INTEGRATING TECHNOLOGY IN MATHEMATICS EDUCATION IN SENIOR SECONDARY SCHOOLS IN THE JOS SOUTH LGA OF PLATEAU STATE
ABSTRACT
This study was carried out to examine integrating technology in Mathematics Education in senior secondary schools in the Jos South LGA of Plateau State. The study was specifically carried out to determine whether there is an adequate availability of ICT facilities for the teaching and learning of Mathematics in secondary school; determine the extent ICT facilities are utilized by teachers during the teaching of Mathematics in secondary school; determine whether the application of ICT facilities during teaching process facilitates effective teaching and learning of Mathematics in secondary school; and find out the factors affecting the effective application of ICT during the teaching and learning of Mathematics in secondary school. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprise of mathematics teachers in some selected senior secondary schools in Jos South LGA of Plateau State. In determining the sample size, the researcher conveniently selected 57 respondents and 50 were validated. Self-constructed and validated questionnaire was used for data collection. The collected and validated questionnaires were analyzed using frequency tables, and mean scores. While the hypotheses were tested using Chi-square statistical tool. The result of the findings reveals that ICT facilities are not highly utilized by teachers during the teaching of Mathematics in secondary school. The study also revealed that the application of ICT facilities during teaching process facilitates effective teaching and learning of Mathematics in secondary school.Therefore, it is recommended that non-Governmental Organization, Government, Cooperative bodies, multinational cooperation and individual ought to guarantee the provision of functional ICT facilities in both private and public schools; this will improve quality teaching and learning. ICT facilities ought to be upgraded and well maintained at all times. The Ministry of Education ought to appoint a committee that will guarantee the functional ICT facilities available are in good working condition. To mention but a few.
CHAPTER ONE
INTRODUCTION
Background Of The Study
Mathematics is scientific and behavioral discipline so every country has integrated it as a compulsorily subject in school education. It is valuable in our each life events. Generally we can found five characteristics of understanding mathematical concepts as introducing a problem using a realistic context, identifying the main objects of the problem,using appropriate social interaction and teacher intervention to refine the models of the problem, encouraging the process of reinvention as the problem develops and focusing on the connections and aspects of mathematics. It is necessary to developed technical and cognitive proficiency of mathematics teachers.
Algebra, Analysis, Topology,Mathematical Logic, numerical analysis and discrete mathematics are the area of modern mathematics. All sciences and other disciplines like psychology, sociology, philosophy, epistemology, pedagogy, curriculum studies and science are based on mathematics directly and indirectly (Stacey, 2004). ICT is sympathetic for collaborative and individual learning(Shunaq, 2002). Hence this discipline is more important in our daily activities. ICT supports mathematics for composing, revising, editing, publishing, calculating, making connections, visualizing data, finding importance,synthesizing and problem solving. Varieties of notations, formulae, symbols, figures and graphs are available in mathematics which are really difficult to demonstrate in blackboard/whiteboard like 2D and 3D figures, graphs and chart, transformation of objects and other associative matters.
By ICT related applications, tools and software such-matter can be taught expressively. Pupils use to come to mathematics lessons with expectations about how they might apply ICT to move their own learning forward. Mathematics teachers will not need to teach ICT capability but can exploit new chances for apprentices to apply and advance the competence that they previously have, to improve their learning in mathematics.Mathematics is basic substance of each technologies and technologies support mathematics teaching.Outcome of computer technology on education is superior in mathematics than in any other discipline (Aydın, 2005).
Technology develops abstract ideas for teachers by which they can build students prior knowledge, abilities and skills,links to the materials with mathematical concepts, address common understandings and introduce more advancedideas (CTLI, 2007). The quality of mathematical software packages has been improving rapidly; however technology is still marginally integrated into education at all levels (Lavicza, 2008). ICT helps to teach mathematical facts, skills,knowledge, concepts and recover their mathematical understanding more effectively besides it helps to upsurge the capability of students and teachers.
It comforts the individuals to organize, present and treat their mechanism and transfer their inference with others. “Technology is essential in teaching and learning mathematics; it influences the mathematics that is taught and enhances students’ learning” (NCTM, 2000). Pedagogical shift of technology engenders new teaching approaches to expand students’ conceptual understanding, procedural fluency and strategic competence in mathematics. ICT makes mathematics teaching healthier and helps to increase the achievement of students (Safder et al., 2011; Gera & Verma, 2012). So every teacher has to use related technological tools, application and software for effective and meaningful learning of mathematics. Rendall (2001) found ICT assisted teaching is more effective in raising the arithmetical and logical skills in mathematics. In view of the above, this study focuses on integrating technology in mathematics education in senior secondary schools in the Jos South LGA of Plateau State.
