Integrity Journal of Education and Training

INTEGRITY JOURNAL OF EDUCATION AND TRAINING
Integrity Research Journals

ISSN: 2636-5995
Model: Open Access/Peer Reviewed
DOI: 10.31248/IJET
Start Year: 2016
Email: ijet@integrityresjournals.org

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Subject-oriented Information and Communication Technology (ICT) competencies among mathematics lecturers in tertiary institutions in Cross River State, Nigeria

https://doi.org/10.31248/IJET2024.207   |   Article Number: 3041A9AB2   |   Vol.8 (1) - June 2024

Received Date: 19 April 2024   |   Accepted Date: 27 May 2024  |   Published Date: 30 June 2024

Authors:  John Egrinya Afufu* , Joy Ibeh Afufu and Simon Anusha Afufu

Keywords: Application, mathematics instruction, mathematics lecturers, subject oriented ICT competencies, tertiary institution

ABSTRACT

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This study assessed ICT subject-oriented competencies among Mathematics Lecturers in Tertiary Institutions in Cross River State. Institutional type (Universities and Colleges of education) was also looked at in this study. Two research questions and one null hypothesis guided the study. A descriptive survey research design was used for the study. Twenty-six mathematics education lecturers participated in the study. The questionnaire required information on the pedagogical ICT competencies of mathematics lecturers. The initial draft of the instrument, the purpose of the study, as well as the research questions and hypotheses, were given to experts for validation. The responses of the respondents were subjected to reliability analysis using Cronbach Alpha () method to determine the internal consistency of the instrument. A reliability coefficient of 0.91 was obtained. The questionnaire was administered to mathematics lecturers and their responses were analysed using mean and standard deviation to answer research questions while the null hypothesis was tested using t-test statistics at a 0.05 level of significance. The results indicated that mathematics lectures subject oriented ICT competencies are applied to a low extent in mathematics instruction. Institutional types do not have any significant influence on the extent mathematics lecturers apply subject oriented ICT competencies in mathematics instruction. This revealed that mathematics lecturers required the needed subject oriented ICT competencies for instructions. Recommendations were made to help facilitate the application of ICT in mathematics instruction at all levels, especially in tertiary institutions. The following suggestions were made for further studies; that a similar study should be conducted in other areas in the country and other forms of instruments should also be used as instrument for data collection to assess the subject oriented ICT competencies of lecturers.

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