Preparedness of Information Communication and Technology Integration in Mathematics Teaching: A Case for Public Secondary Schools in Kiambu County, Kenya
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This study sought to investigate the preparedness of public secondary schools in Lari Sub-County to integrate Information and Communication Technologies (lCTs) in Mathematics teaching. The study was guided by the following specific objectives: To assess the availability of ICT infrastructure like computer laboratories, computer hardware and software programs for integrating ICTs in Mathematics teaching in secondary schools; to establish the teachers' readiness in terms of skills and training for integrating ICTs in the teaching of Mathematics; to determine the teachers' and students' attitudes towards the use of ICTs in Mathematics instruction; and to establish the challenges the teachers are encountering in the integration of ICTs in the teaching of Mathematics in schools. The study employed a descriptive survey design to collect data in public secondary schools. The study targeted 35 head teachers, 85 Mathematics teachers and 2700 Mathematics students of public secondary schools in the Sub-County. Systematic sampling technique was used to select 12 schools from a list of 35 public secondary schools obtained from Lari Sub- County Education Office which accounted for 34% of the population. From the 12 sampled schools, all the 12 head teachers and all the 24 Mathematics teachers were purposively sampled to participate in the study. The students were selected through systematic sampling by use of Mathematics teacher's progressive record book to ensure equal and fair representation of all students in the class. The total number of students in the sample was 360 (15%) of the population. Questionnaires and an observation schedule were used to collect data. The data obtained was entered into the Statistical Package for Social Sciences (SPSS) computer program after coding the responses. Data was analyzed quantitatively by using descriptive statistics such as frequencies and percentages. Qualitative data was obtained from the open-ended questions and analyzed according to themes based on the study objectives. Analyzed data was presented using tables and figures. The findings of this study revealed that public secondary schools in Lari Sub County are poorly equipped with ICT facilities and equipment. Furthermore, most of the schools lack software, application programmes and digital content necessary for integration of lCTs in Mathematics. The following recommendations were made in this study: Education stakeholders in the county should finance the provision of ICT facilities and equipment in public secondary schools; All Mathematics teachers should be constantly trained to ensure that that they get updated with new ICT skills; Government through KlCD should develop a curriculum which will accommodate the integration of ICT in teaching and learning Mathematics; and lastly, the government through MoE, PTA and other educational stakeholders who finance free secondary education should allocate more tuition fees and encourage schools to have a specific vote head for computers so as to ensure reliable funding of computers by schools. Moreover, MoE should ensure efficient and effective use of funds to create sustainable computer programs in their schools.