In-service teachers’ perception of ICT preparedness: Challenges and remedies to implementation of mathematics curriculum

Abstract

The study investigated the perception of 205 purposively sampled senior secondary in-service Mathematics teachers on Information and Communication Technology (ICT preparedness, challenges, and remedies to the implementation of the Mathematics curriculum in Lagos State. It adopted the descriptive survey research design using a 19-item self-developed questionnaire with Cronbach’s Alpha reliability coefficient of 0.87. Multiple-column bar charts were used to analyse the three research questions that guided the study. The result showed that more than 95% of in-service Mathematics teachers are deficient in their use of ICT tools in class due to insufficient exposure to both offline and online applications of ICT facilities during training. Consequently, there was a 95-100% lack of requisite skills for Microsoft Word, PowerPoint, Microsoft Excel, Corel draw packages, and online video conferencing for Mathematics instruction. It also found that ineffectiveness in the use of ICT gadgets could be mitigated with adequate provision of laptops and other ICT gadgets which include functional projectors, regular supply of electricity, CCTVs as well as capacity-building programs for talent exhibitions. It was recommended that the Lagos State Ministry of Education should ensure that Mathematics laboratories are adequately equipped with functional online and offline ICT gadgets in all Senior Secondary Schools; school administrators in conjunction with the Department of Curriculum should strive to re-train mathematics teachers, ensure regular supply of electricity, and provide free data for online activities. Moreover, Mathematics teachers should make it a norm to improvise ICT tools and engage in capacity building ICT programmes for self-development.

Keywords: In-service teachers’, ICT preparedness, challenges and remedies, Mathematics curriculum.