TEACHERS’ PERCEPTION OF THE INTEGRATION OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) IN MATHEMATICS AMONG SECONDARY SCHOOLS TEACHERS IN KADUNA STATE, NIGERIA
Abstract
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The use of ICT has facilitated the movement from traditional pedagogical methods of teaching to innovative technological based teaching. ICT facilitates communication, it increases students’ access to learning and motivate both teachers and students to learn. It has become an indispensable part of the contemporary world. ICT has impacted greatly on the quality of teaching, learning and research in traditional and distance education institutions. This research studied the perception of the integration of ICT in mathematics among secondary schools teachers in Kaduna state, Nigeria. The study employed survey research. The target population consists of all the secondary school teachers in Kaduna State. A total population of five hundred (500) teachers with ICT compliance in Kaduna metropolis was used for the study. The sample size for this study of 50 teachers were purposely selected from all schools. The instruments tagged   mathematics teachers skills in ict was use for data collection.. A four Likert scale, ten item questionnaire was designed by the researcher to gather the information needed for the study. The researcher developed a 10 item questionnaire on teachers’ perspective on the use of ICT to teach mathematics in secondary schools. The questionnaire was validated by two mathematics experts. The reliability coefficient is 0.80. The findings of the research revealed that the respondent have positive responses towards the use of ICT in mathematics teaching and learning. Based on the findings of this study, it is concluded that the introduction of ICT in mathematics teaching and learning in secondary schools will make the subject learners centered, increases students understanding of mathematical concept and also improve students’ performance. The paper recommended that secondary school students should be introduced to the use of some learning technologies to solve mathematical problems, teachers should be trained on how to integrate ICT into mathematics lessons and mathematics laboratories in secondary schools should be equipped with computer system and internet facilities should be provided for both the student and teachers.
Keywords: ICT, mathematics, and secondary school teachers Â
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