The Influence of Technical Challenges on the Integration of ICT into the Teaching of Mathematics in Secondary Schools in Marakwet West Sub-County, Kenya

Abstract

ICT can be of great use in educational instruction. However, its usage in mathematics as a subject is still low. This can be attributed to a number of factors. The presence of computers and ICT tools in the school does not necessarily imply that they are successfully used in the teaching process. The purpose of the study was to investigate the challenges mathematics teachers encountered in the integration of ICT in teaching into mathematics instruction in secondary schools in Marakwet West Sub-County. Based on the study this study explores the technical challenges influencing the integration of ICT into teaching of mathematics in secondary schools. The study employed a descriptive survey design. A total of thirty-two principals and one hundred and four (104) mathematics teachers in Marakwet West Sub-County formed the target population of the study. A sample of 13 principals and 37 mathematics teachers were selected. Primary data was collected using questionnaires and interview schedules. The data collected was then analysed and presented using frequency tables and percentages. The research established that a number of technical challenges were experienced by mathematics teachers. Nonetheless, the prospect of integration of ICT into the teaching of mathematics is good. Based on the findings of the study, it is recommended that the government should make effort to closely monitor the policy implementations within schools.