses several components, including internet backbone, broadband, local area network, and wireless fidelity (WIFI). The results presented in this study are in line with previous research that emphasises the significance of digital infrastructure in facilitating information accessibility and improving educational achievements (e.g., Ahel & Lingenau, 2020; Lim et al., 2020) The findings indicate that technical universities in Ghana may benefit from enhancing the accessibility and calibre of their digital infrastructure. As an illustration, it has been reported by students that the level of accessibility to computers and digital equipment for educational purposes is moderate (M = 2.96; SD = 1.141). This suggests that there exists a requirement to enhance the availability of such resources in technical universities. The present discovery aligns with previous studies that have emphasised the difficulties encountered in developing nations regarding the presence and reachability of digital infrastructure (Grimshaw, 2019; Iyengar et al., 2017) Besides, the findings in Table 4.10 showcase the perceptions of students regarding the availability of digital infrastructure in education (ADIE). The findings indicate that the student population exhibits a general consensus regarding the positive impact of high-speed internet connectivity within the university setting, as it facilitates access to information. Additionally, the data suggests that students possess a comprehensive understanding of the diverse elements comprising internet infrastructure. The individual acknowledges the facilitation of file sharing through local area networks (LAN) by network infrastructure and posits that mobile telecommunication, digital communication, and applications are efficacious in this regard. Furthermore, it has been reported by students that they frequently utilise laptops, desktops, and smartphones to conduct research on diverse online resources pertaining to mechanical engineering education. The findings align with prior research that highlights the significance of digital infrastructure in the realm of education and its capacity to improve learning achievements (Amponsah-Kwatiah & Asiamah, 2020). The potential unpredictability of students' perceptions regarding the efficacy of mobile telecommunications, digital communication, and applications may stem from various factors, including the calibre and accessibility of these technologies and the degree of digital literacy exhibited by students. The composite score of 2.81 (SD = 1.325) indicates a moderate level of satisfaction and utilisation of digital infrastructure in education. The data indicates that students have a clear understanding of the advantages associated with high- speed internet connectivity (M = 2.84; SD = 1.181), as well as the utilisation of different digital infrastructure components, including internet backbone, broadband, local area network, and wireless fidelity (WIFI) (M = 2.68; SD = 1.429). Furthermore, the efficacy of mobile telecommunication, digital communication, and applications is documented (M = 2.78; SD = 1.383), along with the utilisation of laptops, desktops, and smartphones for research objectives (M = 2.93; SD = 1.308). The opinions of the students exhibit significant variability, potentially due to variations in personal experiences, resource accessibility, or expectations. The statistical measure of variability, specifically the standard deviation of 1.325, indicates the presence of significant differences in digital infrastructure in education among students in technical universities in Ghana. This finding implies the potential necessity of implementing focused interventions aimed at improving the digital infrastructure in this context. The findings of this investigation are congruent with antecedent scholarly inquiry that underscores the significance of digital infrastructure in the realm of education. Akuffo et al., (2019), conducted a study on the factors that affect students' access and utilisation of digital libraries in Ghana. The study revealed that the availability of fast internet connectivity and access to digital devices were crucial for students to effectively access and utilise digital libraries. Kuadey et al., (2022) conducted a study which revealed a positive correlation between the utilisation of digital technologies by students in engineering education in Ghana and their academic achievement. Furthermore, the fluctuation observed in the viewpoints of students regarding ADIE in this investigation is in line with prior scholarly works that have emphasised the dissimilarities in students' digital literacy and their availability of digital resources. Owusu-Agyeman, (2021) conducted a study which revealed that students' ability to access digital resources within universities in Ghana was restricted by various factors, including insufficient infrastructure, limited access to digital devices, and inadequate digital skills. The study's findings also indicate that, according to the students' perspective, there is a moderate level of satisfaction and utilisation of digital infrastructure in education within technical universities in Ghana. This conclusion is drawn from the results obtained. Although the advantages of digital infrastructure are recognised, there exists a necessity for focused interventions to augment digital infrastructure in the realm of education, specifically in ameliorating accessibility to digital devices and remedying discrepancies in students' digital literacy. The aforementioned results underscore the significance of digital infrastructure in the realm of engineering education within Ghana, and emphasise the necessity for ongoing endeavours to narrow the digital skills deficit through the implementation of innovative technologies. The present study underscores the importance of digital infrastructure in facilitating information accessibility and improving academic achievements in technical universities situated in Ghana. The statement underscores the necessity of sustained investment in digital infrastructure and focused assistance in domains such as augmenting the accessibility of computers and digital equipment for educational purposes. Moreover, the research suggests advocating for the development of digital literacy skills among pupils and guaranteeing the calibre of digital tools. Subsequent investigations may delve into the determinants that impact the efficacy of digital infrastructure, as well as tactics aimed at mitigating the digital skills deficit in the realm of engineering pedagogy. Furthermore, it would be worthwhile to conduct research on the influence of digital infrastructure on the academic achievements of students, as well as to delve deeper into the factors contributing to the diversity of perspectives among students regarding ADIE. The mean composite score for the availability of digital infrastructure in education (ADIE) is 2.81 with a standard deviation of 1.32. This score represents the average response to all questions regarding the availability of digital infrastructure. Respondents' perceptions of the availability of digital infrastructure in education are moderately neutral, according to the findings. While there may be specific areas that require improvement, such as internet infrastructure and the use of mobile telecommunication and digital communication, the higher mean score for the regular use of personal devices for online research indicates a slightly more favourable perception in this area. These results shed light on the perceived assets and areas for improvement in the availability and utilisation of digital infrastructure within the examined educational context. Table 4.12 Results on technology for classroom training (TCT)
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