Kiapene, Areye Mekemi (2020) Teachers' perspectives of the drivers and contextual constraints of ICT integration into mathematics education : a case study of private secondary schools in five cities in the South-South, Nigeria. EdD thesis, University of Warwick.

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Abstract

This study reports on the use of ICT by teachers of mathematics in 28 private secondary schools in a region of Nigeria. ICT, according to the literature, can be a powerful tool for supporting mathematics education by enabling clearer presentation of subject matter, improving learner motivation, and generally enhancing teaching and learning of the subject. ICT use appears encouraged by factors such as access, teacher attitudes, school, and national policies, but those same factors can discourage support when missing. The study was designed to examine the extent of ICT integration, explore teachers' perception of ICT, and examine the contextual constraints of ICT integration. The study was designed to answer four specific research questions. First, do teachers of mathematics use ICT, and to what extent do they integrate ICT into mathematics education? Second, what do teachers of Mathematics perceive as the benefits of integrating ICT into mathematics education? Third, what are the constraints that impede teachers of mathematics from integrating ICT? Finally, what are the views of mathematics teachers regarding their further use of ICT in mathematics education?

A Mixed Methodology Research (MMR) approach and a pragmatic philosophical position were adopted. A sequential approach was followed, beginning with a survey of 120 out of 2,050 mathematics teachers from 28 private secondary schools using convenience sampling techniques, followed by interviews with 17 out of the 120 teachers (from 10 schools). The findings from the two sets of data were explored for consistency, contrast, and complementarity and compared to the wider literature.

The study revealed that teachers were aware of the opportunities for ICT integration, but ICT was patchily used due to the daunting contextual impediments. Teachers are highly motivated to use ICT but were pulled back because of the constraints, primarily lack of access. These findings were modelled to show that the decision to use ICT needed to be understood holistically. Recommendations are made for promoting the use of ICT in the mathematics classroom through teachers’ active engagement in professional learning communities, and a sequence of carefully planned demonstration teacher training lessons is suggested.

Item Type:	Thesis or Dissertation (EdD)
Subjects:	L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools Q Science > QA Mathematics
Library of Congress Subject Headings (LCSH):	Mathematics -- Study and teaching (Secondary) -- Nigeria, Mathematics -- Computer-assisted instruction, Educational technology -- Nigeria, Mathematics teachers -- Nigeria
Official Date:	July 2020
Dates:	Date Event July 2020 UNSPECIFIED
Institution:	University of Warwick
Theses Department:	Centre for Education Studies
Thesis Type:	EdD
Publication Status:	Unpublished
Supervisor(s)/Advisor:	Hammond, Michael, 1956-
Format of File:	pdf
Extent:	xx, 238 leaves : illustrations (some colour), colour map
Language:	eng

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