Assessing mathematics teachers’ knowledge and skills in ICT integration in teaching and learning. A survey of school mathematics teachers in the Keta municipality of Ghana.

Abstract

This quantitative study assessed the knowledge and skills of mathematics teachers in integrating Information and Communication Technology (ICT) into their teaching practices of mathematics in the Keta Municipality of Ghana. The study also investigated the extent to which mathematics teachers use ICT in their teaching of mathematics as well as the challengers and barriers hindering their ICT integration into the teaching of mathematics. A cross-sectional survey design was employed, and a questionnaire which demonstrated high reliability (α = 0.759) was used to collect data. The study employed a non-probability sampling approach, specifically convenience sampling, to select one hundred and five (105) participants. A descriptive analysis approach was adopted to summarize the data using frequency distributions. The results revealed that teachers demonstrated high proficiency in basic ICT skills, such as word processing and search engine usage. However, their proficiency levels were moderate in areas such as presentation packages and communication software, and low in more advanced ICT skills, including spreadsheet usage and hardware management. Despite their positive knowledge about ICT integration, teachers reported limited use of ICT in teaching mathematics, citing inadequate training, lack of resources, and insufficient computer laboratories as major barriers. The study highlights the need for policy makers to address these challenges and provide teachers with the necessary support to effectively integrate ICT into their teaching practices