Introduction: There are three components to teaching with technology: information, pedagogy and technology, as well as their interrelationships which make up the Technological, Pedagogical and Content Knowledge (TPACK) framework, which improves teaching and learning.
Purpose: The purpose of this study was to establish relationship between teachers’ technological knowledge on ICT integration and students’ performance in Mathematics in public secondary schools in Makueni County, Kenya.
Methodology: The study adopted correlational study design. The target population was 15,410 respondents, which included 251 principals, 407 Mathematics teachers, and 14,752 form three students. The study sample comprised of 25 principals, 42 Mathematics teachers, and 375 students drawn from the study population. Data were collected using questionnaires, interviews and group discussions. Experts’ review and piloting were utilized to improve the validity of the questionnaire items. Cronbach’s alpha was used to determine the reliability of the questionnaire items and found a correlation coefficient of 0.939. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data was categorized into themes and analyzed thematically.
Results: The study findings revealed that for every unit increase in teachers’ technological knowledge in ICT integration, there was 81% increase in Mathematics performance, and hence technological knowledge at level of significance, was statistically significant.
Recommendations: The study recommends that schools should intensify ICT integration in the teaching and learning of Mathematics to improve performance in the subject.
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