Technology use among Ghanaian Senior High School mathematics teachers and the factors that influence it (original) (raw)
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Journal of education and training studies, 2023
The study sought to investigate technology use among Ghanaian Junior High School mathematics teachers in the Ahafo-Ano South District of Ghana. Descriptive survey (cross-sectional survey) design with mixed quantitative and qualitative data was gathered for the study. The population of the study comprised of all JHS mathematics teachers in Ahafo-Ano South District, Ashanti region. A stratified sampling technique was used to select 60 JHS mathematics teachers from rural, peri-urban and urban schools in the district. The findings revealed that mathematics teachers technology use in teaching Mathematics at the Junior High School level in the district was low (2.048 ± .85388). These technologies were grouped into manipulatives, digital/computer-based and audiovisual technologies. The results established that most of the teachers used manipulates in teaching Mathematics (3.120 ± 1.063). On the contrary, the results also showed that digital/computerbased technologies such as virtual protractors, calculators, geometry pad, stepping stones 2.0 comprehensive mathematics and computer game programs such as Globaloria etc., were never used by mathematics teachers in the district (1.621 ± .840). Similarly, evidence from the study adds that audiovisual technologies including television, pie chart assignment to students based on TV program and other audiovisual devices were never in use by mathematics teachers in the district (1.416 ± .712).
African Journal of Educational Studies in Mathematics and Sciences, 1970
The study sought to investigate technology use among Ghanaian senior high school students’ and to also uncover the factors influencing their technology use. Cross-Sectional survey design with mixed quantitative and qualitative data was gathered for the study. The population of the study comprised of all senior high school students’ in Ashanti region. A stratified sampling technique was used to select 200 students from both rural and urban districts in Ashanti region. The findings revealed that the extent to which SHS students’ use of technology in learning mathematics was very low. The Independent samples t-test revealed that students’ in the urban areas use more technology (Mean = 2.19, SD = 0.48) than students’ in the rural areas (Mean = 1.94, SD =0.54), students’ in a school with high technology resources available use more technology (Mean = 2.30, SD = 0.48) than students’ in a school with low technology resources available (Mean = 1.88, SD = 0.50) and students’ above the age of...
The Paradox of Ghanaian High School Mathematics Teachers’ Perspectives on ICT Use
African Journal of Teacher Education
The paper sought to investigate the perceived use of Information Communication Technology (ICT) of high school mathematics teachers in Ghana. A hundred high school mathematics teachers from 20 public schools,10 each located in the rural and urban areas respectively in the Central region of Ghana, were stratified and used in the study. A questionnaire and semi-structured interviews were used to collect data. The result of the study indicated low levels of perceived knowledge/skills of ICT use by high school mathematics teachers, contrary to their reported high usage levels of ICTs. The findings of the study also indicated that the high school mathematics teachers’ ICT use in a professional related context (instructional delivery, assessment, and professional learning network) was minimal compared to use for social networking, although they seemed to be fully aware of the relevance of using ICT in a professional related manner. Similarly, their reported technical knowledge/skills of I...
2019
The purpose of this study was to assess the use of Information and Communication Technology (ICT)with emphasis on the level of Mathematics tutors’ ICT Competency in teaching; tutors’ pedagogical practices with ICT; and the barriers to overcome when using ICT in teaching of Mathematics in Al-Faruq College of Education, Wenchi-Ghana. A cross-sectional descriptive survey was used for the study with questionnaires being the main tools to collect the data. The analysis suggests that Mathematics tutors’ ICT competency level is low, but they still do their best. The findings also indicted that tutors seldom use the appropriate pedagogy in relation to the use of ICT in teaching Mathematics. More so, respondents are aware of the benefits of good pedagogical practices in a lesson. Finally, it was found that tutors are challenged with a lot of ICT barriers that include absence of training opportunities and infrastructure when using ICT in the teaching and learning of Mathematics in the College...
Contemporary Mathematics and Science Education
In this study a modified technology acceptance model (TAM) was used to examine factors that determine information and communication technology (ICT) adoption in junior high school (JHS) mathematics classrooms in Ghana. The study purely employed a quantitative research method. A cross sectional survey was conducted using 180 basic school mathematics instructors in the Kumasi Metro using a questionnaire. Multiple stepwise regression was used as the statistical technique to analyze the data. The study found that usage training, perceived ease of use (PEU), perceived usefulness (PU), and attitude towards use (ATU), had a direct and positive impact on the JHS mathematics instructors’ intentions to utilize ICT for academic purposes. It was likewise concluded that the perceived ICT usefulness was found to be the most influential factor for the instructors’ intention to utilize ICT. The significant effect of usage training was statistically supported against the original TAM constructs util...
2020
The emergence of technology has impacted several disciplines of human life. The overall objective of the study was to explore the extent to which Bachelor of Education (Mathematics) students of the University of Cape Coast (UCC) are exposed to the utilization of technology tools in their programme of study. A descriptive survey design was adopted for the study. The population considered was all Bachelor of Education (Mathematics) students at the University of Cape Coast. A total of 120 students were carefully selected for the study using purposive sampling. The main instrument used in collecting data was a questionnaire. The key findings of the study established that, although mathematics education students have a positive perception of the usage of technology, the students have very little exposure to technology in their learning programme. With reference to the finding, it was suggested that the institution should inculcate technology in mathematics education by making ICT a minor course for the Bachelor of Education (Mathematics) programme.
