Introduction: In many nations, the use of information and communication technology (ICTs) in and for education is increasingly growing, and it is now widely recognized as both a need and an incentive to develop and improve the education provided to people around the world.
Purpose: The intend of this study was to establish the relationship between teachers’ pedagogical knowledge in ICT integration and students’ performance in Mathematics in public secondary schools in Makueni County, Kenya.
Methodology: The study used a correlation research design. The target population was 251 principals, 407 mathematics teachers, and 14,752 Form three students, giving a total of 15,410 respondents. The study sample consisted of 25 principals, 42 mathematics teachers, and 375 students. The researcher used questionnaires for mathematics teachers, interview schedules for principals, and focus group discussions for students. Cronbach’s alpha was used to determine the reliability of the questionnaire, giving a correlation coefficient of 0.939. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were categorized into themes and thematically analyzed.
Results: The findings revealed a significant relationship between teachers’ pedagogical knowledge in ICT integration and students’ performance in Mathematics.
Recommendations: The study recommends that mathematics teachers should choose appropriate technologies to incorporate in their teaching methodologies in the actual classroom to enrich what they teach, how they teach, and what students learn.
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