USE OF SOCIAL MEDIA IN THE TEACHING OF MATHEMATICS IN SECONDARY SCHOOLS

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Many learning theories have emerged in recent decades, each with a new premise that has an impact on the teaching process due to the relationship between classroom training and real life. Connectivism is a theory that describes how Internet technology have enabled people to learn and share information over the Internet and exchange information with others. Students can use technology to help them learn more effectively and exchange knowledge. Connectivism, according to Siemens (2005), stresses the provision of specialized information sets that enable us to obtain more knowledge through explicit instructions on how to use technology to study more efficiently.

In today's technology-driven environment, using the Internet and technology in learning and teaching has become a popular concept. While numerous research studies have shown that new technologies are advantageous in educational settings, the practicality of new technology and its uses in the classroom as an alternative for e-learning in most university subjects for both learners and teachers is still restricted (Hsueh, 2011). Although laptops are common in our daily lives, they are not practical enough for teachers and students to use due to their lack of compatibility with current technologies. To solve this problem, a lot of study has been done to look at how technology is used in the teaching and learning process. The most often used apps are those that can be accessed via desktop computers, the Internet, and media, such as PowerPoint, Word, Excel, and other software and hardware programs. Mobile phones can be used as a beneficial teaching technology in the light of these changes, giving teachers and students with current and automated approaches for attaining an educational goal (Boyle, 2013). In comparison to larger technology gadgets, mobile phones are a cost-effective investment for teaching and studying mathematics. When compared to repaid technologies in society, the usage of mobile phones may also provide a helpful and friendly teaching atmosphere that can enrich and facilitate the educational process. Recent technology, such as cell phones, can make things easier and more educational by allowing actual and virtual contact to take place at any time and in any location (Jee, 2011). The high-tech aspects of modern mobile devices, such as their application that spreads quickly and is easy to download through e-stories, can have a significant impact on teaching and learning in many scientific subjects, particularly mathematics. Cell phones are personal devices, but they can also be useful teaching tools. A. Kukulska-Hulme, J. Traxler, & J. Pettit (2007) argue that learning activity designers should incorporate mobile learning features. As a result, including cell phones into the educational process allows college students to interact with any device and any person at any time to exchange information. Mobile phones, for example, have program applications that scientific education, particularly mathematics education, has recently sought for pedagogical objectives. These characteristics could include things like accessibility, adaptability, and mobility (Jee, 2011).

1.2 STATEMENT OF THE PROBLEM

Because mathematics necessitates a fundamental foundation and comprehension of concepts and formulas, some limited time on the internet is insufficient for instructors to provide sufficient examples of how to apply the concepts and formulas taught (Zelick, 2013). As a result, learning must be extended beyond the classroom through the use of an online discussion forum. According to Okoro, (2012), unfortunately, the cutting-edge technology has a constraint that prevents it from supporting mathematical symbols. Furthermore, it does not allow teachers to offer video lessons to learners and reply to their questions in a timely manner. There are also students who are not computer literate and have never used the internet.

Moreso, some students do not have the financial capacity to use the internet for their lectures and some areas do not have internet connectivity (Okoro, 2012). As a result, students have difficulties learning mathematics-related subjects. This resulted in feelings of isolation, a diminished sense of community, satisfaction, intrinsic motivation, and a desire to continue in their programs.

1.3 OBJECTIVES OF THE STUDY

The primary objective of this study is to examine the use of social media in the teaching of mathematics in secondary schools. Specifically but not limited to, other objectives of this study are;

i.          To determine the types of social media apps used in teaching in secondary schools

ii.        To examine the extent teachers use social media to teach in secondary schools

iii.      To determine the effect of the use of social media on the academic performance of students in secondary schools

iv.      To determine the challenges of using social media to teach mathematics in secondary schools

1.4 RESEARCH QUESTIONS

The following research questions will be answered in this study:

i.          What are the types of social media apps used in teaching in secondary schools?

ii.        To what extent do teachers use social media to teach in secondary schools?

iii.      What are the effect of the use of social media on the academic performance of students in secondary schools?

iv.      What are the challenges of using social media to teach mathematics in secondary schools?

1.5 SIGNIFICANCE OF THE STUDY

This study is very significant because it will help math teachers to know how to consider the effects of using social media to teach.

It will help to identify some major problem of improvisation and uses of social media. The providers of social media will be able to identify useful strategies that will encourage more math teachers to utilize visual technology for the benefits it offers to instruction and learning.

Finally, this study will be beneficial to the scholars and students as it will serve as an existing material for further studies and future research.

1.6 SCOPE OF THE STUDY

This study will focus on the use of social media in the teaching of mathematics in secondary schools. Specifically, it will not focus on determining the types of social media apps used in teaching in secondary schools, examining the extent teachers use social media to teach in secondary schools, determining the effect of the use of social media on the academic performance of students in secondary schools and determining the challenges of using social media to teach mathematics in secondary schools.

Selected secondary schools in Jos North Local Government Area of Plateau State will be used as for the survey of this study.

1.7 LIMITATIONS OF THE STUDY

This study will be limited to the use of social media in the teaching of mathematics in secondary schools. Specifically, it will be limited to determining the types of social media apps used in teaching in secondary schools, examining the extent teachers use social media to teach in secondary schools, determining the effect of the use of social media on the academic performance of students in secondary schools and determining the challenges of using social media to teach mathematics in secondary schools.

Selected secondary schools in Jos North Local Government Area of Plateau State will be used as for the survey of this study. Thus the sample size was limited because only a few respondents were chosen to answer the research instrument, therefore the results cannot be generalized to other secondary schools outside the state.

1.8 DEFINITION OF TERMS

Social media: Social media are interactive technologies and digital channels that facilitate the creation and sharing of information, ideas, interests, and other forms of expression through virtual communities and networks.

Mathematics: Mathematics is an area of knowledge, which includes the study of such topics as numbers, formulas and related structures, shapes and spaces in which they are contained, and quantities and their changes. There is no general consensus about its exact scope or epistemological status.

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