In-service teachers’ use of ICT in teaching mathematics in Ghana. A case study in the Cape Coast metropolis.

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.