Influence of Teacher Accessibility and Attitude towards Integration of Computers in Mathematics Instruction in Secondary Schools in Kenya
- February 13, 2018
- Posted by: RSIS
- Category: Social Science
International Journal of Research and Innovation in Social Science (IJRISS) | Volume I, Issue III, March 2017 | ISSN 2454-6186
N. Metrine Wambani Sulungai
Masinde Muliro University of Science and Technology, Department of Science and Mathematics Education P.O. BOX 190-50100, Kakamega, Kenya
Abstract: – The widespread use of computers in schools renders accessibility and preparedness in these technologies necessary. It is critical to understand whether mathematics teachers are accessible to computers and have the necessary attitudes regarding computer integration into their classrooms. The purpose of the study was to establish the influence of teacher accessibility and attitude towards integration of computers in mathematics instruction in secondary schools in Kenya. A descriptive survey design was adopted for this study. 147 mathematics teachers in 25 public secondary schools of Kakamega South were selected through urposive, stratified and simple random procedures. The instruments for data collection were the questionnaire and interview schedule. Reliability of the data collection instruments was determined by split –half method. The data collected was analyzed using descriptive statistics. The findings had implications on integration of computers in secondary school mathematics.
Key words: Integration, accessibility, attitude
I. INTRODUCTION
Mathematics in Kenya is a core subject and a critical filter for career choices. However, student performance in the Kenya Certificate of Secondary Education examination (K.C.S.E) has been dismal over the years.
The analysis of K.C.S.E mathematics examination results for 2002 to 2007 in Table 1.1, indicate that performance has constantly been below average of 50%. Besides, calculating mean of means (37.44) clearly indicates that the student performance in each successive year has not been improving.
According to Strengthening of Mathematics and Science (SMASE) Report of 2008, the poor results have been attributed to various causes ranging from poor teacher attitude and lack of adequate learning materials such that performance in the subject correlates to availability of these resources (SMASE, 2008).
