Does the use of ICT empower teachers to teach mathematics better? A case of lower primary teachers in Mombasa
Murungi, Catherine Gakii
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This article reports on a study that sought to establish whether the use of ICT in the classroom empowered teachers to teach mathematics better. An exploratory sequential mixed methods research design was employed to conduct this study in which quantitative data was initially collected in the first phase. Qualitative data was then collected in the second phase to explain the quantitative data collected in the initial phase. The study targeted all the teachers teaching in lower grades in both private and public schools. A sample size of 40 lower primary schools were purposively selected based on the availability of ICT tools for instructional purposes in those schools. Three teachers teaching in grade one, two and three were then selected using simple random sampling technique especially in cases where more than three teachers existed. Teacher Questionnaire, Teacher Interview Protocol and Observation Protocol were used to collect data. Data was analyzed qualitatively using descriptive phenomenological analysis in which data transcriptions were divided into themes and sub-themes related to phenomena under study. The study found that ICT was capable of empowering teachers to teach mathematics better. It was recommended that teachers be supported in their use of ICT in teaching mathematics.