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 |