Title:
ATTITUDES OF TEACHERS TOWARDS ICT INTEGRATION IN TEACHING OF MATHEMATICS IN PUBLIC SECONDARY SCHOOLS IN MOROGORO MUNICIPAL, TANZANIA

Authors:
Alice Makunganya and Onesmo Amos (PhD), Tanzania

Abstract:
This study examined the attitudes of teachers towards ICT integration in the teaching of mathematics in public secondary schools in Morogoro Municipal, Tanzania. The study addressed how the integration of ICT into education might enhance accessibility and quality of education by allowing educators and students to participate in new forms of information acquisition and analysis. This study employed a convergent design under the mixed research approach guided by Technological Pedagogical Content Knowledge (TPACK) and Technology Acceptance Model (TAM) theories. This study had sixty-six (66) respondents using probability and non-probability sampling techniques. The study used interview guides for heads of schools and questionnaires for teachers as data collection tools and purposive and simple sampling as sampling techniques. The research generated information from 61 teachers and 5 heads of schools from selected public secondary schools in Morogoro Municipal, Tanzania. The reliability of questionnaires was established at 0.825 Cronbach Alpha and the conformability technique for the interview guide for ethical data collection procedures. Quantitative data were analyzed and presented descriptively and by using inferential statistics procedures, additionally, qualitative data were analyzed thematically and presented using narratives. The study concluded that Teachers had positive attitudes as many of them were ready, motivated, and felt comfortable using ICT in teaching mathematics subjects. Nevertheless, there was a shortage of ICT devices and, other technological infrastructures necessary for ICT facilitation. Consequently, the study suggests frequent professional development for in-service teachers on ICT integration in public secondary schools to improve attitudes towards ICT integration and equip them with current knowledge. The government should develop computer laboratories for every school, provide internet services to enhance digital skills and install electricity in all school buildings to ensure ICT services availability.