Assessing mathematics teachers’ integration levels of information and communication technology: A case of Ongha circuit, Ohangwena region
| dc.contributor.author | Albinus, Ferdina Pomwene-Pawa | |
| dc.date.accessioned | 2023-10-27T10:34:30Z | |
| dc.date.available | 2023-10-27T10:34:30Z | |
| dc.date.issued | 2023 | |
| dc.description | A thesis submitted in partial fulfilment of the requirements for the degree of master of education | en_US |
| dc.description.abstract | A study titled "Assessing mathematics teachers’ integration levels of information and communication technology: A case of Ongha circuit, Ohangwena region" assessed the level of ICT integration of the secondary school mathematics teachers at MCA schools in Ohangwena Region. The study used the SAMR model to rank the level of secondary school mathematics teachers. A total sample of six (6) secondary school mathematics teachers at MCA schools was purposefully selected. The study uses qualitative methods to draw data from the participants. The study also utilized observations and a standardized interview with open-ended questions. Sample data collected from observations and interviews was subjected to an interpretive approach. Teachers’ levels of ICT integration were ranked using the SAMR Ranking. Data recorded during interviews was transcribed verbatim and categorized under themes. The study revealed that the secondary school mathematics teachers do integrate ICTs into their teaching of mathematics at the substitution and augmentation levels of the SAMR model. The study further revealed in-service training, time to integrate ICT, provision of ICT tools and internet coverage, as well as technological support as challenges to the ICT integration in their teaching of mathematics at the secondary school level. The study recommends that the MoEAC provide guidelines for ICT integration and make IC a promotional subject to facilitate teaching delivery. The study further recommends that MoEAC provide funds for teachers’ in-service training on the integration of ICT in teaching and learning processes in all subjects. Furthermore, the study recommends that further research to focus on assessing the teachers’ level of ICT integration in teaching mathematics at MCA schools at a national level | en_US |
| dc.identifier.uri | http://hdl.handle.net/11070/3746 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Namibia | en_US |
| dc.subject | Mathematics teachers | en_US |
| dc.subject | ICT integration | en_US |
| dc.subject | Ohangwena region | en_US |
| dc.subject | Technological support challenges | en_US |
| dc.title | Assessing mathematics teachers’ integration levels of information and communication technology: A case of Ongha circuit, Ohangwena region | en_US |
| dc.type | Thesis | en_US |