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International Journal of Statistika and Mathematika, ISSN: 2277- 2790 E-ISSN: 2249-8605

Volume 11, Issue 2, August 2014 pp 91-96
Case Report

Mathematics teachers’ competencies in the use of information and communication technology (ICT) in classroom instructions in Bayelsa state of Nigeria: a case study of yenagoa education zone

Ezugwu J J O1, Diri E A2

*Department of Science Education, University of Nigeria, Nsukka, NIGERIA.

Academic Editor: Dr. Dase R. K.

Abstract

Introduction: This study examined mathematics teachers’ competencies in the use of Information and Communication Technology (ICT) in classroom instructions in Yenagoa Education Zone of Bayelsa State. The study looked into three levels of competencies (personal, pedagogical and subject-oriented) of mathematics teachers in the use of ICT. Factor like gender was considered in the study. Four research questions and one hypothesis guided the study. A survey research design was used for the study. Thirty seven (37) senior secondary school mathematics teachers participated in the study by providing data which were sought through the use of ICT competence test questions. The test instruments required information on personal, pedagogical and subject-oriented ICT competencies of the teachers. The test instrument was administered to the teachers and their responses cumulated. Data were analyzed using SPSS V16 package. Mean and standard deviation were used to answer the research questions while t-test statistics was used to answer the null hypothesis. Results revealed that most mathematics teachers were fairly competent in the levels of ICT competencies while a small proportion of teachers were not competent in the use of ICT. There was no significant difference in the responses of male and female teachers. This indicated that teachers lacked the necessary ICT competence level needed for classroom usage. Recommendations were made in respect to the teachers level of competencies that once a while, in-service training should be organized for serving teachers till all become ICT competent. ICT should be a compulsory course in all teacher-training Institutions. ICT competency should also be made one of the compulsory requirements for teachers’ promotion. The following suggestions were made for further studies: A similar study should be carried out covering other subject areas and other zones of Nigeria and other forms of instruments should be used as instrument for data collection to find out the ICT competencies of teachers.

 


 
 
 
 
 
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