Exploring Mathematics Teachers’ Perceived Use of ICT in Classroom Instruction Using the Will-Skill-Tool-Pedagogy Model

Abstract

This study models the essential factors for a teacher to incorporate ICT into mathematics classroom instruction effectively. This research focuses on the study participants will (positive attitudes), skill (ICT competence), tool (access to ICT tools) and pedagogy (teaching style and confidence in skill) WSTP as key indicators for the predictability of ICT integration. An attempt is made to understand how these variables varied among mathematics teachers and also to examine their impact on ICT integration in mathematics instruction. In modeling the process of ICT usage in the study, 92 senior high school mathematics teachers were selected to respond to a questionnaire. The study’s survey of the mathematics teachers reported significant positive correlations between will, skill, tool and pedagogy variables and the stages of adoption of ICT use in teaching. Partial least squares structural equation modeling (PLS-SEM) was used to explore the WSTP dimensions and to examine their relationship with ICT integration using SmartPLS 3 software. The predictive tendency of the factors was (0.21) indicating 21% proportion of variance was explained by WSTP in the adoption of ICT integration. The results also indicated that Tool was the strongest predictor of ICT usage in the classroom for the teachers. This means that increasing access to ICT tools should be the priority of the senior high schools for the mathematics teachers in the study to effectively integrate ICT in their teaching. The study offered valuable insights into the factors affecting ICT integration in classroom instruction and provided new ideas for understanding ICT usage in the mathematics classroom context.