The Role of ICT Tools in Mitigating Data Reporting Inaccuracies Among Headteachers of Public Basic Schools in the Five Kwahu Districts, Ghana

Abstract Timely and accurate reporting of data is highly critical to efficient planning, monitoring, and decision-making in education. Despite this, Ghana's public basic schools continue to be plagued by data inaccuracies that inhibit policy implementation. The aim of this study was to investigate the use of Information and Communication Technology (ICT) tools in mitigating data reporting inaccuracies among headteachers in the Five Kwahu Districts. Specifically, it identified the ICT tools used for data reporting, assessed the relationship between ICT proficiency and data accuracy, and examined the underlying factors that contribute to inaccuracies in school data reporting. A descriptive cross-sectional survey study design was employed, and data were gathered from 321 headteachers using structured questionnaires. The study findings indicated that although Microsoft Excel and the GESMIS app were widely utilised by the headteachers, their effectiveness was hindered by various challenges, including inadequate ICT training, lack of equipment, unstable internet connectivity, and complex reporting forms. Additionally, limited ICT skills and technical assistance, faulty ICT tools and insufficient time were among the factors that contributed significantly to data entry errors. While the study found a positive correlation between ICT proficiency and reporting accuracy, it was not statistically significant. The study underscores the need to enhance ICT capacity, simplify data reporting templates, and provide institutional support in order to reduce errors in reported data. To improve data reporting systems in the basic schools across the Kwahu Districts, targeted professional development and infrastructure investment are recommended. KEYWORDS: ICT tools, data management, data reporting and accuracy, headteachers, basic education, Ghana