Status of information Communication Technology integration in mathematics teaching: a case of public secondary schools in Mogotio district, Baringo County Kenya
Kiprop, John Kirkok
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This study sought to investigate the status of readiness of public secondary schools in Mogotio District of Baringo 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 the schools; to establish the teachers' readiness in terms of skills and training for integrating ICTs in the teaching of Mathematics; to determine the teachers' attitudes towards the use of ICTs in Mathematics instruction; and to establish the hindrances that teachers are encountering in the integration of ICTs in the teaching of Mathematics in the schools. The study employed a descriptive survey design. Head teachers and Mathematics teachers of public secondary schools in the district were targeted. Systematic sampling technique was used to select 10 (45.45%) schools from a list of22 public secondary schools obtained from Mogotio Pi strict Education Office. From the 10 sampled schools, all the 10 (45.45%) head teachers and all the 24 (60%) Mathematics teachers were purposively sampled to participate in the study. Questionnaires and an observation schedule were used to collect data. After coding the responses, data was entered into the Statistical Package for Social Sciences (SPSS) computer program. Descriptive statistics such as frequencies and percentages were used to analyze the data quantitatively. Qualitative data obtained from the open-ended questions was analyzed according to themes based on the study objectives. Analyzed data was presented using tables and charts. The findings of this study revealed that public secondary schools in Mogotio District are inadequately equipped with ICT facilities and equipment. In addition, most of the schools lack software, application programmes and digital content necessary for integration of ICTs in Mathematics. The following recommendations were made: Education stakeholders in the district should finance the provision of ICT facilities and digital equipment in public secondary schools; MoE should provide standardized mathematical software, application programmes and digital content to all schools to enable them implement effective ICTs integration in Mathematics teaching with ease; the SMASSE programme in Mogotio District should be encouraged, expanded and recommended to all the teachers and education managers because of its noted success in equipping Mathematics teachers with skills and attitudes necessary for ICTs integration in Mathematics teaching; and lastly, the governinent should increase its allocation in tuition . fees and encourage schools to have a specific vote head for ICT integration so as to ensure reliable funding of ICT initiatives and projects by schools.