Preparedness of Information Communication and Technology Integration in Mathematics Teaching: A Case for Public Secondary Schools in Kiambu County, Kenya
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Date
2016-07
Authors
Kiprotich, Gideon.
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
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.
Description
A Project Submitted to the School of Education in Partial Fulfillment of the Requirements for the Award of the Degree of Master of Education of Kenyatta University June, 2016.