Assessing basic school mathematics teachers’ Information Communication Technology integration in The teaching 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.