Abstract:
This study was designed to find out perception of teachers on integration of
Information Communication Technology (ICT) in the teaching and learning of
mathematics in the Cape Coast Metropolis. The study adopted cross-sectional survey
as a design. The target population consists of all mathematics teachers in eight
selected senior high schools in Cape Coast Metropolis of Ghana. The sample
consisted of 102 mathematics teachers. Stratified random sampling and simple
random sampling technique were used to select the samples. A questionnaire which
has Cronbach Alpha reliability coefficient of 0.74 via internal consistency was used
for data collection. Content validity of the instrument was ascertained through expert
judgment. Factor Analysis, Independent samples t test, One-way analysis of variance,
Pearson Product Moment Correlation and Multiple Regression analysis were used to
analyse the data for the study. The findings revealed that sex of teachers had no
significant influence on the perception of teachers towards ICT integration and
teachers intentions to actually integrate ICT in teaching-learning of mathematics. It
was also revealed that there is a significant difference in the perception of teachers’ to
integrate ICT based on the teachers’ age group and years of teaching experience. The
study further revealed that mathematics teachers have positive perception towards
ICT integration, but have negative attitudes towards the use of ICT in teachinglearning
of mathematics. Based on the findings of the study, it was recommended that
mathematics teachers need to be trained on effective integration of ICT in teachinglearning
of mathematics.
Description:
A dissertation in the Department of Educational Foundations,
Faculty of Educational Studies, submitted to the School of
Graduate Studies, in partial fulfillment
of the requirements for the award of the degree of
Post Graduate Diploma
(Education)
in the University of Education, Winneba
FEBRUARY, 2021
