Perceptions Of Mathematics Teachers About ICT Integration In Teaching Mathematics In Selected Secondary Schools
Perceptions Of Mathematics Teachers About ICT Integration In Teaching Mathematics In Selected Secondary Schools
Abstract
This study was carried out to examine the perceptions of mathematics teachers about ICT integration in teaching mathematics in selected secondary schools using Ovia North East Local Government Area of Edo State as a case study. The study was specifically carried out to ascertain the perceptions of mathematics teachers on the ICT tools that can be integrated into teaching mathematics in selected secondary schools, find out the perceptions of mathematics teachers on the extent ICT is adopted in teaching mathematics in selected secondary schools, and ascertain the perceptions of mathematics teachers whether the use of ICT enhances the teaching mathematics in selected secondary schools. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprise of mathematics teachers of some selected secondary schools Ovia North East Local Government Area of Edo State. In determining the sample size, the researcher conveniently selected 53 respondents and 50 were validated. Self-constructed and validated questionnaire was used for data collection. The collected and validated questionnaires were analyzed using frequency tables, and mean scores. While the hypotheses were tested using Chi-square statistical tool. The result of the findings reveals that the ICT tools that can be integrated into teaching mathematics in selected secondary schools includes: E-learning, Social Media, Computer Assisted Instruction (CAI), Computer Software/Applications, and Internet. The study further revealed that the use of ICT enhances the teaching of mathematics in selected secondary schools. Therefore, it is recommended that curriculum planners and developers should integrate ICT tools into mathematics education curriculum. They can be included as part of instructional materials for quality teaching. To mention but a few.
Table of Content
- Title Page
- Certification
- Dedication
- Acknowledgement
- Table of Content
- List of Tables
- Abstract
Chapter One:
Introduction
- 1.1 Background of the Study
- 1.2 Statement of the Problem
- 1.3 Objective of the Study
- 1.4 Research Questions
- 1.5 Research Hypothesis
- 1.6 Significance of the Study
- 1.7 Scope of the Study
- 1.8 Limitation of the Study
- 1.9 Definition of Terms
- 1.10 Organisations of the Study
Chapter Two:
Review of Literature
- 2.1 Conceptual Framework
- 2.2 Theoretical Framework
- 2.3 Empirical Review
Chapter Three:
Research Methodology
- 3.1 Research Design
- 3.2 Population of the Study
- 3.3 Sample Size Determination
- 3.4 Sample Size Selection Technique and Procedure
- 3.5 Research Instrument and Administration
- 3.6 Method of Data Collection
- 3.7 Method of Data Analysis
- 3.8 Validity of the Study
- 3.9 Reliability of the Study
- 3.10 Ethical Consideration
Chapter Four:
Data Presentation and Analysis
- 4.1 Data Presentation
- 4.2 Analysis of Data
- 4.3 Answering Research Questions
- 4.4 Test of Hypotheses
Chapter Five:
Summary, Conclusion and Recommendation
- 5.1 Summary
- 5.2 Conclusion
- 5.3 Recommendation
- References
- APPENDIX
- QUESTIONNAIRE
Chapter One
Introduction
1.1 Background of the Study
The impact of information and communication technology (ICT) on teaching and learning has become the focus of many studies intended to improve the quality of education. However, ICT has provided a new kind of support for instruction through the development of facilities that supports the teaching and learning process. The adoption of ICT into educational institutions has significantly changed the speed of production, use and distribution of Knowledge. In this regard, the Government of Nigeria has placed high emphasis on ICT as a means of improving governance, accountability and transparency for the development of human resource potentials and strengthening national unity through education (Republic of Nigeria, 2003, 2005). In 2003 the Nigeria ICT for Accelerated Development (ICT4AD) policy was developed through a nationwide consultation with stakeholders as a plan for the development of Nigeria information society and economy through education. Consistent with the Government goal of implementing ICT in the educational system, there was a new educational reform in Nigeria which placed high emphasis on the integration of ICT tools in all subject areas.Additionally, the new curriculum emphasized on the use of ICT tools in the teaching and learning process. For instance the new syllabus for mathematics at the Senior secondary School level encourage teachers to use spreadsheet software in teaching students how to draw graphs, calculate mean, mode, median and standard deviation (Ministry of Education, Science and Sports, 2007).
