Factors affecting use of computers in teaching and learning mathematics in secondary schools in Kisii Central District, Kisii County, Kenya
Monyoro, Wilfred Mogire
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The study investigated factors affecting the use of computers in teaching and learning of Mathematics in secondary schools of Kisii central district,Kisii County, Kenya. Previous empirical studies have underscored the important roles of instructional materials in the classroom setup. Studies the world over have also highlighted the roles of computer as an instructional material in the classroom particularly in regard to assisting in enriching the teaching learning experience of perceived difficult subjects such as Mathematics. It is therefore surprising that most schools in the country are yet to integrate its use in teaching and learning of such subjects even though theGovernment and its development partners have invested colossal amounts of scarce resource in stocking schools with computer hardware and software. A descriptive survey study was employed to obtain both qualitative and quantitative data on factors that affect the use of computers in teaching and learning of Mathematics in the district. Stratified random sampling was used to select 323 form three students and 32 Mathematics teachers. All the Principals of the participating schools were also requested to participate in the study. Data was collected using interview schedule for principals (Appendix A), questionnaires; onefor mathematics teachers (Appendix B) and one for students (Appendix C). An Observation schedule was also used by the researcher (Appendix D). The instruments were piloted to enhance their validity and reliability.Data was analysed by the use of the statistical package for social sciences (SPSS) to investigate factors affecting use of Computer in teaching and learning Mathematics.They were presented in, frequencies, means, percentages, pie charts and bar graphs. The study findings indicated that there was minimal use of computers in teaching and learning of Mathematics due to lack of Mathematics software, fewer computers per school, lack of computer skills by teachers and students, power blackouts and inadequate computer laboratory space to accommodate mathematics students. It is recommended that mathematics teachers be trained on computer skills; various stakeholders, school PTA, the government and sponsors put in place mechanisms that will ensure computers, power generator, mathematics software and computer laboratories are available in all secondary schools for computer integration in the teaching and learning of not only Mathematics but other subjects as well.