CHAPTER ONE
INTRODUCTION
Background to the Study
Technology, akin to the air we breathe, is omnipresent. It permeates our lives, from the gadgets we carry to the devices that adorn our homes and workplaces. It has seamlessly integrated into the fabric of daily life in Nigerian society and across the globe. As Yilmaz puts it, “In today’s world, technology usage is a necessity, not a luxury. Given its ubiquity in every aspect of our lives, examples abound - mobile phones, cars, apps, computers, smart homes, and countless others” (2021, p. 164). The interaction with technology is inescapable, necessitating an understanding of its impact on our daily lives.
Yilmaz’s (2021) study reveals that 59% of the global population are internet users, 49% are social media users, and 67% are mobile users. This underscores the pervasive nature of technology and its significant influence on people’s lives. Raza’s (2020) research further highlights that in 2019, 90% of Nigerian users aged between 18 and 29 were using social media. This is a stark contrast to 2005, when only 12% of this age group reported using social media, underscoring the exponential growth of technology’s footprint. Kozakowski (2019) provides another testament to the rise of technology, reporting that in 2013, at least one-third of the undergraduate student body was enrolled in an online course. We now inhabit an era where reliance on technology for various needs is the norm.
Just as technology has woven itself into our environment, it has also been incorporated into education with the aim of enriching student learning. Sherry Turkle (2015), author of Reclaiming Conversation, posits that we have a choice - to either modify our students to fit the educational environment or to adapt the educational environment to cater to our students’ needs. The prevailing mindset in most educational systems is to transform the environment into a technology-rich one. This is done to mirror the society we live in and to nurture competent citizens capable of navigating this technology-rich society. Technology is making both direct and indirect impacts on education. Consequently, it is crucial for educators to evolve with these changes to provide the optimal learning environment for their students in the world we inhabit.
In 2019, the COVID-19 pandemic triggered a global crisis, leading to a worldwide shutdown by the spring of 2020. Schools, businesses, churches, and families were compelled to pivot to virtual connections with little time for preparation or planning. Decisions were made to educate students in the most effective way possible under the unprecedented circumstances. Both teachers and students had to adapt to the online environment. Classrooms transitioned to either fully virtual or hybrid models. In the hybrid model, half of the students would attend in person while the other half would participate via an online platform. Today, even though most students and teachers have primarily returned to in-person learning as COVID-19 cases have declined, technology continues to play a significant role. In fact, technology is now consistently integrated into the curriculum, partly to prepare for any similar future scenarios that might require home-based learning. Consequently, devices such as tablets, Chromebooks, and mobile phones have become a standard part of today’s classrooms. Education must be accessible and flexible for all individuals.
The field of education has been significantly influenced by Information and Communication Technologies (ICTs), which have undoubtedly impacted teaching, learning, and research (Yusuf, 2003). ICTs have the potential to accelerate, enrich, and deepen skills, motivate and engage students, relate school experience to work practices, create economic viability for tomorrow’s workers, and strengthen teaching and help schools change (Davis and Tearle, 1999; Lenke and Coughling, 1998). Yelland (2001) argued that traditional educational environments do not seem to be suitable for preparing learners to function and be productive in the workplaces of today’s society. This implies that organizations that do not incorporate the use of new technologies in schools cannot seriously claim to prepare their students for life in the twenty-first century. Grimus (2000) pointed out that by teaching ICT skills in primary schools, pupils are prepared to face future developments based on proper understanding. What is now known about learning provides important guidelines for uses of technology that can help students and teachers develop the competences needed for the twenty-first century (Bransford, Brown, and Cocking, 2001).
The use of technology in the Mathematics classroom has long been a topic for consideration by Mathematics educators. Some examples of ICT use in mathematics include: portables, graphic calculators, computerized graphing, specialized software, spreadsheets, and databases. According to Moseley and Higgins (1999), a range of portable devices exists which allow pupils to collect data and manipulate it using spreadsheets and databases for work in numeracy. Some portable equipment also enables the study of mathematics to move out of the classroom and to incorporate fieldwork investigations. The use of graphic calculators and computerized graphics in mathematics speeds up the graphing process, freeing people to analyze and reflect on the relationships between data (Hennessy, 2000; Clements, 2000). Hennessy, Fung, and Scanlon (2001) noted that mathematics curriculum software improves pupils’ skills and understanding in algebra, allows pupils to manipulate and measure shapes leading to higher levels of learning among them. ICTs enable students to develop problem-solving skills, leads them to develop higher levels of mathematical thinking, learn geometric concepts and encourage individualized learning. Technology supports constructivist pedagogy which allows students to explore and reach an understanding of mathematical concepts. This approach promotes higher-order thinking and better problem-solving strategies (Ittigson and Zewe, 2003). Becta (2003) noted that teachers can maximize the impact of technology in mathematics teaching by using ICT as a tool in work.
