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.
