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 inservice
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.
