Investigating Mathematics Teachers’ Preparedness to Teach Computer in Secondary Schools of Kitwe District
American Journal of Education and Information Technology
Volume 4, Issue 2, December 2020, Pages: 41-49
Received: May 11, 2020;
Accepted: May 28, 2020;
Published: Jun. 16, 2020
Views 251 Downloads 76
Region Charks Kumwenda, School of Graduate Studies, The Copperbelt University, Kitwe, Zambia
Mubila Leonard, School of Mathematics and Natural Sciences, The Copperbelt University, Kitwe, Zambia
This study is an investigation that focuses on finding out whether teachers of Mathematics have acquired enough preparedness to teach Computer in a way that will enhance academic learner performance. Although much research has been done on factors about ICT integration and implementation, little research has been done on preparedness to teach Computer as a topic integrated in the Mathematics syllabus. A total of sixty nine (69) teachers from eighteen different schools participated in the study including lesson observations which were carried out on four (4) teachers of different schools. The study used both quantitative and qualitative methods. The results through the questionnaires by the ANOVA test revealed that the difference between training and preparedness to teach Computer were not statistically significant (P>0.05). The findings further revealed teaching experience were not a factor on preparedness to teach Computer. However, the findings by the paired sampled t test also revealed that Computer literacy and preparedness to teach Computer were statistically significantly different (P<0.05). The results to determine the relationship between the preparedness variables by the correlation matrix about the population in the study and acquiring Computer literacy showed that they were not statistically significant (P>0.01) except for training in ICT. The study, therefore, concluded that lack of Computer literacy affected teacher preparedness to teach Computer and negatively impacted on preparedness to understand the provision of material on Computer in the textbooks.
Region Charks Kumwenda,
Investigating Mathematics Teachers’ Preparedness to Teach Computer in Secondary Schools of Kitwe District, American Journal of Education and Information Technology.
Vol. 4, No. 2,
2020, pp. 41-49.
Abelson, H., Susman, G. J and Susman, J. (2016). Structure and interpretations of Computer programs, McGrow-Hill Book Company, New York.
Baya, N. and Dehar, W. (2013). Mathematics Teachers Readiness To integrate ICT in Classrooms. The case of middle and Elementary School Arab Teachers in Israel (8) 2386, http//dx.doi.org/103991/ijet.
Cohen, L. and Manion, L. (1994). Research Methods in Education. Routledge, London.
Examinations Council of Zambia, (2017) Examinations Performance Review. Lusaka.
Fox, B., Montague, A. S and Wilkes, S. (2014). Using ICT in Primary Mathematics David fulton publishers, https://doi.org/10.432/9781315068732.
Harris, S. (1999). A review of the literature relating to preparation for the use of IT in schools. INSET for IT: NFER, Slough.
Kaur, B. and Wattasinghe, M. (2003). The use of ICT in the teaching of Mathematics by prospective teachers. Education Research of Singapore retrieved from http//www8.pair.com/ksoft.
Kari R. R and Sankar D. S. (2016). Some Effective methods for teaching Mathematics courses in Technological Universities: International Journal of Education and Information Studies 6 (1), 11-18, http://www.ripublication.com.
Kimosopo, E. (2015). Teacher preparedness for effective classroom instruction of the secondary school Christian Religious Education curriculum in Kenya. International Journal of Scientific Research and Innovative Technology, 2 (12), 2313-3759.
Koehler, M. J. Mishra. P, Kereluik K, Shin, T. S and Graham, C. R (2014). The Technological Pedagogical Content Knowledge Framework. In J. M Spector etal, eds, Handbook of Research on Education Communication and Technology, (pp. 101-108). Springer Science Business media, New York.
Lin, Q. (2008). Pre service teachers learning experiences of constructing portfolios online. The internet and Higher Education, (2) 194-200 doi 10.1016/online due 2008.0700.
Mafuta, P. B (2018). Investigating ICT infusion in Mathematics teaching and learning in community Junior Secondary Schools: Journal for Science, Technology, Engineering and Mathematics Education Africa, 1. 1 (1), 2617-6300.
Ministry of Education, Science, Vocational Training and Early Education (2013). Education Curriculum Framework. Curriculum Development Centre, Lusaka.
Ministry of Education, Science, Vocational Training and Early Education (2013). O Level Mathematics Syllabus, Curriculum Development Centre, Lusaka.
Mulenga, E. M and Phiri P. M (2018). Zambian Teachers’Profiles of ICT use in Matheamtics Pedagogy: Journal of Basic and Applied Research international, 24 (4), 157-148, https//www.research gate.net.
Mwingirwa, I. M. (2015). Preparedness of Mathematics Teachers in Transforming the Teaching and Learning of Secondary School Mathematics: International Journal of Humanities and Social Science 5 (4), 2220-8488 doi 2221/0989.
Neumann W. L (2003) Social Research Methods: Qualitative and Quantitative Approaches, Allyn and Bacon, New York.
Schuyler, W. H. (2012). Reading Statistics and Research. Library Congress Cataloguing, Boston.
Shulman L. S (1986). Those who understand: Knowledge Growth in Teaching, American Educational Research Association, 15 (2), 4-14, https//www.jstor.org/stable/1175860.
Waliman N. (2005).Your Research Project: A Step by Step for the first time Researcher (2nd Edition): Sage Publications, London.
Wang, Q. (2008). A Generic Model for Guiding the Integration of ICT into Teaching and Learning: Journal of Innovations In Education and Teaching, 45 (4), 411-419, doi 10.1080/14703290802377307, https//www.tandfonline.com/loi/rite20.