SENIOR SCHOOL MATHEMATICS TEACHERS’ AWARENESS AND PERCEPTIONS OF ICT RESOURCES FOR TEACHING AND LEARNING

Semiu Ayinla SALAWU; Khadijat Saka AMEEN; Saidat Morenikeji ADENIJI

SENIOR SCHOOL MATHEMATICS TEACHERS’ AWARENESS AND PERCEPTIONS OF ICT RESOURCES FOR TEACHING AND LEARNING

Semiu Ayinla SALAWU, Khadijat Saka AMEEN, Saidat Morenikeji ADENIJI

Abstract

This study therefore investigated senior school Mathematics teachers’ awareness and perceptions of ICT resources for teaching and learning of Mathematics: a case of Nigeria. A descriptive research of the survey type was employed. The population for the study consisted of all Senior Secondary School Mathematics teachers in Kwara-Central, Kwara State, Nigeria where two hundred and fifty five Mathematics (255) teachers were involved in the study. Public and private school Mathematics teachers were selected using simple random sampling technique. The research instrument used in the study was “Mathematics Teachers’ Awareness and Perceptions of ICT Resources Questionnaire” (MTAPIRQ). A reliability value of 0.83 was determined using Cronbach alpha in the SPSS version 22. Data were analyzed using percentage and chi-square statistical tools at 0.05 significant level. The result revealed that Mathematics teachers are aware and have positive perceptions of ICT resources for teaching and learning. The result finally revealed that teachers’ perceptions are not dependent on their years of teaching experience. Recommendations were therefore made.

Keywords: awareness; ease-of-use; experience perceptions; ICT; usefulness

Abstrak

Penelitian ini bertujuan untuk menyelidiki kesadaran guru Matematika Sekolah Menengah Atas dan persepsi terhadap sumber daya TIK untuk pengajaran dan pembelajaran Matematika: kasus di Nigeria. Penelitian ini merupakan penelitian deskriptif dengan jenis survei. Populasi penelitian terdiri dari semua guru Matematika Sekolah Menengah Atas di Kwara-Central, Negara Bagian Kwara, Nigeria di mana 255 guru Matematika terlibat dalam penelitian ini. Guru Matematika sekolah negeri dan swasta dipilih dengan menggunakan teknik simple random sampling. Instrumen penelitian yang digunakan dalam penelitian ini adalah Mathematics Teachers’ Awareness and Perceptions of ICT Resources Questionnaire (MTAPIRQ). Nilai reliabilitas sebesar 0,83 diperoleh berdasarkan rumus Cronbach alpha pada SPSS versi 22. Data dianalisis dengan menggunakan alat statistik persentase dan chi-square pada taraf signifikan 0,05. Hasilnya mengungkapkan bahwa guru Matematika memiliki kesadaran dan persepsi positif tentang sumber daya TIK untuk pengajaran dan pembelajaran. Hasilnya akhir dalam penelitian ini mengungkapkan bahwa persepsi guru tidak tergantung pada pengalaman mengajar mereka selama bertahun-tahun. Oleh karena itu, rekomendasi dibuat.

Kata Kunci: ease-of-use; ICT; kegunaan; kesadaran; persepsi

DOI: http://dx.doi.org/10.23960/mtk/v11i1.pp29-42

Full Text:

PDF (ENGLISH)

References

Adenegan, K. E. (2007). Teaching methodologies: Issues, challenges and implications on the teaching and learning of Mathematics in primary schools. Nigerian Journal of Research in Primary Education,1(1), 29-35.

Azuka, B. F. (2015). Mathematics education for sustainable development: Implications to the production and retention of Mathematics teachers in Nigerian schools. British Journal of Education, 3(1), 44-51.

Beukes-Amiss, C. M. & Chiware, E. R. T. (2006). The impact of diffusion of ICTs into educational practices, howgood or how bad? A review of the Namibia situation. Retrieved 11 July, 2019 from http://www.dspace.unam.na:8443/dspace/bitstream/1995/244/impactiffus onICTedupdf.