Irrespective of the great benefits derivable from ICT in teaching and learning of mathematics , the level of integration in Nigerian schools is still very minimal Goshit (2006) observed that, most schools both private and government do not offer ICT training programmes. Okebukola (1997) noted that the computer is not part of classroom technology in more than 90 percent of Nigerian public schools. This implies that, the chalkboard and textbook continue to dominate classroom activities in most Nigeria secondary schools Adomi (2010).
Statement of the Problem
The importance of Mathematics as a compulsory subject at the senior secondary school level cannot be overemphasized. Despite the importance of Mathematics to the development of the nation, the achievements of students have remained consistently poor over the years The use of technologival tools has captured the attention of the education community to enhance teaching and learning of mathematics, but also has the capability not only of engaging students in instructional activities to increase their learning, but of helping them to solve complex problems in mathematics to enhance their cognitive skills Numerous teaching strategies have been developed by expert to respond to the problem of students’ poor performance in Mathematics. One of such strategies is the use of ICT (Adeyemo, 2010), which have now detracted from teaching and learning due to so many reasons such as insufficient and limited access to computer hardware and computer software, Sufficient time in the school timetable to involve students in using ICT for learning mathematics, Lack of opportunities for teachers on ICT training and teachers’ lack of knowledge in integrating ICT into teaching and learning to enhance performance and innovation in curriculum development.
Furthermore, it has been proved that new technologies have lots of benefits on the students. Based on these various importance of technological tools in teaching and learning of mathematics, hence, the study assessed teachers’ and students’ level of utilization of technological tools for teaching and learning mathematics
Purpose of the Study
The main purpose of the study is to examine the impact of integration in teaching on primary schools pupils academic in mathematics in AMAC.
The specific objective is;
i. To determine the effect of integrating and utilizing technology on pupils academic performance in mathematics
ii. Find out the impact of integrating technology in teaching and learning of mathematics in primary schools
iii. Determine the Challenges encountered when integrating Technology in teaching and learning mathematics?
Research Questions
For the purpose of this study, the following research questions were raised to guide the study.
i. what are the effect of integrating and utilizing technology on pupils academic performance in mathematics?
ii. what are the impact of integrating technology in teaching and learning of mathematics in primary schools?
iii. What are Challenges encountered when integrating Technology in teaching and learning mathematics?
Significance of Study
This research “Utilization of ICT in teaching and learning of mathematics in public senior secondary Schools in Njikoka Local Government Area of Anambra State as a reference point. Therefore, the significance of this study can be channeled thus;
To Teachers
The use of various ICT-based software and Computer Based tutoring programs can aid the teachers in teaching the students and also aid them in student’s assessment and testing.
To Parents
The joy of every parent is to see the child perform wonderfully well both in school and at home. Since ICT tool can positively aid students’ learning outcome, it will foster the happiness and wellbeing of the parents at home. This study can also influence the ICT literacy level of parents at home since they would want to procure ICT tools for the student’s practice at home thereby having computers installed and used at home.
To Pupils
Technology knowledge and computer education will help the child to be literate otherwise informed and belong to this present innovative and ICT-driven society. It will also help him to be equipped for the future challenges envisaged in the digitized future century. Hence, the child will be able to fit in appropriately into our highly, dynamic and enthusiastic modern world. It will also help the teachers to develop online libraries through which useful educational books and materials can be accessed using the internet. The students will also be exposed to the uses of computer for information search and retrieval using the e-library or the internet (Cyber Cafe) which will foster their level of information literacy.
To school Administration
Technology is presently useful in administrative settings. Since the computer was designed to make our Job easier and lighter, its use and efficacy in administrative job execution is numerous ranging from teacher’s salary schedule computation to result computing system which drastically reduces the sufferings of the teachers and administrators.
To curriculum planners
Technology is presently a useful tool in promoting and enhancing qualitative curriculum planning. ICT tools are being used to determine the best input for the students so as to aid a reasonable learning outcome which will enhance the realization of the purpose and goal of education.
Delimitation of the Study
This study will be restricted to four (4) public secondary schools in . The study will consist of one hundred twenty (120) respondents among the selected secondary school in the local government.
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