Teachers’ Technological Knowledge on Integration of Information Communication Technology and Mathematics Performance of Students in Public Secondary Schools of Makueni County, Kenya

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dc.contributor.authorNzoka, francis Katumo
dc.contributor.authorKaugi, ephantus Micheni
dc.contributor.authorKatam, elizabeth Jerop
dc.date.accessioned2023-04-11T12:21:57Z
dc.date.available2023-04-11T12:21:57Z
dc.date.issued2022
dc.descriptionArticleen_US
dc.description.abstractIntroduction: 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.en_US
dc.identifier.citationNzoka, 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.en_US
dc.identifier.issn2735-9107
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/25158
dc.language.isoenen_US
dc.publisherJereda Journalen_US
dc.subjectContenten_US
dc.subjectIntegrationen_US
dc.subjectPedagogyen_US
dc.subjectTechnologyen_US
dc.titleTeachers’ Technological Knowledge on Integration of Information Communication Technology and Mathematics Performance of Students in Public Secondary Schools of Makueni County, Kenyaen_US
dc.typeArticleen_US
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