Mathematics Teachers’ Perceptions on the Use of Technological Tools in Teaching and Learning Practices in Selected Rwandan Secondary Schools

https://doi.org/10.51867/ajernet.5.3.69

Authors

Keywords:

Technological Tools, Teachers’ Perceptions, Teaching Mathematics, Technology Effectiveness

Abstract

This article assessed one objective derived from an unpublished master's thesis with the title "Factors Constraining the Effective Application of Information and Communication Technology (ICT) in Teaching and Learning Mathematics: Case Study of Selected Secondary Schools in Rwanda." The objective of this study was to investigate how mathematics teachers perceive the use of technological tools in teaching and learning mathematics. Gregory's constructivist theory of perception served as the anchor for the research. A case study research design was adopted. The research focused on secondary school mathematics teachers in 10 selected Rwandan schools. Purposive sampling was employed to choose 20 mathematics teachers. Primary data was obtained through open-ended questionnaires along with semi-structured interviews, and thematic analysis was employed for data analysis. Study outcomes indicated that perceptions of mathematics teachers' of embracing technological tools are formed by their familiarity with technology, confidence in adopting it, and the help they get in incorporating it into their teaching procedures. The study concluded that teachers ought to participate in Continuous Professional Development (CPD) programs aimed at technological tools to enhance confidence and boost their integration into teaching. According to research, school leaders should ensure access to the most up-to-date technological resources and offer customized training to facilitate effective technology adoption in mathematics teaching. The study further suggested that Rwanda Basic Education Board (REB) and the National Examination and Schools Inspection Authority (NESA) should enforce extensive training programs, avail more resources in essential technological infrastructure, and boost research and best practices to encourage innovation. Additional research should broaden its context to include different perspectives, evaluate the long-term impact of technological tools on student outcomes, and assess the effectiveness of professional development programs.

Dimensions

Baskoro, E. T., & Wijaya, K. (2015). Mathematics in the 21st Century. 6th World Conference, Lahore, March 2013, 98, 11-18.

Baya'a, N., & Daher, W. (2013). Mathematics teachers' readiness to integrate ICT in the classroom. International Journal of Emerging Technologies in Learning, 8(1), 46-52. https://doi.org/10.3991/ijet.v8i1.2386 DOI: https://doi.org/10.3991/ijet.v8i1.2386

Bazina, M., & Habimana, O. (2022). Factors Constraining Effective Application of ICT in Teaching and Learning Mathematics in Nyanza District Secondary Schools , Rwanda. Journal of Research Innovation and Implications in Education, 6(3), 18-28.

Bećirović, S. (2023). Privacy and Personal Data Protection in Digital Pedagogy. In Springer Briefs in Education. https://doi.org/10.1007/978-981-99-0444-0_7 DOI: https://doi.org/10.1007/978-981-99-0444-0_7

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. DOI: https://doi.org/10.1191/1478088706qp063oa

https://doi.org/10.1191/1478088706qp063oa

Brown, G., Cadman, K., Cain, D., Clark-Jeavons, A., Fentem, R., Foster, A., Jones, K., Oldknow, A., Taylor, R., & Wright, D. (2005). ICT and mathematics: A guide to learning and teaching mathematics. (Issue July). http://eprints.soton.ac.uk/41376/

Das, K. (2019). Role of ICT for better Mathematics Teaching. Shanlax International Journal of Education, 7(4), 19-28. DOI: https://doi.org/10.34293/education.v7i4.641

https://doi.org/10.34293/education.v7i4.641

Démuth, A. (2013). Perception Theories: From Classical to Contemporary Approaches. Frankfurt am Main: Peter Lang.

EdQual. (2010). Using ICT to Support Science and Mathematics Education in Rwanda Teacher education key to quality education with ICT. EdQual Policy Brief No. 3. https://www.edqual.org/publications/policy-briefs/pb3.pdf/at_download/file.pdf

Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect. Journal of Research on Technology in Education, 42(3), 255-284. https://doi.org/10.1080/15391523.2010.10782551 DOI: https://doi.org/10.1080/15391523.2010.10782551

Fu, J. S. (2013). ICT in Education : A Critical Literature Review and Its Implications. International Journal of Education and Development Using Information and Communication Technology, 9(1), 112-125.

Ghavifekr, S., Kunjappan, T., Ramasamy, L., Anthony, A., & My, E. (2006). Teaching and Learning with ICT Tools: Issues and Challenges from Teachers' Perceptions. Malaysian Online Journal of Educational Technology, 4(2), 38-57.

Higgs, L. G. (2013, May 14-17). Theory in educational research and practice in teacher education [Conference paper]. Annual International Conference of the Bulgarian Comparative Education Society (11th), Plovdiv, Bulgaria. Bulgarian Comparative Education Society. https://eric.ed.gov/?id=ED567134

Karlsson, M. (2016). What Is a Case Study ? Http://Www.Diva-Portal.Org/Smash/Get/Diva2:1051860/FULLTEXT01.Pdf.

Kim, C., Kim, M., Lee, C., Spector, J., & DeMeester, K. (2013). Teacher beliefs and technology integration. Teaching and Teacher Education, 29, 76-85. https://doi.org/10.1016/j.tate.2012.08.005 DOI: https://doi.org/10.1016/j.tate.2012.08.005

Kormos, E., & Wisdom, K. (2021). Rural Schools and the Digital Divide. Theory & Practice in Rural Education, 11(1), 25-39. DOI: https://doi.org/10.3776/tpre.2021.v11n1p25-39

https://doi.org/10.3776/tpre.2021.v11n1p25-39

Kouser, S., & Majid, I. (2021). Technological Tools for Enhancing Teaching and Learning Process. Towards Excellence, March, 366-373. DOI: https://doi.org/10.37867/TE130133

https://doi.org/10.37867/TE130133

Liaw, S. S., & Huang, H. M. (2011). A study of investigating learners' attitudes toward e-learning. Proceedings of the 5th International Conference on Distance Learning and Education, 12, 28–32.

