Perceptions of KCSE Mathematics Teachers on Use of Digital Tools in Education Service Delivery in Migori County, Kenya
Previous studies showed a lack of empirical data regarding the use of digital technology in teaching mathematics in secondary schools in Kenya. This scarcity of data prompted the need to conduct studies about teachers’ perceptions on the use of digital tools in Migori County, Kenya. The purpose of this study was to investigate what perceptions Kenya Certificate of Secondary Education (KCSE) mathematics teachers have about the use of digital tools in education service delivery. This mixed-methods study used an adapted Moyer’s (2011) Constructivist Theory model to examine the use of digital technology in grade 12 mathematics classrooms in 93 public secondary schools in Migori County, Kenya. The researcher developed a 15-item survey to gather data from 223 teachers during phase-I. Phase-II consisted of in-person and open-ended interviews conducted with eight teachers. Eight to 12 questions were employed in the interview instrument depending on the sensitivity of data. Conclusions of this study recommended more training be given to teachers and professionals in the use of digital tools, and that future researchers investigate the impact of teachers’ technology professional development events on use of technology. Additionally, specific research focus ought to be based on the differences between male and female teachers when large female teacher samples are employed. Further, suggestions were made to conduct future research on any differences that would emerge when additional technology tools are availed and utilized in classrooms.
Mathematics education|African Studies|Educational technology|Curriculum development
Isaiah Gumbe Orodo Aluoch,
"Perceptions of KCSE Mathematics Teachers on Use of Digital Tools in Education Service Delivery in Migori County, Kenya"
ETD Collection for Tennessee State University.