Teachers’ Technological Knowledge on Integration of Information Communication Technology and Mathematics Performance of Students in Public Secondary Schools of Makueni County, Kenya
Loading...
Date
2022
Authors
Nzoka, francis Katumo
Kaugi, ephantus Micheni
Katam, elizabeth Jerop
Journal Title
Journal ISSN
Volume Title
Publisher
Jereda Journal
Abstract
Introduction: There are three components to teaching with technology: information,
pedagogy and technology, as well as their interrelationships which make up the
Technological, Pedagogical and Content Knowledge (TPACK) framework, which improves
teaching and learning.
Purpose: The purpose of this study was to establish relationship between teachers’
technological knowledge on ICT integration and students’ performance in Mathematics in
public secondary schools in Makueni County, Kenya.
Methodology: The study adopted correlational study design. The target population was
15,410 respondents, which included 251 principals, 407 Mathematics teachers, and
14,752 form three students. The study sample comprised of 25 principals, 42
Mathematics teachers, and 375 students drawn from the study population. Data were
collected using questionnaires, interviews and group discussions. Experts’ review and
piloting were utilized to improve the validity of the questionnaire items. Cronbach’s alpha
was used to determine the reliability of the questionnaire items and found a correlation
coefficient of 0.939. Quantitative data were analyzed using descriptive and inferential
statistics, while qualitative data was categorized into themes and analyzed thematically.
Results: The study findings revealed that for every unit increase in teachers’
technological knowledge in ICT integration, there was 81% increase in Mathematics
performance, and hence technological knowledge at
= 0.05
level of significance, was
statistically significant.
Recommendations: The study recommends that schools should intensify ICT
integration in the teaching and learning of Mathematics to improve performance in the
subject.
Description
Article
Keywords
Content, Integration, Pedagogy, Technology
Citation
Nzoka, F. K., Kaugi, E. M., & Katam, E. J. (2022). Teachers’ technological knowledge in integration of information communication technology and mathematics performance of students in public secondary schools in Makueni county, Kenya. Journal of Educational Research in Developing Areas, 3(1), 90-102.