In-Service Teachers' USe of ICT in Teaching Mathematics in Ghana: A Case Study in the Cape Coast Metropolis

ABSTRACT This study was  set out to examine the barriers to ICT integration into Mathematics  teaching and learning in selected Senior High Schools in the Central Region of Ghana. Specifically, the study aimed to examine the effects of  internal  barriers  (constructive  teaching  beliefs,  teaching  experience, attitudes toward  computer and technology  competence) and external barriers (access  to  technology  use,  level  of  training  in  the  use of technology, time adequacy, as well as, the culture of the teacher’s institution) in predicting in service teachers’ usage of ICT in the teaching and learning of Mathematics. The  study  employed  the  descriptive  survey  design  to  answer  the  research questions  of  the  study.  Five-point  Likert  scale  questionnaire  was  the instrument  for  data  collection.  Both  purposive  and  convenience  sampling techniques  were  used  to  select  185  in-service  teachers  for  the  study.  The multiple regression analysis was used to estimate the factors influencing ICT integration.  The study revealed that in-service teachers’ ICT integration in the teaching  of  Mathematics  was  barely  low.  Both  internal  and  external  factors had significant effects on ICT integration; but the external factors had stronger predictability  of  ICT  integration  than  the  internal  factors.  The  study recommended  that  the  heads  of  departments  should  organize  regular  ICT training towards  increasing  teachers’  competencies  and  decreasing  their anxiety  to  enhance  willingness  to  integrate  ICT  in  teaching  and  learning  of Mathematics.