Gender Associated Junior Secondary School Mathematics Teacher ICT Competence in Port Harcourt Local Government Area

Abstract

This study investigated gender influence on the Information and Communication Technology (ICT) competencies of Mathematics teachers in Junior Secondary Schools in Port Harcourt Local Government Area (LGA) of Rivers State, Nigeria. The study adopted the comparative research design. The population was all the public Junior Secondary School Mathematics Teachers in Port-Harcourt LGA. A sample of 60 Mathematics teachers took part in the study. The instrument titled Teachers ICT Competency Inventory (TICI) used for data collection measured the teachers’ ICT Competency. The Cronbach Alpha (r_a) formula was applied to compute the reliability of TICI and it resulted in an index of 0.80. Mean and Standard Deviation (SD) were used to answer all the research questions whereas an independent sample t-test was used to test all the hypotheses. The results among others established low mathematics teacher ICT competency for all the variables measured. There were statistically significant gender differences in ICT competencies between male and female Mathematics teachers in terms of ICT use for curriculum, pedagogy, and organizing and management of the teaching and learning process. However, no significant gender differences were found in ICT competencies regarding national/institutional policies and assessments to provide students with feedback. The study recommended that the government have all the in-service Mathematics teachers trained to become highly competent in the use of ICT.