Assessing Basic School Mathematics Teachers’ Information Communication Technology Integration In The Teaching And Learning Of Mathematics

ABSTRACT

The purpose of the study was to assess basic school mathematics teachers

Information Communication Technology integration in the classroom. Survey

method was used as the design for study. The study employed a survey

method as a design. Cluster sampling technique was used to select 148

mathematics teachers in Bibiani in the western region of Ghana. The study

employed questionnaires in the data collection. The findings of the study

indicated that basic school mathematics teachers reported high ICT knowledge

and skills (Technological Pedagogical Content Knowledge) required for ICT

integration. Majority of the Basic School Mathematics Teachers (BSMT) do

not employ ICT during mathematics classroom instructions. To determine the

School related factor that best predicted ICT usage, the current study also

revealed that availability of ICT tools was the major predictor of effective ICT

use followed by technical support whiles planning and policy was the least

predictor of classroom ICT use in the basic school level. In addition, basic

school mathematics teachers have a positive attitude towards ICT use in the

classroom. Finally, effective ICT integration in the basic school classroom is

most affected by the school-related factors followed by teachers’ knowledge

and skills (TPACK) whiles teachers attitude have no effect on effective ICT

usage. Stakeholders of education should make ICT tools available in the

classroom and explicitly state how ICT tools are used in the mathematics

classroom in the Junior High and Primary school teaching syllabus.

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