A number of studies have revealed that integrating ICT in mathematics instruction have the potential to make learning effective and interesting towards improving student learning outcomes by providing opportunities for students to develop skills that will empower them in this modern society (e.g. Kumar, 2008; Forgasz and Prince, 2004; Fitzallen, 2007; Gill and Dalgarno, 2008). The standards of the National Council of Teachers of Mathematics (NCTM) stresses that, technology can facilitate mathematical problem solving, communication, reasoning, and proof; moreover, technology can provide students with opportunities to explore different representations of mathematical ideas and support them in making connections both within and outside of mathematics (NCTM, 2000). Students can use technology to explore and reach an understanding of mathematical concepts because technology allows students to focus on strategies and interpretations of answers rather than spend time on tedious computational calculations (Keong, Horan and Danie, 2005; UNESCO, 2005).
Regardless of the apparent advantages of ICT integration in mathematics instruction which has been confirmed by many studies (eg. NCTM, 2000; Forgasz and Prince, 2004; UNESCO, 2005; Kumar, 2008), the deployment and use of ICT in Nigerian school contexts remains problematic. The common explanation for the lack of ICT integration in the instructional process is the varying levels of resistance by teachers to use ICT tools. Olson (2000), for instance indicated that teachers labels ICT as a ‘Trojan Horse’ and asks why they should abandon the safety and comfort of recognised subject pedagogy for the uncertainties and complexities that surround the use of ICT. Obviously, teachers’ perception about ICT integration plays a significant role in their use or nonuse of ICT in the instructional process. An earlier study by Grabe and Grabe (1998) reported a situation in which computers were not used effectively in teaching practice, due in part to teachers’ perception and fears regarding relatively new technologies. Thus, without knowledge of teachers’ and prospective teachers’ perceptions and future plans for using ICT in education, any potential innovations in this area may be deficient (Can and Cagiltay, 2006).
1.2 Statement of the Problem
There has been significant effort by government of Nigeria in the introduction of ICT in teacher education in terms of curriculum and infrastructure at the Colleges of Education and University level (Ministry of Education, 2009). The goal is to train technologically competent graduate teachers who will be able to integrate ICT in their future instructional practice. Even though there appears to be no single factor that determines why mathematics teachers are not using ICT in their teaching, there is widespread agreement that their perception plays a significant role (Lai, Pratt, and Trewern, 2001; Can and Cagiltay, 2006) The relationship between teachers’ ICT skills and successful implementation is complex because, there are a range of contributing issues including teacher perception and intention in addition to having the necessary skills, equipment, support, and education (Granger, Morbey, Owston and Wideman, 2002). Consequently, in spite of the increasing levels of teachers knowledge in ICT over the years and the obvious benefits of ICT integration in mathematics instruction, studies have continually shown that, many mathematics teachers who are ICT literate do not integrate ICT tools in their teaching (e.g. So and Swatman, 2006 ; Lua and Sim, 2008). Studies on teachers’ readiness for ICT integration generally suggest that there is still a long way to go before schools will be able to take full advantage of the opportunities provided by 21st century technology (e.g. So and Swatman, 2006). Barak (2006) reveals that teachers exploit ICT for their own learning but they are cautious about integrating advanced technologies in their instruction. According to Barak, while teachers recognize the potential of technology in stimulating students’ learning and making school studies relevant to real-life contexts, they do not think that ICT is preferable for class-based instruction or for promoting cooperation and reflection in learning. Clearly, the perception of teachers especially prospective teachers are critical to the success or failure of ICT integrating in the teaching and learning process (Can and Cagiltay, 2006).Teachers tend to use technology in ways shaped by their own personal perspectives on the curriculum and on their pedagogical practices (Lai, Pratt, and Trewern, 2001). Therefore it would be unwise to suggest integrating ICT into classrooms before more fully investigating teachers’ (particularly prospective teachers) perceptions about ICT integration.
1.3 Objective of the Study
The purpose of this research study is to examine the perceptions of mathematics teachers about ICT integration in teaching mathematics in selected secondary schools. Specifically, the study is aimed at;
- Ascertain the perceptions of mathematics teachers on the ICT tools that can be integrated into teaching mathematics in selected secondary schools.
- Find out the perceptions of mathematics teachers on the extent ICT is adopted in teaching mathematics in selected secondary schools.
- Ascertain the perceptions of mathematics teachers whether the use of ICT enhances the teaching mathematics in selected secondary schools.
1.4 Research Question
The following questions will guide this study.
- What are ICT tools that can be integrated into teaching mathematics in selected secondary schools?
- What is the extent ICT adopted in teaching mathematics in selected secondary schools?
- Does the use of ICT enhances the teaching of mathematics in selected secondary schools?
1.5 Research Hypothesis
- Ho: The integration of ICT does not facilitates the teaching mathematics in selected secondary schools.
- Ho: The integration of ICT does not facilitates the teaching mathematics in selected secondary schools.
