Computer, Interactive, Multiple Mice Technique, Learners’, Performance, Fractions

Abstract

Technology in general has advanced greatly as more computers and curricular materials for utilization of current technology are now available in schools. However, the utilization of these technological tools is not an integral part of the curriculum in Kenya. The main problem facing mathematics instruction generally is the need to improve performance of students through use of innovative approaches that involve technology. This study investigated the teacher preparedness towards the use of Information Communication Technology in mathematics instruction. Specifically, the study focused on determining the knowledge and skills needed for use of ICTs, teachers’ attitudes towards the ICTs and the kind of technical and infrastructural support needed for instructional use of ICTs in mathematics. The descriptive survey research design was adopted and involved a target population of secondary school teachers of mathematics in the three sub-counties of Bungoma: Kimilili, Bungoma North and Bungoma East. A sample of 218 including teachers and heads of departments were selected using proportionate stratified and simple random sampling techniques. Using Yamane’s sampling technique at 95% confidence interval, the sample size of 218 was obtained. Data was collected using questionnaires, interview and observation schedules. A pilot study was conducted and the data used to validate the instruments and compute the Cronbach’s alpha reliability measure which was found as 0.704 for the instrument. Data analysis involved both descriptive and inferential statistics that included frequencies and percentages and the Chi-square test. The findings indicated a lack of the necessary knowledge and skills for use of ICTs among teachers, the teachers attitude affects the use of ICTs in instruction and need for infrastructural and technical support for integration of ICT tools in teaching and learning mathematics. Therefore, a review of curriculum to ensure that teachers acquire relevant ICT knowledge and skills in ICT is needed in the teacher training institutions. The ministry of education should formulate policies that aim at ensuring acquisition of ICT infrastructure including computers, instructional software based on mathematics content, technical support to teachers and professional development of teachers in ICT pedagogy.