DIGITAL TECHNOLOGY INTEGRATION IN THE TEACHING AND LEARNING OF MATHEMATICS IN SECONDARY SCHOOLS IN IMO STATE, NIGERIA

Abstract

This study investigated the secondary school teachers' perceptions of the adoption, challenges, and solutions to digital technology integration in the teaching and learning of mathematics in Imo State, using a survey research design. The sample consisted of 1,394 teachers (687 males and 707 females) selected through a purposive sampling technique. Guided by three research questions and three hypotheses tested at a 0.05 significance level, data were collected using a researcher-developed questionnaire with a reliability coefficient of 0.89 (Cronbach's Alpha). Findings indicated that teachers were generally comfortable with integrating digital technology into the teaching and learning of mathematics. However, challenges such as inadequate personal digital technology tools, an unreliable power supply, poor internet access, and insufficient government funding were identified. To address these issues, teachers suggested measures such as adequate supplies of personal computers for schools, a reliable and sufficient power supply, the installation of the latest technologies to ensure strong connectivity, and adequate government funding. Based on the findings, it was recommended, among others, that teachers should be motivated and encouraged to develop a desire to use digital technology tools relevant to the teaching and learning of mathematics in the 21^st century. This study will contribute to the existing body of research on digital technology integration in mathematics education, providing insights into adoption, challenges, and potential solutions.