African Journal of Educational Studies in Mathematics and Sciences, 2019
Information and Communication Technology (ICT) is an instrument par excellence that a nation can rely upon to bring about self-reliance in an educational system. Therefore, there is the need to integrate ICT into teaching and learning; hence, the study investigated the assessment of Teachers’ and Students’ level of utilization of ICT tools for teaching and learning mathematics in Ilorin, Nigeria. The study was a descriptive research of the survey type. The population for the study was all senior secondary schools in Ilorin, Kwara State. A total of 170 students and 50 mathematics teachers were randomly selected from senior secondary schools in Ilorin. The instrument used for the study was a researchers-designed questionnaire, which comprised of 24 ICT tools. The instrument was validated and the reliability index of 0.78 was obtained. The data gathered was analyzed statistically using simple percentage and Chi-Square statistics analyses. The findings revealed amongst others that; math...
2013
This study examines beliefs held by mathematics teacher educators and pre-service teachers about the usefulness and teacher educators' belief on ease of use of computers in teaching in an Ethiopian teacher education University. It also identifies teacher educators' actual practices in using computers in teaching. The study used questionnaires and semi-structured interviews to collect data from 15 mathematics teacher educators and 42 pre-service mathematics teachers. The data was subsequently analyzed through the lens of Davis' (1989) modified Technology Acceptance Model (TAM). The TAM approach focuses on how the external domain, such as professional development (PD), and accessibility of technology, influences participants' beliefs about the usefulness, and ease of use of technology, which in turn impacts their actual use in teaching. The results of this study found that although the participant teacher educators and pre-service teachers held positive beliefs about the use of computers in teaching, these beliefs were not positively related to the teacher educators' actual practices. The teacher educators did not often use technology in their teaching. The study identified a number of external factors which may have impeded the teachers' use of technology, including accessibility and professional development on integrating technology in the classroom.
ii 2.4 Factors inhibiting ICT use in mathematics classrooms 2.5 Method 2.5.1 Participants 2.5.2 Research instruments 2.5.3 Data collection and data analysis procedures 2.6 Results 2.6.1 Perceived barriers to ICT integration 2.6.2 Availability and accessibility of ICT 2.6.3 Current pedagogical practices 2.6.4 Levels of ICT use at the teacher education programme in UCC 2.6.5 Professional development and training needs 2.7 Discussion and conclusions 3. EXPLORING THE POTENTIAL OF THE WILL, SKILL, TOOL MODEL IN GHANA: PREDICTING PROSPECTIVE AND PRACTICING TEACHERS' USE OF TECHNOLOGY 3.1 Introduction 3.2 A conceptual framework for the study: the will skill tool model 3.2.1 Computer attitudes 3.2.2 Technology competency 3.2.3 Access to technology tools 3.2.4 Technology integration 3.3 Methods 3.3.1 Respondents 3.3.2 Research instruments 3.3.3 Data collection and data analysis procedures 3.4 Results 3.4.1 Descriptive statistics 3.4.2 Stages of adoption and teachers' related attitude, competencies and access to technology 3.4.3 A predictive model of technology integration using the will-skill-tool concept 3.5 Discussion 3.5.1 Practical implications 3.5.2 Limitation and further research 3.6 Conclusion iii 4. DEVELOPING TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE IN PRE-SERVICE MATHEMATICS TEACHERS THROUGH COLLABORATIVE DESIGN 4.1 Introduction 4.2 Technology integration through collaborative design 4.3 The professional development arrangement 4.4 Research questions and research design 4.5 Methods 4.5.1 Participants 4.5.2 Instruments 4.6 Results 4.6.1 Experimental teachers' practice 4.6.2 Experimental teachers' reflection on their learning 4.6.3 The contribution of teacher design teams for experimental teacher learning 4.6.4 The contribution of exemplary curriculum materials for experimental teacher learning 4.7 Discussion 4.8 Conclusion 5. PRE-SERVICE MATHEMATICS TEACHERS' LEARNING AND
African Scholars Journal of Education Research and Library Practice(JERLP-8), 0
The study is on the accessibility and use of educational technology for teaching mathematics in senior secondary schools in Ukwuani local government area of Delta State. Descriptive survey design was used in the work. 36 mathematics teachers in 30 secondary schools were the sample of the work; simple random technique was used to select them from the overall population of 75 secondary schools in Ukwuani L. G. A of Delta State. Two teachers questionnaire titled utilization and inhibiting factors mathematics questionnaireand checklist of avaliability of instructional materials for teching mathematics were utilizaed to collect data,(r =0.77). Simple percentage, mean and standard deviation were used to analyze the data. The findings showed that there were few audio visual educational technology but were not fully used, there were no audio visual technologies for teaching mathematics in schools. Also, lack of money, poor implimention law, demotivation etc prevented the delivery and use of instructional technology materials for mathematics teaching. The study gave the recommendation that Mathematics teachers should use the educational technology that is available and government should provide enough money to procure educational technology.