MINEDUC. (2015). Competence Based Curriculum: Curriculum framework pre-primary to upper secondary, Kigali, Rwanda. Rwanda Education Board.

MINEDUC. (2018). Republic of Rwanda Ministry of Education Education Sector Strategic Plan 2018/19 to 2023/24. Education Sector Strategic Plan, 32-128.

MINICT. (2015). ICT Sector Profile - 2015. Ministry of ICT and Innovation, Rwanda.

Mugiraneza, J. P. (2021). Digitalization in Teaching and Education in Rwanda. In The Report. https://www.ilo.org.publication.wcsm-783668

Munyengabe, S., Yiyi, Z., Haiyan, H., & Hitimana, S. (2017). Primary teachers' perceptions on ICT integration for enhancing teaching and learning through the implementation of one Laptop Per Child program in primary schools of Rwanda. Eurasia Journal of Mathematics, Science and Technology Education, 13(11), 7193-7204. https://doi.org/10.12973/ejmste/79044 DOI: https://doi.org/10.12973/ejmste/79044

Ndayambaje, I., & Ngendahayo, E. (2014). The use of computer based instructions to enhance Rwandan Secondary School Teachers' ICT competency and continuous professional development. Rwandan Journal of Education, 2(2), 56-70.

Niederhauser, D. S., & Stoddart, T. (2001). Teachers' instructional perspectives and use of educational software. Teaching and Teacher Education, 17(1), 15-31. https://doi.org/10.1016/S0742-051X(00)00036-6 DOI: https://doi.org/10.1016/S0742-051X(00)00036-6

Pardede, P. (2020). Secondary School Students' Perception of ICT Use in EFL Classroom. JET (Journal of English Teaching), 6(3), 246-259. DOI: https://doi.org/10.33541/jet.v6i3.2215

https://doi.org/10.33541/jet.v6i3.2215

Patton, M. (2015). Qualitative Research and Evaluation Methods (4th Edition). Sage Publications, Thousand Oaks.

Perienen, A. (2020). Frameworks for ICT Integration in Mathematics Education - A Teacher's Perspective. Eurasia Journal of Mathematics, Science and Technology Education, 16(6), 1-12. https://doi.org/10.29333/ejmste/7803 DOI: https://doi.org/10.29333/ejmste/7803

Phiri, W. (2016). Pupils' and teachers' perception toward the use of Information and Communication Technology (ICT) in the teaching and learning of Mathematics in selected secondary schools of Central Province, Zambia. International Journal of Multidisciplinary Research and Development, 3(1), 77-87.

Ratheeswari, K. (2018). Information Communication Technology in Education. Journal of Applied and Advanced Research, 3, S45-S47. DOI: https://doi.org/10.21839/jaar.2018.v3iS1.169

https://doi.org/10.21839/jaar.2018.v3iS1.169

REB. (2015). Rwandan mathematics syllabus for Advanced Level S4-S6. Rwanda Education Board.

Roblyer, M. D., Hughes, J. E., Fakhruddin, U., & Saepudin, D. (2018). Integrating educational technology into teaching : transforming learning across disciplines. Ta'dibuna: Jurnal Pendidikan Islam, 7(1), 94. https://doi.org/10.32832/tadibuna.v7i1.1355 DOI: https://doi.org/10.32832/tadibuna.v7i1.1355

Sabzian, F., Gilakjani, A. P., & Sodouri, S. (2013). Use of Technology in Classroom for Professional Development. Journal of Language Teaching and Research, 4(4), 684-692. https://doi.org/10.4304/jltr.4.4.684-692 DOI: https://doi.org/10.4304/jltr.4.4.684-692

Tahir, I. M., & Bakar, N. M. A. (2009). Influence of Demographic Factors on Students' Beliefs in Learning Mathematics. International Education Studies, 2(3), 120-126. https://doi.org/10.5539/ies.v2n3p120 DOI: https://doi.org/10.5539/ies.v2n3p120

Topping, K. J., Douglas, W., Robertson, D., & Ferguson, N. (2022). Effectiveness of online and blended learning from schools: A systematic review. Review of Education, 10(2), 1-41. https://doi.org/10.1002/rev3.3353 DOI: https://doi.org/10.1002/rev3.3353

Umugiraneza, O., Bansilal, S., & North, D. (2018). Exploring teachers' use of technology in teaching and learning mathematics in KwaZulu-Natal schools. Pythagoras, 39(1), 1-13. https://doi.org/10.4102/pythagoras.v39i1.342 DOI: https://doi.org/10.4102/pythagoras.v39i1.342

Yin, R.K. (2014). Case Study Research Design and Methods (5th ed.). Thousand Oaks, CA: Sage. 282 pages. The Canadian Journal of Program Evaluation, 30(1). https://doi.org/10.3138/CJPE.BR-240

Zakaria, N. A., & Khalid, F. (2016). The Benefits and Constraints of the Use of Information and Communication Technology (ICT) in Teaching Mathematics. Creative Education, 07(11), 1537-1544. https://doi.org/10.4236/ce.2016.711158 DOI: https://doi.org/10.4236/ce.2016.711158

Published

2024-08-27

How to Cite

Bazina, M., Bimenyimana, S., & Idahemuka, M. (2024). Mathematics Teachers’ Perceptions on the Use of Technological Tools in Teaching and Learning Practices in Selected Rwandan Secondary Schools. African Journal of Empirical Research, 5(3), 813–821. https://doi.org/10.51867/ajernet.5.3.69