In-service teachers’ electronic readiness towards information and communication technology integration in the teaching of mathematics

Authors

  • Christopher Yarkwah Department of Mathematics and ICT Education. University of Cape Coast, Ghana
  • Christian Kwame Kpotosu Department of Mathematics and ICT Education. University of Cape Coast, Ghana
  • Stephanie Hayford Department of Mathematics and ICT Education. University of Cape Coast, Ghana
  • Ato Hayford Department of Mathematics and ICT Education. University of Cape Coast, Ghana

Keywords:

Electronic Readiness, Electronic Devices, Digital Literacy, ICT Integration

Abstract

This study explored the electronic readiness of in-service mathematics teachers towards the integration of ICT in the teaching of mathematics. Three research questions guided the study using descriptive research design. Also, data was collected from 118 senior high school mathematics teachers sampled from six senior high schools in the Cape Coast Metropolis. The data was obtained using closed-ended questionnaires. The study findings revealed that in-service mathematics teachers have the required knowledge to support mathematics learning activities with electronic devices. The teachers expressed a positive perception towards the use of electronic devices and are ready to integrate them into their mathematics teaching practices. It is recommended that stakeholders of Ghanaian senior high schools ensure that in-service mathematics teachers have technology-based in-service training that will continuously enrich their digital knowledge for effective pedagogical practices.

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Published

12/30/2023

How to Cite

Yarkwah, C., Kpotosu, C. K., Hayford, S., & Hayford, A. (2023). In-service teachers’ electronic readiness towards information and communication technology integration in the teaching of mathematics. Faculty of Natural and Applied Sciences Journal of Mathematics, and Science Education, 5(1), 60–68. Retrieved from https://fnasjournals.com/index.php/FNAS-JMSE/article/view/241

Issue

Vol. 5 No. 1 (2023): 2023-FNAS-JSME-5-1

Section

Articles