Effects of using Information, Communication and Technology

i Effects of using Information, Communication and Technology (ICT) in the Teaching and Learning of Mathematics in Institutions of Higher Learning in Lang’ata Division, Nairobi, County By: MANIRAKIZA Paulin MATRIC No: B.Ed/308/12/13 A Research Project Submitted to the Department of Education in Partial Fulfilment for Award of Bachelor’s Degree in Education MARIST INTERNATIONAL UNIVERSTY COLLEGE (MIUC) (A Constituent College of the Catholic University of Eastern Africa) NAIROBI-KENYA APRIL, 2016 ii TITLE Effects of using Information, Communication and Technology (ICT) in the teaching learning of Mathematics in Institutions of Higher Learning in Lang’ata Division, Nairobi, County By: MANIRAKIZA Paulin MATRIC No: B.Ed/308/12/13 A Research Project Submitted to the Department of Education in Partial Fulfilment for Award of Bachelor’s Degree in Education DEPARTMENT OF EDUCATION MARIST INTERNATIONAL UNIVERSTY COLLEGE (MIUC) (A Constituent College of the Catholic University of Eastern Africa) NAIROBI-KENYA APRIL, 2016 iii DECLARATION I, the undersigned, declare that this project is a product of my original work and has not been presented to any other institution of higher learning for academic credit Signature………………………… ……………………… MANIRAKIZA PAULIN Date Reg No: B.Ed/ 308/12/13 This project has been submitted with my approval as the University College supervisor Signature……………………………… …………………………… Mrs Gathogo Roxana Date It has been accepted by the Head of the Department of Education Signature…………………………… Dr Everlyn Suleh Oluoch .………………………… Date iv DEDICATION This work is dedicated to the Almighty God the owner of my life He gave me life, strength, joy and courage to my studies It is also dedicated to my beloved Father Ngurire Cyprian, my Brothers and Sisters for all that they have done in my life Equal dedication to my most cherished and esteemed Cousins and friends; Nyiranzabahimana Alphonsine, Mukeshimana Emerita and Mahoro Aristide v ACKNOWLEDGEMENTS My most profuse gratitude goes to the entire Institute of the Little Brothers of Mary, most especially to Brother Theoneste Kalisa, the Provincial of PACE and Brother Lawrence Ndawala, the superior of MIC for their steadfast support I am also thankful to my animators Br Ekene Gregory, Br Etienne Balma and Br Gilbert Zenda for their skilful guidance in the course of my formation This project would have been impossible without the support of my Supervisor, Mrs Gathogo Roxana, for her suitable and creditable contributions and suggestions Not forgetting all my lecturers at MIUC who impacted me with skills, knowledge, good morals and academic values, especially Dr Peter Changilwa, Mrs Githinji Joyce, Mr Mwangi Daniel and my most excellent librarian Mr Samuel Mbogo I equally wish to convey my gratefulness to my most esteemed friends: Eyong Mbiatem, Ntigura, Mpabwanimana, Nsimiyimana, Nguiya Parlhy, Mbang Abel, Kone, Asante, Ravelomihary, Matemba, Berinyuy, Nyoni Dominic, Nzeyimana Venuste, Nsanzimana, Mfurayase, Hakuzwimana, Ingabire, Kabalisa, Mukamwiza Marie Jeanne, Mukamana Alphonsine, Niyosaba Emerthe, Sr Mukashyaka, Sr Mukandayisenga, and many innumerable others My heartfelt thanks go to my parents Ngurire Cyprian and my late mother Mukabushaku Josepha for always been there for me and my siblings: Munyaruga, Yamboneye, Ingabire, Itangishaka for their prayers, love and support offered to me vi TABLE OF CONTENTS TITLE ii DECLARATION iii DEDICATION .iv ACKNOWLEDGEMENTS .v TABLE OF CONTENTS vi LIST OF TABLES vii LIST OF FIGURES .viii LIST OF ACRONOMYS AND ABBREVIATIONS ix ABSTRACT x CHAPTER ONE CHAPTER TWO 10 REVIEW OF LITERATURE 10 RESEARCH DESIGN AND METHODOLOGY 27 CHAPTER FOUR .33 PRESENTATION, INTERPRETATION AND DISCUSSION OF THE FINDINGS 33 CHAPTER FIVE 55 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS 55 5.2 Conclusions 58 5.3 Recommendations 58 5.4 Suggestions for Further Research 60 REFERENCES 60 APPENDICES: 67 vii LIST OF TABLES Table 3.1: Target Population 29 Table 4.2: 34 Table 4.3: 35 Table 4.4: 37 Table 4.5: 39 Table 4.6: 39 Table 4.7: 40 Table 4.8: 41 Table 4.9: 42 Table 4.10: .43 Table 4.11: .44 Table 4.12: .53 viii LIST OF FIGURES Figure 1.1: Relationship between independent and dependent variables Figure 4.2: Level of respondents 36 Figure 4.3: The Students age Group 38 Figure 4.4: Teachers and Students not like ICT tools; it consumes time 46 Figure 4.5: ICT facilities motivate Students to work out mathematical problems .47 Figure 4.6: ICT facilities improve students’ performance in mathematics 48 Figure 4.7: ICT facilities improve lecturer-Student classroom relationship 49 Figure 4.8: ICT facilities in classroom help students to understand some mathematical concepts 50 Figure 4.9: ICT facilities prepare one for future career orientation 51 Figure 4.10: Students are not restricted to teacher’ notes 52 ix LIST OF ACRONOMYS AND ABBREVIATIONS CHE: Commission for Higher