Status of information Communication Technology integration in mathematics teaching: a case of public secondary schools in Mogotio district, Baringo County Kenya
Loading...
Date
2014-08-08
Authors
Kiprop, John Kirkok
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
This study sought to investigate the status of readiness of public secondary schools in
Mogotio District of Baringo County to integrate Information and Communication
Technologies (lCTs) in Mathematics teaching. The study was guided by the following
specific objectives: To assess the availability of ICT infrastructure like computer
laboratories, computer hardware and software programs for integrating ICTs in Mathematics
teaching in the schools; to establish the teachers' readiness in terms of skills and training for
integrating ICTs in the teaching of Mathematics; to determine the teachers' attitudes towards
the use of ICTs in Mathematics instruction; and to establish the hindrances that teachers are
encountering in the integration of ICTs in the teaching of Mathematics in the schools. The
study employed a descriptive survey design. Head teachers and Mathematics teachers of
public secondary schools in the district were targeted. Systematic sampling technique was
used to select 10 (45.45%) schools from a list of22 public secondary schools obtained from
Mogotio Pi strict Education Office. From the 10 sampled schools, all the 10 (45.45%) head
teachers and all the 24 (60%) Mathematics teachers were purposively sampled to participate
in the study. Questionnaires and an observation schedule were used to collect data. After
coding the responses, data was entered into the Statistical Package for Social Sciences
(SPSS) computer program. Descriptive statistics such as frequencies and percentages were
used to analyze the data quantitatively. Qualitative data obtained from the open-ended
questions was analyzed according to themes based on the study objectives. Analyzed data
was presented using tables and charts. The findings of this study revealed that public
secondary schools in Mogotio District are inadequately equipped with ICT facilities and
equipment. In addition, most of the schools lack software, application programmes and
digital content necessary for integration of ICTs in Mathematics. The following
recommendations were made: Education stakeholders in the district should finance the
provision of ICT facilities and digital equipment in public secondary schools; MoE should
provide standardized mathematical software, application programmes and digital content to
all schools to enable them implement effective ICTs integration in Mathematics teaching
with ease; the SMASSE programme in Mogotio District should be encouraged, expanded
and recommended to all the teachers and education managers because of its noted success in
equipping Mathematics teachers with skills and attitudes necessary for ICTs integration in
Mathematics teaching; and lastly, the governinent should increase its allocation in tuition
. fees and encourage schools to have a specific vote head for ICT integration so as to ensure
reliable funding of ICT initiatives and projects by schools.
Description
Department of Educational Management Policy & Curriculum Studies, 66p. 2013