Susuoroka, g., Afful, J. A., Tangkur, M., Padmore, E. A., & Aggrey, J. (2023). Technology use among senior high school mathematics teachers and the factors that influence it. Teacher Education and Curriculum Studies, 8(2), 84-102. https://www.sciencepublishinggroup.com/journal/paperinfo?journalid=240&doi=10.11648/j.tecs.20230802.17

Abstract:

“The study’s objectives were to examine the usage of technology among Ghanaian senior high school mathematics instructors and to identify the factors that affect this use. The study used a descriptive survey (cross-sectional survey) approach and blended quantitative and qualitative data. All SHS mathematics teachers in the Sissala-East District of the Upper West area made up the study’s population. Among rural, peri-urban, and urban schools in the district, 60 SHS mathematics teachers were chosen using a stratified sample technique. The results showed that the district’s Senior High School level utilised less technology in the teaching of mathematics (2.048.85388). The study identified the usage of technology in mathematics instruction by SHS teachers. Manipulative, digital/computer-based, and audio-visual technologies were all combined into one category. The findings showed that the majority of teachers (3.120 ± 1.063) used manipulatives when teaching mathematics. The survey found that protractors were more frequently utilised with manipulatives than graph boards and cardboards, which were used the least by mathematics teachers in the district. However, the data also revealed that the district’s mathematics teachers never employed digital/computer-based tools such virtual protractors, mobile phones, calculators, geometry pads, stepping stones 2.0 comprehensive mathematics, or computer game programmes like Globaloria, etc. Similarly, evidence from the study adds that audio-visual technologies including television, pie chart assignment to students based on TV program and other audio-visual devices were never in use by mathematics teachers in the district (1.416 ±.712). The study identified a number of variables that affect how technology is used by mathematics teachers. The results revealed that teachers’ use of technology in teaching mathematics was significantly influenced by gender (t = 22.684, p <.001), age (t = 15.444, p <.001), experience in teaching (t = 16.093, p <.001), and location of the school (t = 16.019, p <.001). Also, despite the fact that there are many factors that may have an impact on the usage of various technologies in mathematics education, respondents cited ease of understanding as their primary motivation for doing so. The study proposed that the Ghana Education Service (GES), the Ministry of Education (MoE), the Government of Ghana (GoG), and NGOs help schools with infrastructure like computers and other visual and audio equipment as well as financial support. So, it is advised that mathematics teachers make an effort to employ these technologies in order to improve junior high school pupils’ visual grasp of mathematics.”