Improving the Mouse Skills of Basic School Learners Using the Optical Mouse and Self Instructional Software. A Case of a Ghanaian Basic School

The study came about as a result of poor performance showed by Bosofour R\C primary 6 learners' during practical sessions. The general objective of the study is to examine the causes of learner's poor mouse skills and provide an immediate solution to it. The research was conducted at Bosofour R\C primary school from the month of December, 2019 to June, 2020. The study was critically analyzed, though ICT is a core subject offered by all learners' in the school, but due to time constraint, nature of the research and inadequate financial support, all the classes could not be covered but few were sampled to represent the whole school. The study adopted a random sampling technique for its appropriateness in reaching out to a large representative sample and generalization of the findings. The target population included five hundred and twenty (520) learners, comprising of two hundred and forty-eight (248) boys and two hundred and seventy-two (272) girls. Random sampling techniques was used to select twenty (20) learners'. Test, interview and observation were the main instruments used for data collection. The main design for the study was action research. The collected data was analyzed with the help of frequency distribution table, using pre-test and post-test as a method of obtaining data. The challenges of the study include; insufficient time for practical activity lessons, abstract methods of teaching, inadequate teaching\ learning resources and teachers' pedagogical knowledge about the course. The results of the study showed that learners' mouse skills may be improved by the use of optical mouse, self-instructional software and giving students enough time during practical sessions. It is therefore recommended that, Ghana Education Service should equip all Basic schools across the country with several types of educational software's, in addition in-service training on ICT should be provided for all teachers, and finally, much time should be allotted for ICT practical activity lessons.