1.2 Statement of the Problem
Knowledge is expanding day by day so teaching becoming one of the most challenging professions in our society. While learning mathematics, learner expect from facilitator to facilitate meaningful learning rather than just knowledge and skills. In this modern period the use of ICTs in teaching mathematics provides new possibilities in teaching profession. Different research indicates (Bansal, 2007) that ICT can change the way of teaching and it is useful in supporting more student- centered approaches to instruction and in developing the higher order skills and promoting collaborative activities.
Also UNESCO (2009), state that the use of ICT promotes the quality in education. That is why, mathematics teachers should be provided with different professional development training including use of ICT in the mathematics classroom according to the demand of time. In the context of Nepal the quality of education is poor and one of the approaches to address this problem is to integrating ICT based teaching learning approach to get quality in education (Bhatta, 2008).
As a teacher as well as a student I found that in school level students feel mathematics as a boring subject and harder one. Most of the students were not able to understand mathematics due to their perception towards math. Basically in most of the mathematics class, the way of teaching was mechanical problem solving method and there was not appropriate visualization of the things used in mathematics and it is oriented towards marks only. In the context of Nepal most of the math class teacher teaches the student only for getting marks so they just solve the problem. Use of ICT has a very positive impact in teaching and learning mathematics. Flecknoe (2003) also indicates that ICT assists student to learn.
Use of ICT is helpful for students and also for teachers to teach mathematics effectively and dynamically as they are more visual, interactive and stimulating. In addition, student also becomes motivated while ICT instruments are used in teaching. The effectiveness of ICT in teaching mathematics also depends on the teachers‟ interest, ability and knowledge about it.
According to Kislenko, Grevholm, & Lepik, (2005), the student‟s perception towards mathematics teaching and learning play an important role in teaching learning activities and the student's perception towards mathematics is it is important but it is hard and boring subject because when they start to solving problems mathematics than they are not able to visualize the problem so they fails many times while solving the problems. Therefore, this research focused onintegrating technology in mathematics education in senior secondary schools in the Jos South LGA of Plateau State.
1.3 Objectives of the Study
The main objective of this study focuses on integrating technology in mathematics education in senior secondary schools in the Jos South LGA of Plateau State, specifically the study intends to:
Determine whether there is an adequate availability of ICT facilities for the teaching and learning of Mathematics in secondary school.
Determine the extent ICT facilities are utilized by teachers during the teaching of Mathematics in secondary school.
Determine whether the application of ICT facilities during teaching process facilitates effective teaching and learning of Mathematics in secondary school.
Find out the factors affecting the effective application of ICT during the teaching and learning of Mathematics in secondary school
1.4 Research Questions
The following research questions guided this study:
Is there an adequate availability of ICT facilities for the teaching and learning of Mathematics in secondary school?
What is the extent at which ICT facilities are utilized by teachers during the teaching of Mathematics in secondary school?
Does the application of ICT facilities during teaching process enhance the teaching and learning of Mathematics in secondary school?
What are the factors affecting the effective application of ICT during the teaching and learning of Mathematics in secondary school?
1.5 Research Hypotheses
Ho: The use of ICT facilities during the teaching process does not enhance the teaching and learning of Mathematics in secondary school.
Ha: The use of ICT facilities during the teaching process enhance the teaching and learning of Mathematics in secondary school.
1.6 Significance Of The Study
This research project examine the integrating technology in mathematics education in senior secondary schools in the Jos South LGA of Plateau State. It is the belief of the researcher that the outcome of this study will help the teachers in secondary schools to develop positive attitude toward the use of ICT in teaching and also this study will bring to lime light the diverse benefits of using information and communication technology (ICT) in secondary schools. This study will be appropriate for secondary schools teachers and it is also believe as a recipe for policy making in reviewing existing rules guiding the implementation of ICT in the secondary schools.
1.7 Scope of the Study.
The focus of this study is on integrating technology in mathematics education in senior secondary schools in the Jos South LGA of Plateau State. Geographically the study will be delimited to some selected secondary schools Jos South LGA of Plateau State.
1.8 Limitation of the study
Like in every human endeavour, the researchers encountered slight constraints while carrying out the study. The significant constraint was the scanty literature on the subject owing to the nature of the discourse thus the researcher incurred more financial expenses and much time was required in sourcing for the relevant materials, literature, or information and in the process of data collection, which is why the researcher resorted to a limited choice of sample size. Additionally, the researcher will simultaneously engage in this study with other academic work. More so, the choice of the sample size was limited to extention teachers as few respondent were selected to answer the research instrument hence cannot be generalize to other aspect of agriculture. However, despite the constraint encountered during the research, all factors were downplayed in other to give the best and make the research successful.
1.9 Definition of terms
ICT: Information and communications technology is an extensional term for information technology that stresses the role of unified communications and the integration of telecommunications and computers.
Educational Technology: Systematic approach to designing, implementing and evaluating the instructional system on the basic principle of education.
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