Teachers’ pedagogical knowledge in integration of information communication technology and students’ performance in mathematics in public secondary schools in Makueni county, Kenya

##plugins.themes.academic_pro.article.main##

Francis Katumo Nzoka
Ephantus Micheni Kaugi
Elizabeth Jerop Katam

Abstract

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.

##plugins.themes.academic_pro.article.details##

How to Cite
Nzoka, F. K., Kaugi, E. M. ., & Katam, E. J. . (2021). Teachers’ pedagogical knowledge in integration of information communication technology and students’ performance in mathematics in public secondary schools in Makueni county, Kenya. Journal of Educational Research in Developing Areas, 2(3), 236-250. https://doi.org/10.47434/JEREDA.2.3.2021.236

References

  1. Agyei, D., & Voogt, J. (2012). Developing technological pedagogical content knowledge in pre-service mathematics teachers, through teacher design teams. Australasian Journal of Educational Technology, 28(4), 547-564.
  2. Archambault, L. M., & Crippen, K. (2009). Examining TPCK among K-12 Online distance educators in the United States. Contemporary Issues in Technology and Teacher Education, 9(1), 71-88.
  3. Argentin, G., Comi, S., Gui, G. Origo, F. & Pagani, L. (2015). Is it the way they use it? Teacher, ICT and student achievement: University of Milano Bicocca, Bergamo.
  4. Baker, J. (2019). Major distraction': australian primary school dumps ipads, returns to papertextbooks. https://www.stuff.co.nz/technology/digital-ng/111691580/major-distraction-australian-primary-school-dumps-ipads-returns-to-paper-text books.
  5. Bingimlas, K. A. (2009): Barriers to the successful integration of ict in teaching and learning environments: A review of the literature. Eurasia Journal of Mathematics, Science and Technology Education, 5 (3), 235-245.
  6. Bosamia, S. R. (2013). factors affecting teachers’ use of ICT: A review of literature, Journal of Information Technology for Teacher Education 9 (3), 319-342.
  7. Cassim, V., (2010). The pedagogical use of ICTs for teaching and learning within grade 8 classrooms in South Africa. Unpublished Master’s Thesis. University of the Northwest, Potchefstroom.
  8. Cavanagh, M., & Mitchelmore, M. (2011). Learning to teach secondary Mathematics using an online learning system. Mathematics Education Research Journal, 23, 417-435.
  9. Dawson, S., Heathcote, L., & Poole, G. (2010). Harnessing ICT potential: The adoption and analysis of ICT systems for enhancing the student learning experience. International Journal of Educational Management, 24(2), 116-128.
  10. Forgasz, H. (2006). Factors that encourage or inhibit computer use for secondary Mathematics teaching. Journal of Computers in Mathematics and Science Teaching, 25, 77-93.
  11. Gay, L. (1992). Educational research: Competencies for analysis and application. Macmillan Publishing Company.
  12. GOK (2006). National Information and Communication Strategy (ICT) for education and training. Government Printers.
  13. Graham, C. R., Burgoyne, N., Cantrell, P., Smith, L., St Clair, L., & Harris, R. (2009). Measuring the TPACK confidence of in-service science teachers. Tech Trends, 53(5), 70-79.
  14. Hardman, J. (2015). Pedagogical variation with computers in Mathematics Classrooms: A cultural historical activity theory analysis. PINS, 48, 47–76.
  15. Kaffash, H., Kargiban, Z., Kargiban, S., & Ramezani M. (2010). A close look into the role of ICT in education. International Journal of Instruction, 3 (2), 154-178.
  16. Kafyulilo, A., Fisser, P. & Voogt, J. (2014). Determinants of the sustainability of teacher design teams as a professional development arrangement for developing technology integration knowledge and skills. In M. Searson & M. Ochoa (Eds.), Proceedings of society for information technology & teacher education international conference 2014 (pp. 2130-2136). AACE.
  17. Kamau, L. M. (2014). Technology adoption in secondary Mathematics teaching in Kenya. An explanatory mixed methods study. Dissertations –all.paper122
  18. Kizilkaya, G., & Askar, P. (2008). The effect of an embedded pedagogical agent on the students’ science achievement. Interactive Technology and Smart Education, 5(4), 208-216.
  19. KNEC (2020). The year 2019 KCSE examination report. Kenya National Examinations Council.
  20. Krejcie, M. (1970). determining sample size for research activities. Educational and Psychological Measurement, 30(3), 607-610.
  21. Lavrakas, P. J. (2008). Cross-sectional survey design. Encyclopedia of survey research methods, 7(1), 173-174.
  22. Lee, M. H., & Tsai, C. (2010). Exploring teachers’ perceived self-efficacy and technological pedagogical content knowledge with respect to educational use of the world wide web. Instructional Science, 38, 1-21.
  23. Levin, K. A. (2006). Study design II: Cross-sectional studies. Evidence-based Dentistry, 7(1), 24.
  24. Li, Q., & Ma, X., (2011). A meta-analysis of the effects of computer technology on school students’ Mathematics learning. Educational Psycholology Review, 22, 215–243.
  25. Mbugua, Z., Kibet, K., Muthaa, G., & Nkonke, G. (2012). Factors contributing to students’ poor performance in Mathematics at Kenya Certificate of Secondary Education in Kenya: A case of Baringo County. Kenya American International Journal of Contemporary Research, 2(6), 87-103.
  26. MOE, (2006). National ICT strategy for education and training. Government Press
  27. Nihuka, K. A., & Voogt, J. (2011). Instructors’ and students’ competencies, perceptions and access to e-learning technologies: Implications for E-learning at the Open University of Tanzania. International Journal on E-Learning, 10(1), 63-85.
  28. Nuruland, A., & Zaleha, I. (2008). PengetahuanTeknologiPedagogiKandungan Guru Pelatih MatematikSekolahMenengah, in Proceeding of Seminar Kebangsaan Pendidikan Sainsdan Matematik, Skudai, Fakulti Pendidikan Universiti Teknologi Malaysia, pp. 1-14.
  29. Ogwel, A. (2008). Integrating ICT in Mathematics education: Curricula challenges in the Kenyan system of education. A Paper Presented in the 1st Regional Conference on E-Learning: Increased Access to Education, Diversity in Applications and Management Strategies, Kenyatta University, November 18–20.
  30. Orodho, J. A. (2004). Techniques of writing research proposal and reports in education and social sciences, 5th Edition. Mosola Publishers.
  31. Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological Pedagogical Content Knowledge (TPCK): The development and validation of an assessment instrument for pre-service teachers. Journal of Research on Technology in Education, 42(2), 123-149.
  32. Stols, G., & Kriek, J. (2011). why don’t all Mathematics teachers use dynamic geometry softwarein their classrooms? Australasian Journal of Educational Technology, 27, 137-151.
  33. Tamim, R. M., Bernard, R. M., Borokhovski, E., Abrami, P. C., Schmid, R.F., (2011). What forty years of research says about the impact of technology on learning: A second order meta-analysis and validation study. Rev. Educ. Res. 81 (1), 4–28.
  34. Tsai, B. (2012). Pedagogy, information and communication technology and teachers’ professional knowledge. The curriculum Journal, 56(3), 183-197.
  35. Ungerleider, C. S., & Tracey C. B. (2002). information and communication technologies in elementary and secondary education: A state of the art review. Information Technology and Learning. 2-28.