Enhancing learner performance in Religious and Moral Education through ICT Tools: Evidence from Koraso M/A JHS in Ghana

The integration of Information and Communication Technology (ICT) into classroom instruction has attracted considerable attention in educational research; however, empirical evidence on its application in Religious and Moral Education (RME), particularly in rural and semi-rural Ghanaian basic schools, remains limited. This study addressed this gap by examining the relationship between ICT usage, learner engagement, and learners’ perceived understanding of RME at Koraso M/A Junior High School. Using a quantitative descriptive survey design, data were collected from 80 purposively selected learners through structured questionnaires and analysed using descriptive statistics, Pearson’s correlation, and regression analysis. The findings revealed that although most learners had access to ICT facilities, the use of ICT tools in the classroom remained infrequent. Nevertheless, learners reported positive attitudes towards ICT-supported RME lessons. A weak but significant positive relationship was found between ICT use and learner engagement (r = 0.260, p < .05), while learner engagement showed a very strong positive relationship with perceived understanding (β = 0.910, p < .001). The study concludes that the educational value of ICT in RME depends primarily on pedagogically meaningful integration that promotes learner engagement rather than on technology availability alone. The study contributes to scholarship by extending empirical evidence on ICT integration in value-based education in rural Ghanaian contexts.