Mathematics tutors’ ICT integration into teaching and learning of mathematics in the Colleges of Education in Ghana

Abstract

The study explored the extent of ICT integration in teaching and learning of mathematics among Colleges of Education (CsE) mathematics tutors in Ghana. It also investigated factors that influence ICT integration in teaching and learning of mathematics in the CsE in Ghana. This study utilized the Constructivist theory, Technology Acceptance Model and the Concerned Based Adoption Model as its theoretical frameworks. The study which included forty-four (44) CsE mathematics tutors utilized a descriptive survey as its research design. Data for this study were gathered using questionnaire. The findings of this study revealed that the extent to which CsE mathematics tutors’ integrated ICT in teaching and learning of mathematics was very little. But mathematics tutors to a large extent used calculator and ICT for general applications and to a little extent used computer in mathematics teaching and learning. The findings indicated that some of the activities that CsE mathematics tutors used ICT general applications for were in reporting students’ results, preparing students task and preparing their lessons. The findings also revealed that CsE mathematics tutors perceived no availability of computer in colleges as the main barrier to ICT integration in mathematics instructions. Further, the findings revealed that the factors (i.e. age, gender, educational level, year of completion of university and universities attended by the mathematics tutors) do not affect their ICT integration. Finally, the findings revealed that mathematics tutors hold a positive belief about the significance of ICT integration in teaching and learning of mathematics and hence most are in support of the view that administrators and mathematics departments should embrace policies that enforce ICT integration in mathematics instructions.