| dc.description.abstract | Teaching of mathematics in schools is very important and results into improved academic
performance and increased involvement of learners in lessons. The educational sector in Uganda has made
series of changes and reforms to improve teaching of Mathematics. This study explored the influence of
Information Communication Technology (ICT) in the teaching of mathematics in Secondary Schools of
Kalungu District. The study objectives were to; (i) examine the extent to which ICT is used by teachers of
Mathematics, (ii) establish the effectiveness of teaching Mathematics, and (iii) examine the relationship
between ICT use and the effectiveness of teaching of Mathematics in Secondary Schools of Kalungu
District. Correlational type of design was used for the study whereby questionnaires from mathematics
teachers and interview guide head. A sample size of 132 respondents participated in the study. Quantitative
data was analysed using the SPSS version 20 where both univariate (frequencies, percentages and mean
scores) and bivariate level (Pearson coefficient correlation) were used while qualitative data was analysed
by quoting subthemes. The study discovered that the level of ICT use among teachers of mathematics in
Kalungu District has an overall mean of 2.25 (on a scale of 1-5 point Likert scale) implying a moderate
usage of information communication technology; the effectiveness of teaching mathematics in secondary
school in Kalungu District was high with an overall mean of 4.05 (on a scale of 1-5 point Likert scale).
Pearson correlation coefficient r = 0.086 showed that there was a weak positive correlation between ICT
use and the effectiveness of teaching of Mathematics. The p-value of 0.373 which is above the threshold
value of 0.05 shows that there is no statistically significant relationship between ICT use and the
effectiveness of teaching of Mathematics. In conclusion, the findings suggest that the use of Information
Communication Technology (ICT) in Mathematics teaching within Kalungu District's Secondary Schools
remains limited, with few educators embracing these tools. However, there is a prevalent perception of
effectiveness in Mathematics instruction, as evidenced by relatively higher mean scores and frequencies,
indicating a positive consensus among educators regarding their teaching practices. It was recommended
that schools and educational institutions should explore strategies to bridge the gap between ICT integration and teaching effectiveness by providing ongoing professional development opportunities that
focus on effective integration techniques. Formal policy guidelines for ICT use should be put in place, so
that all teachers can attend in-service training programmes, at least once every academic year, to update
themselves with relevant skills for ICT use in teaching mathematics. | en_US |
