A Survey of Junior and Senior High School Teachers’ Perceptions and Perceived Skills of ICT Integration in Teaching and Learning of Mathematics

Main Article Content

Evans Atteh
Alfred Kofi Adams
Frank Ayiku
Henry Kpai

Abstract

Aim: The study sought to investigate the mathematics teachers’ perceptions and perceived skills of ICT in the teaching and learning of mathematics in some selected junior and senior high schools in Ghana.

Study Design: This study used descriptive cross-sectional survey research design.

Methodology: The main instrument used for the study was questionnaire. The sample size for the study comprised both JHS and SHS mathematics teachers. In this study, cluster sampling and simple random techniques were used to select one hundred and twenty (120) teachers in junior and senior high schools in the keta municipality of the Volta region of which 76 were males and 29 were females. Out of the one hundred and twenty (120) teachers selected, one hundred and five (105) teachers presented back the questionnaire for analysis, 42 were J.H.S teachers and 63 were S.H.S teachers.

Results: The respondents agreed that using ICT in teaching and learning of mathematics is good, indicating positive perception among teachers. Again, the respondents showed that they possess some level of skills in using ICT in teaching and learning of mathematics.

Conclusions: Most mathematics teachers in the J.H.S and S.H.S have positive perception and skills to support the view that the integration of ICT in the teaching and learning of mathematics is useful and can improve teaching and learning in the mathematics classroom.

Keywords:
ICT, mathematics, teaching and learning, perception, skills

Article Details

How to Cite
Atteh, E., Adams, A. K., Ayiku, F., & Kpai, H. (2020). A Survey of Junior and Senior High School Teachers’ Perceptions and Perceived Skills of ICT Integration in Teaching and Learning of Mathematics. Asian Journal of Advanced Research and Reports, 11(2), 1-7. https://doi.org/10.9734/ajarr/2020/v11i230258
Section
Original Research Article

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