The Relationship between ICT Usage and the Teaching of Mathematics in Secondary Schools of Kalungu District, Central Uganda
DOI:
https://doi.org/10.59472/jodet.v2i1.62Keywords:
Relationship, ICT usage, Teaching of Mathematics, Secondary SchoolsAbstract
This study explored the influence of Information and Communication Technology (ICT) in teaching of mathematics in Secondary Schools of Kalungu District. The study objectives were to; (i) examine the extent to which ICT is used by Mathematics teachers, (ii) establish the effectiveness of teaching Mathematics, and (iii) examine the relationship between ICT usage and teaching of Mathematics in Secondary Schools of Kalungu District. Correlational type of design was used for the study whereby questionnaires and interview guide were used to collect data from a sample of 132 respondents. Quantitative data was analyzed using the SPSS where both inferential and descriptive techniques were used while qualitative data was summarised into themes and quotes. The study discovered that the level of ICT usage among teachers of mathematics in Kalungu District has an overall mean of 2.25 implying a moderate usage of Information Communication Technology; the effectiveness of teaching mathematics in secondary school in Kalungu District was high with an overall mean of 4.05 while the relationship between ICT usage and teaching of Mathematics in Secondary Schools of Kalungu District was not statistically significant (p = 0.373). Therefore, Formal policy guidelines for ICT usage should be put in place so that all teachers can attend in service training programmes at least once every academic year to update themselves with relevant skills for ICT usage in teaching mathematics.
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