READINESS OF PUBLIC SECONDARY SCHOOLS TO INTEGRATE ICT IN MATHEMATICS TEACHING IN MOGOTIO SUB-COUNTY OF BARINGO COUNTY, KENYA

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John Kirkok
Daniel Karanja

Abstract

This study investigated the availability of ICT infrastructure like computer laboratories, computer hardware and software programs for integrating ICTs in Mathematics teaching in public secondary schools in Mogotio Sub-County of Baringo County in Kenya. It employed a descriptive survey design. Headteachers and Mathematics teachers of public secondary schools in the district were targeted. Systematic sampling technique was used to select 10 (45.45%) schools from a list of 22 public secondary schools obtained from Mogotio District Education Office. From the 10 sampled schools, all the 10 (45.45%) head teachers and all the 24 (60%) Mathematics teachers were purposively sampled to participate in the study. Questionnaires and an observation schedule were used to collect data. Descriptive statistics such as frequencies and percentages were used to analyze the data quantitatively. The findings revealed that public secondary schools were inadequately equipped with ICT facilities and equipment. In addition, most of the schools lacked software, application programmes and digital content necessary for the integration of ICTs in Mathematics.

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How to Cite
Kirkok, J., & Karanja, D. (2018). READINESS OF PUBLIC SECONDARY SCHOOLS TO INTEGRATE ICT IN MATHEMATICS TEACHING IN MOGOTIO SUB-COUNTY OF BARINGO COUNTY, KENYA. Journal of Education and Practices ISSN 2617-5444 (ONLINE) & ISSN 2617-6874 (PRINT), 1(1), 9. Retrieved from http://journals.essrak.org/index.php/education/article/view/100

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