The study's objectives were to examine the usage of technology among Ghanaian senior high school mathematics instructors and to identify the factors that affect this use. The study used a descriptive survey (cross-sectional survey) approach and blended quantitative and qualitative data. All SHS mathematics teachers in the Sissala-East District of the Upper West area made up the study's population. Among rural, peri-urban, and urban schools in the district, 60 SHS mathematics teachers were chosen using a stratified sample technique. The results showed that the district's Senior High School level utilised less technology in the teaching of mathematics (2.048.85388). The study identified the usage of technology in mathematics instruction by SHS teachers. Manipulative, digital/computer-based, and audio-visual technologies were all combined into one category. The findings showed that the majority of teachers (3.120 ± 1.063) used manipulatives when teaching mathematics. The survey found that protractors were more frequently utilised with manipulatives than graph boards and cardboards, which were used the least by mathematics teachers in the district. However, the data also revealed that the district's mathematics teachers never employed digital/computer-based tools such virtual protractors, mobile phones, calculators, geometry pads, stepping stones 2.0 comprehensive mathematics, or computer game programmes like Globaloria, etc. Similarly, evidence from the study adds that audio-visual technologies including television, pie chart assignment to students based on TV program and other audio-visual devices were never in use by mathematics teachers in the district (1.416 ±.712). The study identified a number of variables that affect how technology is used by mathematics teachers. The results revealed that teachers’ use of technology in teaching mathematics was significantly influenced by gender (t = 22.684, p <.001), age (t = 15.444, p <.001), experience in teaching (t = 16.093, p <.001), and location of the school (t = 16.019, p <.001). Also, despite the fact that there are many factors that may have an impact on the usage of various technologies in mathematics education, respondents cited ease of understanding as their primary motivation for doing so. The study proposed that the Ghana Education Service (GES), the Ministry of Education (MoE), the Government of Ghana (GoG), and NGOs help schools with infrastructure like computers and other visual and audio equipment as well as financial support. So, it is advised that mathematics teachers make an effort to employ these technologies in order to improve junior high school pupils' visual grasp of mathematics.
| Published in | Teacher Education and Curriculum Studies (Volume 8, Issue 2) |
| DOI | 10.11648/j.tecs.20230802.17 |
| Page(s) | 84-102 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
Technology, Ghanaian, Mathematics, Teachers, Factors and Influence
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APA Style
Gabina Susuoroka, Joyce Asante Afful, Micheal Tangkur, Edward Abatanie Padmore, Justice Aggrey. (2023). Technology Use Among Senior High School Mathematics Teachers and the Factors That Influence It. Teacher Education and Curriculum Studies, 8(2), 84-102. https://doi.org/10.11648/j.tecs.20230802.17
ACS Style
Gabina Susuoroka; Joyce Asante Afful; Micheal Tangkur; Edward Abatanie Padmore; Justice Aggrey. Technology Use Among Senior High School Mathematics Teachers and the Factors That Influence It. Teach. Educ. Curric. Stud. 2023, 8(2), 84-102. doi: 10.11648/j.tecs.20230802.17
AMA Style
Gabina Susuoroka, Joyce Asante Afful, Micheal Tangkur, Edward Abatanie Padmore, Justice Aggrey. Technology Use Among Senior High School Mathematics Teachers and the Factors That Influence It. Teach Educ Curric Stud. 2023;8(2):84-102. doi: 10.11648/j.tecs.20230802.17
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author = {Gabina Susuoroka and Joyce Asante Afful and Micheal Tangkur and Edward Abatanie Padmore and Justice Aggrey},
title = {Technology Use Among Senior High School Mathematics Teachers and the Factors That Influence It},
journal = {Teacher Education and Curriculum Studies},
volume = {8},
number = {2},
pages = {84-102},
doi = {10.11648/j.tecs.20230802.17},
url = {https://doi.org/10.11648/j.tecs.20230802.17},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20230802.17},
abstract = {The study's objectives were to examine the usage of technology among Ghanaian senior high school mathematics instructors and to identify the factors that affect this use. The study used a descriptive survey (cross-sectional survey) approach and blended quantitative and qualitative data. All SHS mathematics teachers in the Sissala-East District of the Upper West area made up the study's population. Among rural, peri-urban, and urban schools in the district, 60 SHS mathematics teachers were chosen using a stratified sample technique. The results showed that the district's Senior High School level utilised less technology in the teaching of mathematics (2.048.85388). The study identified the usage of technology in mathematics instruction by SHS teachers. Manipulative, digital/computer-based, and audio-visual