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Full Project – AN INVESTIGATION OF MATHEMATICS TEACHERS’ COMPETENCE AND KNOWLEDGE OF INFORMATION AND COMMUNICATION TECHNOLOGY

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AN INVESTIGATION OF MATHEMATICS TEACHERS’ COMPETENCE AND KNOWLEDGE OF INFORMATION AND COMMUNICATION TECHNOLOGY

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND TO THE STUDY

The integration of Information and Communication Technology (ICT) in education, particularly in Mathematics, has been a topic of interest for many researchers. According to Voogt et al. (2013), the use of ICT in teaching Mathematics can enhance students’ understanding and problem-solving skills. However, the effectiveness of this approach largely depends on the teachers’ competence and knowledge of ICT. The authors argue that teachers need to be proficient in both Mathematics and ICT to effectively integrate the two in their teaching.

In a study conducted by Polly (2011), it was found that Mathematics teachers’ competence in ICT was significantly related to their ability to integrate technology into their teaching. The study involved a sample of middle school Mathematics teachers and used a mixed-methods approach to collect data. The results showed that teachers with higher levels of ICT competence were more likely to use technology in their teaching, suggesting that improving teachers’ ICT skills could enhance the integration of technology in Mathematics education.

However, a study by Tondeur et al. (2017) found that teachers’ knowledge of ICT was not the only factor influencing their use of technology in teaching Mathematics. The study found that teachers’ beliefs about the usefulness of technology and their attitudes towards technology also played a significant role. This suggests that training programs for Mathematics teachers should not only focus on improving their ICT skills but also on changing their attitudes and beliefs about technology.

In contrast, a study by Karsenti and Fievez (2013) found that even when Mathematics teachers have a high level of ICT competence, they may still face challenges in integrating technology into their teaching. The authors argue that this is due to a lack of pedagogical knowledge about how to use technology effectively in teaching Mathematics. This suggests that training programs should also focus on developing teachers’ pedagogical knowledge about ICT.

Despite the challenges, there is evidence to suggest that with the right support, Mathematics teachers can effectively integrate ICT into their teaching. A study by Drijvers et al. (2010) found that when Mathematics teachers were provided with ongoing professional development and support, they were able to use technology effectively to enhance their students’ learning. This suggests that ongoing support and professional development are crucial for the successful integration of ICT in Mathematics education.

In conclusion, the literature suggests that Mathematics teachers’ competence and knowledge of ICT are crucial for the effective integration of technology in teaching. However, other factors such as teachers’ attitudes and beliefs about technology, their pedagogical knowledge about ICT, and the availability of ongoing support and professional development also play a significant role. Therefore, a comprehensive approach that addresses all these factors is needed to enhance the integration of ICT in Mathematics education.

1.2 STATEMENT OF PROBLEM

According to a number of studies, there is a significant gap between the formulation of policy and its implementation in Nigerian schools with respect to the provision of computer instruction in Nigerian schools. In terms of the information and communication technology that is used in the Nigerian healthcare system, the only technologies that are accessible in the country’s hospitals are mobile phones and the internet, and only to a limited level.

Mathematics teachers in Nigerian secondary schools are not competent in basic computer operation and in the use of generic software, despite the fact that they have a positive attitude toward the use of computers in Nigerian secondary schools. This is despite the fact that mathematics teachers in Nigerian secondary schools teach students how to use computers. These data have shown that there is a low degree of ICT penetration in the educational system of Nigeria, despite the fact that the attitudes of mathematics instructors have been favorable.

To the disadvantage of research on pre-service mathematics teachers, many studies that have been undertaken on computers and ICT have concentrated mostly on practicing mathematics instructors in Nigerian secondary schools rather than on pre-service teachers.

The majority of studies that examined the attitude of pre-service mathematics teachers toward ICT were conducted outside of Nigeria; in fact, very few studies on attitude and competence in the use of computers have focused on the academic and non-academic staff of Nigerian higher institutions. This is despite the fact that Nigeria is home to a large number of higher education institutions. It is possible that gaining an appreciation of mathematics teachers’ attitudes toward the use of information and communications technology (ICT) and their perceived levels of competence in this area could provide useful insight into the future of the integration, acceptance, and utilization of technology in teaching and learning in Nigeria.

1.3 OBJECTIVE OF THE STUDY

The main purpose of this study is to investigate mathematics teachers’ competence and knowledge of information and communication technology. Specifically, the present study examined:

To examine mathematics teachers’ knowledge of information communications technology.
To find out the extent at which mathematics teachers apply the knowledge of ICT to the teaching of mathematics.

iii. To investigate the benefits of ICT competent in the teaching and learning of mathematics.

To assess the attitude of teachers towards information and communication technology (ICT).

1.4 RESEARCH QUESTIONS

The following research questions will guide the study:

Do mathematics teachers have knowledge of information communications technology?
What is the extent at which mathematics teachers apply the knowledge of ICT to the teaching of mathematics?

iii. What are the benefits of ICT competent in the teaching and learning of mathematics?

What is the attitude of mathematics teachers towards information and communication technology (ICT)?

1.5. RESEARCH HYPOTHESIS

The hypothetical statement of the study is buttressed below:

Ho: There is no significant relationship between mathematics teachers’ competence and knowledge of information and communication technology.

H1: There is significant relationship between mathematics teachers’ competence and knowledge of information and communication technology.

1.6 SIGNIFICANCE OF THE STUDY

This study will be significant to government as it would be exposed to the need of carrying out periodic training for teachers on the use of information communications technology.

The study will be significant to teachers as the knowledge and competence of using the information communications technology will aid in the teaching of mathematics to students.

The study will be of benefit to the academic community as it will contribute to the existing literature.

1.7 SCOPE OF STUDY

This study will examine mathematics teachers knowledge of information communications technology. The study will also find out the extent at which mathematics teachers apply the knowledge of ICT to the teaching of mathematics. The study will further investigate the benefits of ICT competent in the teaching and learning of mathematics. Lastly, the study will assess the attitude of teachers towards information and communication technology (ICT). hence the study will be delimited to Akwa Ibom State.

1.8 LIMITATION OF THE STUDY

Like in every human endeavour, the researchers encountered slight constraints while carrying out the study. Insufficient funds tend to impede the efficiency of the researcher in sourcing for the relevant materials, literature, or information and in the process of data collection (internet, questionnaire, and interview), which is why the researcher resorted to a moderate choice of sample size. More so, the researcher will simultaneously engage in this study with other academic work. As a result, the amount of time spent on research will be reduced.

1.9 DEFINITION OF TERMS

COMPETENCE: This is the ability of having the skill or knowledge to do something well or effectively.

Knowledge: facts, information, and skills acquired through experience or education; the theoretical or practical understanding of a subject.

ICT: the use of computers to create, process, store, retrieve, and exchange all kinds of electronic data and information

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Full Project – AN INVESTIGATION OF MATHEMATICS TEACHERS’ COMPETENCE AND KNOWLEDGE OF INFORMATION AND COMMUNICATION TECHNOLOGY

Click here to Get this Complete Project Chapter 1-5

Full Project – AN INVESTIGATION OF MATHEMATICS TEACHERS’ COMPETENCE AND KNOWLEDGE OF INFORMATION AND COMMUNICATION TECHNOLOGY

Full Project – AN INVESTIGATION OF MATHEMATICS TEACHERS’ COMPETENCE AND KNOWLEDGE OF INFORMATION AND COMMUNICATION TECHNOLOGY

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