Education CMS: Computer-aided Mathematical System CPS: Computer Program System CUEA: Catholic University of Eastern Africa EAC: Easter African Community IBM SPSS: International Business Machine, Statistical Package for Social Sciences ICT: Information, Communication and Technology IHL: Institution of Higher Learning JKUAT: Jomo Kenyatta University of Agriculture and Technology KICD: Kenya Institute of Curriculum Development MIC: Marist International Centre MIUC: Marist International University College MKU: Mount Kenya University MoEST: Ministry of Education Science and Technology NCTM: National Council of Teachers of Mathematics NESP: National Education Sector Plan x ABSTRACT The purpose of this study was to investigate effects of using ICT facilities in the teaching and learning of mathematics in the institutions of higher learning in Lang’ata Division, Nairobi County The study used cross sectional survey design where simple random sampling was used to sample three institutions of higher learning for the study The sample size of the study was 85 mathematics students and 10 lecturers for the three sampled institutions The study found that internet connection and the up-to-date ICT facilities are the challenges for both lecturers and students despite the availability of ICT facilities It also revealed that students’ performance better mathematics and understand mathematics concepts when ICT facilities are used in the teaching and learning of mathematics It indicated that the relationship between lecturers-students has improved Therefore, students are prepared for their future career orientation when ICT facilities are used in the teaching and learning of mathematics From the findings, the researcher recommended that government should provide ICT facilities from primary schools up to university level, so that mathematics students and lecturers in the institutions of higher learning are familiar with ICT operations It also recommended that Ministry of Education, curriculum and syllabus developers should provide means and ways to integrate ICT facilities in the teaching and learning of mathematics The institutions of higher learning leaders in Lang’ata Division must also ensure that quantity and quality ICT facilities are provided and maintained They should also employ trained mathematics lecturers with ICT knowledge 65 Ndilu, L (2003) The problems encountered by schools personnel in implementing of computer use in secondary schools in UGD (Unpublished thesis, Moi University) Noraini, I (2005) Teaching and learning of mathematics: making sense and developing cognitive abilities Perpurtakaan Negara Malaysia: Utusan publications Obura, F (2015) Business daily http://www standardmedia.co.ke/article/2000070021/ kenyan-universities- lead-region-in-ict-investment Standard Digital on September 17,2015 Ofudu, G.O (2007) Nigeria literacy educators and their technological needs in a digital age Education focus Ogula, P (2005) Research methods: Self-study materials Nairobi: CUEA Press Ogula, P A & Onsongo, J K (2009) Handbook on teaching and learning in higher education Nairobi: CEUA Press Orodho, J.A (20004) Techniques of writing research proposals and reports in education Nairobi: Masda publication Pamela, F A (2013) Professional development in science teacher education: local insight with lesson for the global community New York: Routledge falmer Paul S L and Lemeneshow S (2013) Sampling of populations: methods and applications (4thed) Wiley: John Wilew and Sons, INC publication Paul, V., Dianne, C.G & Lynne, M H (2012) When to use what research design London: The Guilford Press Postholm, M.B (2006) The teacher’s role when pupils work on task using ICT in the project work Education Research journal vol 48(2) 66 Republic of Kenya (2005) Sessional paper No of 2005 on a policy framework for education training and research Nairobi: Government printer Roza, L, & Rina, Z (2010) Learning through teaching mathematics: Development of teacher’s knowledge and expertise in practice New York: Springer Dordrecht Heidelberg Ruth, M & Tappen, E (2010) Advanced nursing research: from theory to practice London: Jones & Barlett Learning Safdar, A, Yousuf, M.I, Parveen,Q & Behlol, M.G (2011) Effectiveness of ICT in teaching mathematics at secondary level Islamabad: PMAS-Arid Agriculture University; International journal of Academic Research (IJAR Vol No5) Sifuna, D N & Otiende, J.E (1994) An introduction history of education Nairobi: University Press Stephen, G (2013) Research design: creating robust approaches for social sciences Washington DC: SAGE publication Ltd Walsh, M.M & Anderson, J.R (2009) The strategic nature of changing your mind Cognitive psychology Pp 416-440 Youssef, A B & Dahmani, M (2008) The impact of ICT on student’s performance in higher education: direct, indirect effects and organisational change RuscRevista de Universidadysociedaddel conscimiendo 67 APPENDICES: APPENDIX I: QUESTIONNAIRE