Abstract:
The purpose of the study was to find teachers and students perceptions on the
integration of ICT into Mathematics teaching and learning in the Ghanaian Senior
High Schools and discover the potential barriers hindering effective ICT integration.
The population comprised all teachers and students in the Greater Accra Region. A
simple random sampling was used to select the teachers and the students. Two public
mixed and one private mixed school from the Ga South Municipality were
purposefully selected. A total of twenty five (25) teachers and sixty (60) students were
selected from the three schools. The research design for the study was mixed method
research design. Questionnaires were administered personally to both the teacher and
the students as well interview. SPSS version 16 was used in generating the various
outputs for analysis. The findings revealed that 95.8% of the teachers have not been
using computers in their classroom instruction even though they have access to
computers in their schools. It was also discovered that 83.3% of the schools do not
have specialized software for teaching Mathematics installed on the computers in
their laboratories. However, it was found out that most of the students had good
perception concerning the use of computers and graphic calculators and were
convinced that are good tools for learning Mathematics. It is therefore recommended
that specialized software for teaching and learning Mathematics be installed on the
computers in the various Senior High Schools laboratories to enable the Mathematics
teachers in the SHS have access to them and use them in their teaching.
Description:
A DISSERTATION IN THE DEPARTMENT OF MATHEMATICS
EDUCATION, FACULTY OF SCIENCE EDUCATION, SUBMITTED TO
THE SCHOOL OF GRADUATE STUDIES, UNIVERSITY OF EDUCATION,
WINNEBA, IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR
THE AWARD OF THE DEGREE OF MASTER OF PHILOSOPHY IN
MATHEMATICS EDUCATION
JUNE, 2015
A DISSERTATION IN THE DEPARTMENT OF MATHEMATICS
EDUCATION, FACULTY OF SCIENCE EDUCATION, SUBMITTED TO
THE SCHOOL OF GRADUATE STUDIES, UNIVERSITY OF EDUCATION,
WINNEBA, IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR
THE AWARD OF THE DEGREE OF MASTER OF PHILOSOPHY IN
MATHEMATICS EDUCATION
JUNE, 2015