FACTORS LIMITING THE USE OF ICT IN TEACHING MATHEMATICS AT SECONDARY LEVEL IN NAIROBI COUNTY, KENYA
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Abstract
Mathematics is one of the compulsory subjects taught and Examine at form four levels in Kenya. Statistical data from the ministry of education indicate that over the years, the subject has been ranked the lowest in terms of the mean as compared to other subjects. The deteriorating performance was attributed to poor teaching strategies, lack of teaching resources, and negative attitude towards the subject by both teachers and learners. Educators argue that when appropriate ICT is used in Mathematics instruction, the technology simplifies abstract mathematical concepts for learners to understand and comprehend. This study aimed to find out the limiting factors among Mathematics teachers on the use of ICT for teaching at the secondary level in Nairobi County, Kenya. A sample population of fifty-two (52) participants comprising of forty-two (42) Mathematics teachers and ten (10) Heads of Mathematics Department in the ten schools within Nairobi County was involved in the study. The study adopted a descriptive cross-sectional survey design. The significance of the study is also to inform the policymakers on appropriate ways to use ICT in teaching mathematics. The primary data from the field was collected using mathematics teachers` questionnaires and structured interview schedule for the head of the mathematics department. The primary quantitative data was analyzed using SPSS program version 20 and presented informs of frequency tables, figures, and percentages. In contrast, qualitative data were transcribed, coded, and reported as emerging themes in the data analysis and discussion section. The findings of the study showed that Lack of ICT resources in schools was the major impediment at 42.86% on the use of ICT by mathematics teachers followed by lack of administrative support at 21.43%, lack of ICT training, and ICT policies at 14.29% and 7.14% respectively. It was evident that a lack of ICT skills is at 61.91% among mathematics teachers, indicating that most of them do not have the necessary computer literacy skills to prepare ICT integrated lesson plans for teaching. The study found out that the negative attitude towards the use of ICT among male teachers was 79.31% as compared to their female counterparts at 66.54% an indicator that more sensitization needs to be done on ICT integration in schools to positively change mathematics teachers' perception to embrace the use of ICT. From the study, it was observed that there is a need to equip schools with ICT infrastructure and train teachers on how to integrate ICT in the teaching and learning process of Mathematics.
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