Mathematics in the Classroom: A Survey of Teachers' Opinions on the Use of Information and Communication Technologies (ICTs) in Teaching and Learning

Abstract

  Aim: The purpose of this study was to look into how school mathematics teachers use ICT in their classrooms, as well as the perceived barriers and challenges to ICT integration in mathematics classrooms. Study Design: The research was conducted using a descriptive cross-sectional survey research approach. Methodology: A cluster sampling strategy was utilized to pick 120 teachers from public schools in the keta municipality of the Volta region for this study. The questionnaire was returned by 105 teachers, with an 87.5 percent response rate, and descriptive statistics were utilized to analyze the data. 72 percent of the 105 teachers were males and 28 percent were females. Results: According to the findings, mathematics teachers use ICT in their classrooms to a very limited extent. Some mathematics teachers, on the other hand, frequently utilise ICT for common computer applications, including obtaining information on the internet for teaching, networking with colleagues and students, sending emails, and producing lesson notes etc. Respondents lacked proper training and access to instructional technologies, according to the findings. The lack of printers and presentation equipment in schools, according to respondents, may hinder their ability to integrate ICT into the teaching and learning process. Conclusions: Because of a lack of technical know-how and inadequate ICT tools, most mathematics teachers do not use ICT in their classroom. Teachers who have minimal experience with ICT, on the other hand, prefer to utilise it for non-teaching purposes.