technologies were all combined into one category. The findings showed that the majority of teachers (3.120 ± 1.063) used manipulatives when teaching mathematics. The survey found that protractors were more frequently utilised with manipulatives than graph boards and cardboards, which were used the least by mathematics teachers in the district. However, the data also revealed that the district's mathematics teachers never employed digital/computer-based tools such virtual protractors, mobile phones, calculators, geometry pads, stepping stones 2.0 comprehensive mathematics, or computer game programmes like Globaloria, etc. Similarly, evidence from the study adds that audio-visual technologies including television, pie chart assignment to students based on TV program and other audio-visual devices were never in use by mathematics teachers in the district (1.416 ±.712). The study identified a number of variables that affect how technology is used by mathematics teachers. The results revealed that teachers’ use of technology in teaching mathematics was significantly influenced by gender (t = 22.684, p <.001), age (t = 15.444, p <.001), experience in teaching (t = 16.093, p <.001), and location of the school (t = 16.019, p <.001). Also, despite the fact that there are many factors that may have an impact on the usage of various technologies in mathematics education, respondents cited ease of understanding as their primary motivation for doing so. The study proposed that the Ghana Education Service (GES), the Ministry of Education (MoE), the Government of Ghana (GoG), and NGOs help schools with infrastructure like computers and other visual and audio equipment as well as financial support. So, it is advised that mathematics teachers make an effort to employ these technologies in order to improve junior high school pupils' visual grasp of mathematics.},
year = {2023}
}
TY - JOUR T1 - Technology Use Among Senior High School Mathematics Teachers and the Factors That Influence It AU - Gabina Susuoroka AU - Joyce Asante Afful AU - Micheal Tangkur AU - Edward Abatanie Padmore AU - Justice Aggrey Y1 - 2023/06/20 PY - 2023 N1 - https://doi.org/10.11648/j.tecs.20230802.17 DO - 10.11648/j.tecs.20230802.17 T2 - Teacher Education and Curriculum Studies JF - Teacher Education and Curriculum Studies JO - Teacher Education and Curriculum Studies SP - 84 EP - 102 PB - Science Publishing Group SN - 2575-4971 UR - https://doi.org/10.11648/j.tecs.20230802.17 AB - The study's objectives were to examine the usage of technology among Ghanaian senior high school mathematics instructors and to identify the factors that affect this use. The study used a descriptive survey (cross-sectional survey) approach and blended quantitative and qualitative data. All SHS mathematics teachers in the Sissala-East District of the Upper West area made up the study's population. Among rural, peri-urban, and urban schools in the district, 60 SHS mathematics teachers were chosen using a stratified sample technique. The results showed that the district's Senior High School level utilised less technology in the teaching of mathematics (2.048.85388). The study identified the usage of technology in mathematics instruction by SHS teachers. Manipulative, digital/computer-based, and audio-visual technologies were all combined into one category. The findings showed that the majority of teachers (3.120 ± 1.063) used manipulatives when teaching mathematics. The survey found that protractors were more frequently utilised with manipulatives than graph boards and cardboards, which were used the least by mathematics teachers in the district. However, the data also revealed that the district's mathematics teachers never employed digital/computer-based tools such virtual protractors, mobile phones, calculators, geometry pads, stepping stones 2.0 comprehensive mathematics, or computer game programmes like Globaloria, etc. Similarly, evidence from the study adds that audio-visual technologies including television, pie chart assignment to students based on TV program and other audio-visual devices were never in use by mathematics teachers in the district (1.416 ±.712). The study identified a number of variables that affect how technology is used by mathematics teachers. The results revealed that teachers’ use of technology in teaching mathematics was significantly influenced by gender (t = 22.684, p <.001), age (t = 15.444, p <.001), experience in teaching (t = 16.093, p <.001), and location of the school (t = 16.019, p <.001). Also, despite the fact that there are many factors that may have an impact on the usage of various technologies in mathematics education, respondents cited ease of understanding as their primary motivation for doing so. The study proposed that the Ghana Education Service (GES), the Ministry of Education (MoE), the Government of Ghana (GoG), and NGOs help schools with infrastructure like computers and other visual and audio equipment as well as financial support. So, it is advised that mathematics teachers make an effort to employ these technologies in order to improve junior high school pupils' visual grasp of mathematics. VL - 8 IS - 2 ER -
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