Effect of Teachers’ Integration of Technology into Teaching on  Students’ Performance in Mathematics in National Tests in Makueni County, Kenya

Francis Katumo Nzoka Nzoka; Ephantus M Kaugi; Elizabeth Katam

Francis Katumo Nzoka Nzoka Kenyatta University
Ephantus M Kaugi Kenyatta University
Elizabeth Katam Kenyatta University

Keywords: Integration, Pedagogy, Performance, Technology

Abstract

Teaching with technology has three elements; content, pedagogy and technology, and their interactions, which comprise the Technological, Pedagogical and Content Knowledge (TPACK) framework. This framework allows teachers to use innovative technologies and renovation to contemporary teaching practices. Past research shows that ICT integration improves student engagement and knowledge retention. This study further established how ICT integration correlates with students' performance in Mathematics in national tests in public secondary schools in Makueni County.

The study was motivated by poor performance in Mathematics in these schools, which has been agonizing for students, parents and other stakeholders in the Ministry of Education. The objectives of this study were to; determine the correlation between teachers’ content knowledge, pedagogical knowledge, and technological knowledge in ICT integration and students’ performance in Mathematics.

The study utilized mixed explanatory methods and sequential design. The study targeted 15,410 respondents and sampled 442 respondents, using stratified and simple random sampling techniques—the study sample comprised 25 principals, 42 Mathematics teachers and 375 forms three students. Data were collected using interviews, questionnaires, focus group discussions and documentation and were analyzed using descriptive and inferential statistics. The study’s findings revealed that teachers' content and pedagogical knowledge, at α = 0.05 significance, were not statistically significant except for technological knowledge. The study concluded that integrating ICT into the teaching of Mathematics had a direct correlation with students' performance. The study recommends that government and schools should support teachers in ICT training and use a range of technologies that enable students to become active participants in a Mathematics lesson to improve students' performance in the subject.