Assessment of Teacher’s ICT Skills on the Use of Technology in the Teaching and Learning of Mathematics in Olamaboro Local Government Area of Kogi State
CHAPTER ONE
Objective of the study
he primary objective of this study is to assess teachers’ Information and Communication Technology (ICT) skills and their utilization of technology in the teaching and learning of Mathematics. Specifically, the study aims to:
- Evaluate the proficiency of teachers in using ICT tools and resources relevant to Mathematics instruction.
- Identify the pedagogical knowledge and strategies employed by teachers to integrate technology into Mathematics teaching practices.
- Examine the impact of teachers’ ICT skills on student engagement, motivation, and learning outcomes in Mathematics.
- Assess the professional development needs of teachers regarding ICT integration in Mathematics education.
CHAPTER TWO
REVIEWED OF RELATED LITERATURE
Mathematics teachers and education
Mathematics teachers and educators occupy a central position in the educational landscape, influencing students’ attitudes, abilities, and achievements in mathematics (Schoenfeld, 2007). As facilitators of learning, they are tasked with conveying mathematical concepts, promoting problem-solving skills, and instilling confidence in students’ mathematical abilities (NCTM, 2020). This study examines the roles and responsibilities of mathematics teachers and educators in promoting effective mathematics education.
Mathematics teachers are responsible for delivering curriculum content in a clear, accessible manner, ensuring that students grasp fundamental mathematical concepts (Ball, Thames, & Phelps, 2008). By employing varied instructional strategies, such as visual representations, real-world applications, and collaborative learning activities, teachers can cater to diverse learning styles and foster deeper conceptual understanding (Boaler, 2016).
Central to mathematics education is the development of problem-solving skills, which enable students to apply mathematical principles to real-world situations (Polya, 1957). Mathematics teachers play a crucial role in cultivating students’ problem-solving abilities through the provision of challenging tasks, opportunities for inquiry-based learning, and encouragement of perseverance in the face of mathematical challenges (Hiebert & Grouws, 2007).
Effective mathematics education goes beyond rote memorization to encompass mathematical communication and reasoning skills (NCTM, 2020). Mathematics teachers are tasked with creating classroom environments that encourage dialogue, collaboration, and the articulation of mathematical reasoning (Stein, Smith, Henningsen, & Silver, 2000). Through discourse-rich instruction and the use of open-ended tasks, teachers can scaffold students’ ability to justify mathematical arguments and communicate their thinking effectively.
In order to promote resilience and perseverance in mathematics, teachers must foster a growth mindset among students, emphasizing the belief that intelligence and mathematical ability can be developed through effort and practice (Dweck, 2006). Mathematics educators play a crucial role in promoting a positive classroom culture where mistakes are viewed as opportunities for learning, and feedback is provided to support students’ growth and development (Boaler, 2019).
Mathematics teachers and educators wield significant influence in shaping students’ mathematical proficiency and attitudes towards the subject. By embracing their roles as facilitators of learning, problem-solvers, and champions of mathematical reasoning, teachers can contribute to the enhancement of mathematics education and empower students to become confident, proficient mathematicians.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain assessment of Teacher’s ICT Skills on the use of technology in the teaching and learning of Mathematics in Olamaboro Local Government Area of Kogi State. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing assessment of Teacher’s ICT Skills on the use of technology in the teaching and learning of Mathematics
Summary
This study was on assessment of Teacher’s ICT Skills on the use of technology in the teaching and learning of Mathematics in Olamaboro Local Government Area of Kogi State. Four objectives were raised which included: Evaluate the proficiency of teachers in using ICT tools and resources relevant to Mathematics instruction, identify the pedagogical knowledge and strategies employed by teachers to integrate technology into Mathematics teaching practices, examine the impact of teachers’ ICT skills on student engagement, motivation, and learning outcomes in Mathematics and assess the professional development needs of teachers regarding ICT integration in Mathematics education. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from selected secondary schools in Olamaboro Local Government Area of Kogi State. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
In conclusion, this study underscores the importance of assessing teachers’ ICT skills and practices in Mathematics education, identifying areas for improvement, and implementing evidence-based strategies to support teachers in leveraging technology to enhance teaching and learning experiences. By investing in teachers’ professional development and creating conducive learning environments, educational institutions can empower educators to harness the full potential of technology and foster meaningful learning experiences for all students in Olamaboro Local Government Area of Kogi State.
Recommendation
- Educational authorities should prioritize the implementation of targeted professional development programs aimed at enhancing teachers’ ICT skills and integration practices in Mathematics education. These programs should provide hands-on training, workshops, seminars, and ongoing support to empower teachers with the knowledge and confidence to effectively use technology in their teaching.
- Schools and educational institutions should ensure equitable access to technological resources and infrastructure, including computers, tablets, interactive whiteboards, educational software, and internet connectivity. Adequate provision of these resources is essential for facilitating effective ICT integration and promoting engaging Mathematics instruction.
- Establishing support networks, peer mentoring programs, and communities of practice can provide opportunities for teachers to collaborate, share best practices, and learn from each other’s experiences in integrating technology into Mathematics teaching. These networks can foster a culture of innovation, collaboration, and continuous professional growth among educators.
- Educational policymakers should develop clear policies, guidelines, and standards for ICT integration in Mathematics education. These policies should outline expectations for teachers’ ICT competencies, provide guidance on effective integration strategies, and allocate resources to support implementation efforts at the school and district levels.
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