1.6 Significance of the Study
This research project investigates perceptions of mathematics teachers about ICT integration in teaching mathematics in selected secondary schools. It is the belief of the researcher that the outcome of this study will help the teachers in secondary schools to develop positive attitude toward the use of ICT in teaching and also this study will bring to lime light the diverse benefits of using information and communication technology (ICT) in secondary schools. This study will be appropriate for secondary schools teachers and it is also believe as a recipe for policy making in reviewing existing rules guiding the implementation of ICT in the senior secondary school.
1.7 Scope of the Study
This research investigatesperceptions of mathematics teachers about ICT integration in teaching mathematics in selected secondary schools. Geographically the study will be delimited to some selected secondary schools Ovia North East Local Government Area of Edo State.
1.8 Limitation of the Study
Like in every human endeavour, the researchers encountered slight constraints while carrying out the study. The significant constraint was the scanty literature on the subject owing to the nature of the discourse thus the researcher incurred more financial expenses and much time was required in sourcing for the relevant materials, literature, or information and in the process of data collection, which is why the researcher resorted to a limited choice of sample size. Additionally, the researcher will simultaneously engage in this study with other academic work. More so, the choice of the sample size was limited to extention teachers as few respondent were selected to answer the research instrument hence cannot be generalize to other aspect of agriculture. However, despite the constraint encountered during the research, all factors were downplayed in other to give the best and make the research successful.
1.9 Definition of Terms
Information Communication Technology:
Is the component culture that enables people to use their power to utilize their environment for their survival. It has made the world to be a global village.
Perception:
Refers to the beliefs and mental disposition of the students regarding the use of Information and Communication Technology (ICT) for learning.
1.10 Organization of the Study
The study is categorized into five chapters. The first chapter presents the background of the study, statement of the problem, objective of the study, research questions and hypothesis, the significance of the study, scope/limitations of the study, and definition of terms. The chapter two covers the review of literature with emphasis on conceptual framework, theoretical framework, and empirical review. Likewise, the chapter three which is the research methodology, specifically covers the research design, population of the study, sample size determination, sample size, and selection technique and procedure, research instrument and administration, method of data collection, method of data analysis, validity and reliability of the study, and ethical consideration. The second to last chapter being the chapter four presents the data presentation and analysis, while the last chapter(chapter five) contains the summary, conclusion and recommendation.
Chapter Five
Summary, Conclusions and Recommendations:
5.1 Introduction
This chapter summarizes the findings on perceptions of mathematics teachers about ICT integration in teaching mathematics in selected secondary schools using Ovia North East Local Government Area of Edo State as a case study. The chapter consists of summary of the study, conclusions, and recommendations.
5.2 Summary of the Study
In this study, our focus was to examine the perceptions of mathematics teachers about ICT integration in teaching mathematics in selected secondary schools using Ovia North East Local Government Area of Edo State as a case study. The study was specifically carried out to ascertain the perceptions of mathematics teachers on the ICT tools that can be integrated into teaching mathematics in selected secondary schools, find out the perceptions of mathematics teachers on the extent ICT is adopted in teaching mathematics in selected secondary schools, and ascertain the perceptions of mathematics teachers whether the use of ICT enhances the teaching mathematics in selected secondary schools.
The study adopted the survey research design and randomly enrolled participants in the study. A total of 50 responses were validated from the enrolled participants where all respondent weremathematics teachers of some selected secondary schools Ovia North East Local Government Area of Edo State.
5.3 Conclusions
Based on the findings of this study, the researcher concluded that;
- The ICT tools that can be integrated into teaching mathematics in selected secondary schools includes: E-learning, Social Media, Computer Assisted Instruction (CAI), Computer Software/Applications, and Internet.
- The extent ICT is been adopted in teaching mathematics in selected secondary schools is low.
- The use of ICT enhances the teaching of mathematics in selected secondary schools.
5.4 Recommendations
Based on the findings of the study, the following recommendations are proffered.
- Curriculum planners and developers should integrate ICT tools into mathematics education curriculum. They can be included as part of instructional materials for quality teaching.
- The school administration through the help of the government should provide sufficient computers and other ICT tools necessary for teaching and learning.
- The school management should provide strong and constant internet services in the school. This will enable easy access to internet at any given time.
- Mathematics education lecturers and instructors should be constantly trained on the usage of new ICT tools which they can employ in instructional delivery.
- There should be an establishment of an effective ICT unit and support structure which will act as a catalyst for the integration of ICT tools in the teaching learning process.
- Schools should adopt online assessment tools in assessing students’ performance. This will enable the students embrace ICT usage knowing that they will write online test.
- Constant power supply is highly necessary for the integration of ICT in instructional delivery in schools.
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