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

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dc.contributor.author Mensah, J
dc.date.accessioned 2023-03-20T13:33:59Z
dc.date.available 2023-03-20T13:33:59Z
dc.date.issued 2013
dc.identifier.uri http://41.74.91.244:8080/handle/123456789/1761
dc.description A MASTERS’ THESIS SUBMITTED THROUGH THE DEPARTMENT OF MATHEMATICS EDUCATION OF THE FACULTY OF SCIENCE EDUCATION, TO THE SCHOOL OF GRADUATE STUDIES, UNIVERSITY OF EDUCATION, WINNEBA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR AWARD OF THE MASTER OF PHILOSOPHY DEGREE IN MATHEMATICS EDUCATION JUNE, 2013 en_US
dc.description.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. en_US
dc.language.iso en en_US
dc.publisher University of Education,Winneba en_US
dc.subject ICT integration en_US
dc.subject Colleges of Education in Ghana en_US
dc.title Mathematics tutors’ ICT integration into teaching and learning of mathematics in the Colleges of Education in Ghana en_US
dc.type Thesis en_US


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