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Vol. 5, Issue 2, Part A (2019)
ICT competence level of in service mathematics teachers and how it is incorporated into classroom practices in the cape coast metropolis of Ghana
ICT competence level of in service mathematics teachers and how it is incorporated into classroom practices in the cape coast metropolis of Ghana
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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 Cape Coast Metropolis of 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.
This study was set out to examine the barriers to ICT integration into Mathematics teaching and learning in selected Senior High Schools in the Cape Coast Metropolis of 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. A 5-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 fairly low. Both internal and external factors had significant effects on ICT integration; but the internal factors had stronger predictability of ICT integration than the external factors. The study recommended that Ghana Education Service should carry out a review of the Mathematics Curriculum to make the timetable more flexible to enhance teachers’ willingness to integrate ICT in the teaching and learning of Mathematics.
Pages: 33-45 | 989 Views 121 Downloads
How to cite this article:
Aloysius Donkor, Benedictus Mawusi Donkor, Cynthia Adjartey. ICT competence level of in service mathematics teachers and how it is incorporated into classroom practices in the cape coast metropolis of Ghana. Int J Appl Res 2019;5(2):33-45.
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