ICT in Teaching Mathematics: Nigerian Teachers’ perspective

ANAECHE, K.C and Babatunde, Bayodele Olofin and Onah, Nnamani Francis (2016) ICT in Teaching Mathematics: Nigerian Teachers’ perspective. West African Journal of Industrial and Academic Research, 17 (1). pp. 67-74. ISSN 2 2 7 6 - 9 1 2 9

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The use of Information Communication Technology (ICT) in teaching Mathematics: Nigerian teachers’ perspective formed the basis of this study. The study was designed to find out the perception of secondary school Mathematics teachers about the use of ICT in teaching Mathematics. The study specifically centred on finding the need of enhancing teacher education programme so as to serve as an avenue of improving teachers’ perception and orientation on ICT in Mathematics teaching. It also sought for the most common ICT applications available for Mathematics teachers to use. Barriers to the integration of ICT were also examined. The study adopted a survey design. A sample size of 180 was used. This comprises of Mathematics teachers who were randomly selected from secondary schools in Enugu state – the area of the study. The questionnaire used for data collection had 26 items which covered the scope of the study. The data collected were analysed with mean score with a bench mark of 2.50. Among the findings made were that Mathematics teachers were found to be enthusiastic about the application of ICT in Mathematics teaching but only few were already incorporation it in their teaching. Most Mathematics teachers were discovered to be willing and ready to integrate ICT in their teaching. Again the most common ICT applications used by the few teachers who are already making effort to integrate ICT into their teaching include: word processing packages, spreadsheet, drill/practice tutorials and graphic applications. These applications are less technical and easy to manipulate. Among the leading barriers to the ICT usage in secondary school Mathematics teaching as found out in the study were: lack of enough technical skills for ICT projects, poor electricity power supply in schools and lack of Mathematics laboratories with ICT facilities. Owning to the findings, the following recommendations were madethat: Mathematics teachers should be encouraged to embrace the new method of teaching (use of ICT) and pursue it with all the zeal it deserves; in-service training, especially on ICT usage in Mathematics lesson be made compulsory for all Mathematics teachers; seminars and conferences be organized by experts for teachers, especially Mathematics teachers on ICT usage in teaching; and state government should make frank efforts to provide all the necessary facilities and equipment for the proper ICT usage in teaching secondary school Mathematics.

Item Type: Article
Subjects: L Education > L Education (General)
Divisions: Faculty of Law, Arts and Social Sciences > School of Education
Depositing User: mrs chioma hannah
Date Deposited: 07 Jul 2022 12:40
Last Modified: 07 Jul 2022 12:40
URI: http://eprints.gouni.edu.ng/id/eprint/3538

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