Ejar, B. F., Ojong, F. & Oqua, P. E. (2016). Investigating Mathematics teachers' perception of ICT usefulness as an instructional tool for teaching and learning Mathematics in secondary schools in Cross River State. International Journal of Development Strategies in Humanities, Management and Social Sciences, 6(1), 21-28.

Ipusu, K. A. & Ukuma, S. (2008). Information and Communication Technology education (ICT): A tool for positioning Nigeria students citizen for global competiveness. Nigeria Journal of Science and Education Research (NIJOSER), 4(1), 211 – 214.

Khalid, A. B. (2013). Barriers to the Successful Integration of ICT in Teaching and Learning Environments: A Review of the Literature. Retrieved 02 June, 2019 from http://www.ejmste.com/v5n3/eurasia_v5n3_bingimlas.pdf

Mustafa, M. N. (2014). The Effects of Gender Differences in ICT Application: Bridging the Gap of Knowledge and Skills among Teachers. Aust. J. Basic & Appl. Sci., 8(10), 81-86.

National Council of Teachers of Mathematics (2011). Evaluation of Teaching Assessing Understanding of Mathematics. Retrieved 02 June, 2019 from: http://standars.nctm.org/prerior/profst/ev.yeach.m7htm.

Ng'eno, J., Githua, B. & Changeiywo, J. (2013). Teachers’ perceptions of their preparedness to integrate Information Communication and Technology in secondary school Mathematics instruction in rift valley region, Kenya. Journal of Education and Practice, 4(12), 51-57.

Nwangwu, E. C., Obi, C. A. & Ogwu, E. N. (2014). Integration of Information Communication Technology in the curriculum of Federal Unity Schools in Nigeria: Implications for Learning. Greener Journal of Educational Research, 4(4), 091-098.

Nwoke, I. B. & Ikwanusi, N. E. (2016). Impediments to integration of ICT in teaching and learning of Mathematics in secondary schools. International Journal of Advanced Academic Research, 2(6), 5-13.

Olagunju, S. O., Adenegan, K. E. & Lawal, M. O. (2015). Application of Information and Communication Technology to the teaching and learning of Mathematics towards millennium development goals realization in Nigeria. African Educational Research Journal, 3(1), 33-38.

Olaniyan, O. & Opayinka, H. F. (2012). Investigating Mathematics teachers' perception of ICT usefulness as an instructional tool for teaching and learning Mathematics in secondary schools in Oyo State. The Beagle: An International Journal of Educational Practice, 6(1), 1-6.

Olookoba, A. A., Abdullahi, A. M. & Omosidi, S. A. (2014). Impact of Information Communication Technology (ICT) on the management and performance of secondary school teachers in Kwara State, Nigeria. International Journal of Education Learning and Development, 2(3), 60-67.

Salman, M. F., Ogunlade, O. O., Ogunlade, A. A. & Adegbami, O. A. (2013). Assessment of secondary school teachers’ professional development in the use of Information Communication Technology for teaching Mathematics in Ejigbo, Nigeria. IOSR Journal of Research & Method in Education (IOSR- JRME), 2(1), 48-55.

Sim, J. C. & Theng, L. B. (2007). Teachers’ perceptions of the use of ICT as an instructional tool in Mathematics and Science. Retrieved 02 June, 2017 from: www.citeseerx.ist.psu.edu

Taiwo, S. (2009). Teachers’ perception of the role of media in classroom teaching in secondary schools. The Turkish Online Journal of Educational Technology, 8(1), 75-80.

Tella, A., Tella, A., Toyobo, O. M., Adika, L. O. & Adeyinka, A. A. (2007). An assessment of secondary school teachers’ uses of ICT’s: Implications for further development of ICT’s use in Nigerian Secondary schools. The Turkish Online Journal of Educational Technology – TOJET, 6(3), 1-13.