An Exploration of the Integration of ICT in Mathematics Lessons in Secondary Schools, Garissa County, Kenya

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dc.contributor.authorMwaniki, F.M.
dc.contributor.authorNyamu, F.K
dc.contributor.authorWaititu, M.M
dc.date.accessioned2024-01-15T12:57:39Z
dc.date.available2024-01-15T12:57:39Z
dc.date.issued2024-01
dc.descriptionArticleen_US
dc.description.abstractThe integration of Information and Communication Technology (ICT) in education has brought about significant transformations in teaching and learning processes. In a mathematics classroom, ICT offers unique opportunities to enhance students' engagement, promote critical thinking, and foster conceptual understanding. This study explores strategies employed by mathematics teachers in integrating ICT into their lessons. The research design was a descriptive survey. The study was informed by the Diffusion of Innovations Theory. The target population consisted of 18 public secondary schools located in Garissa County. A sample of 267 mathematics students was selected using simple random sampling, while purposive sampling was used to select 18 mathematics teachers and 10 school principals from the ten selected schools. Data were collected through interviews with school principals, classroom observations, and surveys given to Mathematics teachers and students. Data were analyzed using descriptive and inferential statistics. Bar graphs were used to present the results. Findings revealed that projectors, printers, and smart televisions were the main ICT tools available for teaching mathematics, while GeoGebra was the most commonly used software by mathematics teachers. PowerPoint presentations and whiteboard displays were commonly used by teachers during mathematics lessons. Based on the findings, one conclusion is drawn: the scarcity of ICT resources hindered effective mathematics instruction. The study recommended the acquisition of more ICT resources for teaching and learning Mathematics. The study's findings can inform policymakers and education stakeholders to efficiently utilize ICT in the mathematics classroom and enhance students' mathematics performance.en_US
dc.identifier.citationF.M., M. ., F.K , N., & M.M, W. . (2024). AN EXPLORATION OF THE INTEGRATION OF ICT IN MATHEMATICS LESSONS IN SECONDARY SCHOOLS, GARISSA COUNTY, KENYA. Journal of Education, 4(1), 12–22. Retrieved from https://edinburgjournals.org/journals/index.php/journal-of-education/article/view/239en_US
dc.identifier.urihttps://edinburgjournals.org/journals/index.php/journal-of-education/article/view/239
dc.identifier.urihttps://ir-library.ku.ac.ke/handle/123456789/27275
dc.language.isoenen_US
dc.publisherEdinBurgen_US
dc.subjectICT Integrationen_US
dc.subjectTeaching strategiesen_US
dc.subjectMathematics educationen_US
dc.subjectICT tools and resourcesen_US
dc.subjecteducational technologyen_US
dc.titleAn Exploration of the Integration of ICT in Mathematics Lessons in Secondary Schools, Garissa County, Kenyaen_US
dc.typeArticleen_US
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