Pedagogical Factors Affecting Integration of Computers in Mathematics Instruction in Secondary Schools in Kenya

Autor/inn/en	Wanjala, Martin M. S.; Aurah, Catherine M.; Symon, Koros C.
Titel	Pedagogical Factors Affecting Integration of Computers in Mathematics Instruction in Secondary Schools in Kenya
Quelle	In: Journal of Education and Practice, 6 (2015) 26, S.37-45 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2222-1735
Schlagwörter	Foreign Countries; Computer Uses in Education; Technology Integration; Teacher Surveys; Secondary School Teachers; Questionnaires; Interviews; Observation; Statistical Analysis; Statistical Inference; Regression (Statistics); Knowledge Level; Technological Literacy; Teacher Attitudes; Access to Computers; Usability; Kenya + Suchen Sie Ihr Suchwort? Ausland; Computernutzung; Fragebogen; Interviewing; Interviewtechnik; Beobachtung; Statistische Analyse; Inferential statistics; Schließende Statistik; Regression; Regressionsanalyse; Wissensbasis; Technisches Wissen; Lehrerverhalten; Kenia
Abstract	The paper reports findings of a study which sought to examine the pedagogical factors that affect the integration of computers in mathematics instruction as perceived by teachers in secondary schools in Kenya. This study was based on the Technology Acceptance Model (TAM). A descriptive survey design was used for this study. Stratified and simple random sampling techniques were used to select a sample of 200 teachers that was drawn independently and randomly from the stratum of secondary schools. Questionnaires, interview and observation schedules were used to collect data from respondents. Data was analyzed using descriptive statistics frequencies and percentages and inferential statistics including one way analysis of variance and regression analysis. The results indicate that mathematics teachers' use of computer technology is significantly related to pedagogical factors such as knowledge and skills in computer, perceived usefulness, access to hardware and software and technical support and pedagogical routine practice. The study provides a basis upon which recommendations on appropriate remedies can be formulated to enhance the integration of computers in mathematics instruction by teachers. This also provides a guideline for the selection of sound instructional approaches in mathematics instruction in secondary schools. (As Provided).
Anmerkungen	IISTE. No 1 Central, Hong Kong Island, Hong Kong SAR. Tel: +852-39485948; e-mail: JEP@iiste.org; Web site: http://www.iiste.org/Journals/Index.php/JEP
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01