Teachers’ Use of Technology and its Correlation to Students’ Achievement on National Mathematics Examinations in Secondary Schools in Makueni County, Kenya
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Date
2023
Authors
Nzoka, Francis Katumo
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
The Technological, Pedagogical, and Content Knowledge (TPACK) paradigm improves
teaching and learning by combining three components: content, pedagogy, and
technology, as well as their connection. The study was inspired by a disturbing pattern of
poor performance in Mathematics in national examinations among public secondary
schools in Makueni County. The study's objectives were to determine the relationship
between teachers' content knowledge in ICT use and students' achievement in
Mathematics, establish the relationship between teachers' pedagogical knowledge in ICT
use and students' accomplishment in Mathematics, assess the relationship between
teachers' technological knowledge in ICT use and students' accomplishment in
Mathematics, and discover the relationship between teachers' perceptions of ICT use and
students' accomplishment in Mathematics. Based on the theoretical framework of
Technological Pedagogical Content Knowledge (TPACK), the study used an explanatory
mixed methods sequential design. There were 251 principals, 407 Math instructors, and
14,752 form three students in the target group, for a total of 15,410 responders. There
were 25 principals, 42 teachers, and 375 students in the study. The study split the schools
into three strata: extra-county, county, and sub-county, and then selected pupils from
each stratum using simple random sampling. Finally, the population size of each group
was used to sample the number of students in each stratum. Interviews, questionnaires,
and focus group discussions were used to collect data. The study instruments' validity
was improved by expert assessment and piloting. Cronbach's alpha was used to determine
the trustworthiness of the devices. To examine quantitative data, the Statistical Package
for Social Sciences (SPSS) version 23 was utilized, along with descriptive and inferential
statistics. To categorize and analyze qualitative data, thematic analysis was performed.
The analyzed data was presented using Pearson correlation tables, histograms, narrations,
and verbatim quotes. The findings revealed that for every unit increase in teachers'
content knowledge of ICT use, there was an 8.7% decrease in Math achievement, and for
every unit increase in teachers' pedagogical knowledge of ICT use, there was a 10.0%
decrease in Math accomplishment, and a very high increase of 81.0% in Math
achievement for every unit increase in instructors’ technological proficiency. According
to the study, every unit rise in teachers' opinions of ICT use in teaching Mathematics
resulted in a 14.4% fall in attainment. Except for technological knowledge, none of the
content knowledge, pedagogical knowledge, or teacher opinions of ICT use were
statistically significant at the .05 level. The study concluded that the usage of ICT in
Mathematics instruction showed a direct relationship with student achievement.
According to the study, government and schools should promote teachers' ICT training
and use a variety of technologies that allow students to become active participants in a
Mathematics session to increase students' achievement in the subject.
Description
A Thesis Submitted to the School of Education in Partial
Fulfilment of the Requirements for the Award of The
Degree of Doctor of Philosophy in Curriculum
Development, Kenyatta University May, 2023
Keywords
Teachers’ Use of Technology, Correlation, Students’ Achievement, National, Mathematics, Examinations, Secondary Schools, Makueni County, Kenya