Attitude of Pre-service Teachers towards Application of Techno-pedagogy in Mathematics Classroom

International Journal of Research and Scientific Innovation (IJRSI) | Volume VII, Issue VIII, August 2020 | ISSN 2321–2705

Attitude of Pre-service Teachers towards Application of Techno-pedagogy in Mathematics Classroom

Akukwe, Anthonius Chukwudi¹, Nwoke, Bright Ihechukwu² & Okebaram Humphrey^3
1Department of Computer Science Education, ²Department of Mathematics, ³Department of Business Education
^1,2,3Alvan Ikoku Federal College of Education Owerri, Imo State, Nigeria

Abstract: The study was carried out to investigate the attitude of pre-service teachers towards application of techno-pedagogy in mathematics classrooms. The study focused on mathematics pre-service teachers of Alvan Ikoku Federal College of Education Owerri Imo state, Nigeria. A sample of 105 degree and NCE pre-service teachers drawn through stratified random sampling technique was used for the study. The descriptive survey research design was applied in carrying out the research. A 14-items likert 4-point type questionnaire titled “Pre-service Teachers Attitude towards Techno-pedagogy in Mathematics Classroom (PTATMC)” drawn by the researchers was used for data collection. It had reliability coefficient of 0.80 determined using cronbach’s alpha formula. The data generated were analyzed using mean and standard deviation to answer research questions while the hypothesis was analyzed using t-test statistical tool tested at 0.05 level of significance. The result of the study showed that, mathematics pre-service teachers had high positive attitude towards the application of techno-pedagogy in mathematics classroom irrespective of gender. Based on the result of the study, it was recommended that, techno-pedagogy should be fully employed in teaching mathematics pre-service teachers in teacher training institutions.

Keyword: Attitude, Mathematics, pre-service teachers, Techno-pedagogy

I. INTRODUCTION

Teachers’ education is an important aspect of education that requires very important attention since the quality of teachers determines the quality of students and the entire education system. According to ziyn (2014) a sound programme of teacher’s education and effective teacher’s training institutions are essential for the qualitative improvement of overall education system of a nation. Mukhopadhaya (2002) indicated that quality of school education is the direct consequence and outcome of the quality teachers and teacher’s education system. Quality assurance in teacher’s education is a key to quality assurance in education itself. Traditional teacher education is associated with the use of chalk and talk approach, making the students passive recipients of knowledge as the teachers took total control of the learning process, this is neither profitable to the students nor the nations education system. This method of teaching has failed to meet with the increasing demand of quality and vibrant education which is required in our fast changing society.

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