ABSTRACT

The purpose of this study was to determine the availability and utilization of ICT in the   teaching and learning of mathematics in senior secondary schools in Imo State. A survey research design was used for the study. Four research questions guided the study and four null hypotheses were formulated and tested at 0.05 level of significance. The population of the study was made up of 3459 senior secondary schools students and 386 Mathematics teachers in Imo State. The accessible population was made up of 2273 Senior Secondary School students and 244 Mathematics teachers in Owerri and Okigwe educational zone of Imo State. The sample comprised 21 teachers and 189 students in the selected secondary schools in Imo State which made up of the total sample of 210 teachers and students. The sample was drawn from 2 educational zones out of 3 educational zones in Imo State.   A 32 item questionnaire was designed using a 4 point scale model and validated by three experts in measurement and evaluation and computer science, Michael Okpara University of Agriculture, Umudike. The reliability of the instrument was determined using Pearson Product Moment Correlation and it yielded a coefficient of 0.85. This was administered to 210 teachers and students drawn from a population of 2517 teachers and students.  All the research questions were analyzed using percentage, frequency, mean and standard deviation while t-test of independent was employed in testing hypotheses. The results of the analyzed data revealed that there are poor availability of ICT gadgets for teaching of  Mathematics in senior secondary schools in Imo State, as shown in the Average percentage Score of 52% (Not available) against 48% (Available), that there are low extents of utilization of ICT gadgets by Mathematics teachers in teaching-learning process as indicated by the average mean score of 2.33 and standard deviation of 0.53, that is only computer, printers and photocopiers are utilized in their schools and that there is no significant difference between the mean responses of Mathematics teachers and students on the availability of ICT gadgets for Mathematics instructional delivery. Based on these findings it was recommended that training Mathematics teachers should be reviewed to emphasize knowledge and skills related to use of Information and Communications Technologies for teaching and learning of Mathematics in secondary schools.

TABLE OF CONTENTS

Title page                                                                                                                    i                                                                                                                      

Declaration                                                                                                                  ii                                                                                                                    

Certification                                                                                                                iii

Dedication                                                                                                                  iv                                                                                                                  

Acknowledgements                                                                                                    v                                                                                                        

Table of Contents                                                                                                       vi                                                                                                           

List of Tables                                                                                                              ix                                                                                                                                                                                                                              

Abstract                                                                                                                      x

CHAPTER 1: INTRODUCTION

1. 1      Background to the Study                                                                               1

1.2       Statement of the Problem                                                                               8

1. 3      Purpose of the Study                                                                                      10

1.4       Significance of the Study                                                                               10

1. 5      Research Questions                                                                                         11

1. 6       Hypotheses                                                                                                    12

1.7       Scope of the Study                                                                                         13

CHAPTER 2: REVIEW OF RELATED LITERATURE

2.1        Conceptual Framework                                                                                   14

2.1.1        Overview of mathematics                                                                               14

2.1.2        Implementation of mathematics curriculum using ICT                                  17

2.1.3        Preparation of mathematics teachers in the use of ICT                                  18

2.1.4        Concept of ICT  resources                                                                              19

2.1.5        ICTs Availability and utilization in education                                                22

2.1.6        Information and communication technology utilization                                24

2.1.6.1 Teaching and learning with information and communication technology      27

2.1.6.1 ICT as tool for interactive learning                                                                 31

2.1.7         Factors hindering ICT utilization in schools                                                  35

2.2        Theoretical Framework                                                                                      40

2.2.1        Behaviorist theory                                                                                           40

2.2.2        Constructivist theory                                                                                      42

2.2.3        Constructivism and constructionism                                                               44

2.2.4        Constructivism in the classroom                                                                     45

2.2.5        The application of ICT in a constructivist approach                                       47

2.2.6        ICT and constructionist theory                                                                       49

2.2.7        Learning theories and implications for ICT by Vygotsky’s                           50

2.3        Empirical Studies                                                                                                51

2.4        Summary of Literature Review                                                                           57

CHAPTER 3: RESEARCH METHODS

3.1       Design of the Study                                                                                        59

3.2       Area of the Study                                                                                             59

3.3       Population of the Study                                                                                    60

3.4       Sample and Sampling Technique                                                                      60

3.5       Instrument for Data Collection                                                                         61

3.6       Validation of the Instrument                                                                            62

3.7       Reliability of the Instrument                                                                             62

3.8       Method of Data Collection                                                                               62

3.9       Method of Data Analysis                                                                                 63

CHAPTER 4: RESULTS AND DISCUSSIONS

4.1       Results and Discussions                                                                                    64

4.2       Major Findings of the Study                                                                            72

4.3       Discussion of Findings                                                                                     74     

CHATER 5: SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1       Summary                                                                                                         78

5.2       Conclusion                                                                                                      80

5.3       Recommendation                                                                                            81

5.4       Educational Implication of the Study                                                            82

5.5       Limitations                                                                                                      82

5.6       Suggestions for Further Study                                                                        83

          REFERENCES                                                                                              84

          APPENDICES                                                                                                            91

LIST OF TABLES

1.1              Frequencies and percentage responses of students and teachers on the available

ICT resources in senior secondary schools for teaching mathematics                        64

1.2              T-test analysis of the mean rating of mathematics teachers and student

on the availability of ICT resources                                                                            65

1.3              Mean responses of student and teachers on the utilizations of the available

instructional materials in classrooms for teaching of mathematics                            66

1.4     T-test analysis of the mean rating of mathematics teachers and

Student’s on the utilizations of ICT resources                                                           67

1.5              mean responses of students and teachers on the benefits of ICT

utilization in teaching mathematics                                                                             68

1.6              T-test analysis of the mean rating of mathematics teachers

and students on the benefit of ict utilization in teaching mathematics                      69

1.7              Mean responses of students and teachers on the constraints hinder

the effective utilization of ict resources in teaching-learning of process                    70

1.8              T-test analysis of the mean rating of mathematics teachers and students on

the constraints to the utilization of ICT resources in teaching mathematics              72