FOR LECTURERS Dear Respondent, I am MANIRAKIZA Paulin an undergraduate student, Registration No B.Ed /308/12/13 doing a Bachelor degree in Education at the Marist International University College (MIUC) I am carrying out a study on “Effects of using Information, Communication and Technology (ICT) in the Teaching and Learning of Mathematics in Institutions of Higher Learning in Lang’ata Division, Nairobi County” as a partial fulfilment of the requirements for the award of a Bachelor Degree in Education 68 I therefore, kindly request you to respond to the attached questions according to the specific instructions for each section You can be rest assured that all information provided will be treated with utmost privacy You are not required to include your identification in any part of this document Thank you in advance for your cooperation Yours Sincerely, ( ) MANIRAKIZA Paulin Phone: +250784036540 E-mail: manpaulin@yahoo.fr Kindly read the questions and indicate your opinion by ticking (√) in the corresponding brackets or by filling in the spaces provided Section A: Demographic Information Gender: Female ( Age group: 25-30yrs ( 31-35yrs ( ) Male ( 35-40yrs ( ) ) 41-45yrs ( ) ) 46-50yrs ( ) 51yrs and above ( ) ) What is your highest academic qualification? • Masters ( ) • PhD ( ) • Any other (…………………………………………………) How long have you been in the teaching Profession? 1-5yrs 6-10yrs ( ) ( ) 11-15yrs ( ) 16-20yrs ( ) 21-25yrs ( ) 26 and above ( ) 69 Section B: Availability of ICT tools in teaching and learning of mathematics Do you use ICT facilities in teaching mathematics? Yes ( ) No ( ) If yes, which ones are at your disposal? …………………………………………………………………………………………… …………………………………………………………………………………………… Does your institution have computer laboratories? Yes ( ) No ( ) If Yes, how many are they? …………………………………… Does the school have computer laboratories with computers connected to internet? Yes ( ) No ( ) Do you use a calculator in solving any mathematical problems? Yes ( ) No ( ) Do your students use smart phones in mathematical research? (Eg When working-out assignments and exercise given to them) Yes ( ) No ( ) Section C: Outcomes of using ICT facilities in teaching and learning mathematics The listed below are statements expressing feelings and attitudes which one has towards various aspects There are given five alternatives namely: SA= Strongly Agree UD=Undecided A= Agree D= Disagree SD= Strongly Disagree Please indicate your opinion by ticking (√) in the space provided the extent to which you agree or disagree with the statements provided below Statements i There is good performance in mathematics when ICT tools are employed in teaching ii Teaching of mathematic using ICT facilities stimulates students’ interests iii Using ICT facilities in mathematics helps to attain my objectives easily iv There is a good teacher-student’s relationship in classroom when ICT facilities are integrated in mathematics class SA A UD D SD 70 v I not like to use ICT tools when I am teaching mathematics, because it consumes time vi I encourage students to use ICT tools while solving mathematical problems so as to be faster vii Using ICT facilities in teaching of mathematics has limited my personal encounter with each student viii Teaching and learning of mathematics using ICT has led to poor performance in mathematics Section D: Challenges and ways to overcome these challenges 10 Do you face any of the following challenges while teaching mathematics using ICT facilities? If Yes indicate your opinion by ticking (√) in the provided space a There a poor training of Mathematics teachers ICT ( b Poor infrastructures ( ) c Poor internet connection in the School ( ) d Lack of enough ICT facilities ( ) e Lack of technological knowledge ( ) 10.1 ) Which other challenges you face while teaching mathematics using ICT facilities? i ……………………………………………………………………………………… ii … ……………………………………………………………………………………… iii … ……………………………………………………………………………………… … iv v 11 If you face challenges in teaching mathematics, what in your opinion can be the solutions to overcome these challenges? a) ………………………………………………………………………………………… 71 b) c) d) e) ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… 72 APPENDIX II: QUESTIONNAIRE FOR STUDENTS Dear Student, I am MANIRAKIZA Paulin an undergraduate student with Registration No B.Ed /308/12/13 doing a Bachelor degree in Education at the Marist International University College (MIUC) I am carrying out a study on “Effects of using Information, Communication and Technology (ICT) in the Teaching and Learning of Mathematics in Institutions of Higher Learning in Lang’ata Division, Nairobi County” as a partial fulfilment of the requirements for the award of a Bachelor Degree in Education I therefore, kindly seek your assistance towards this study, by answering the attached questions according to the specific instructions for each section You can be rest assured that all information provided will be treated with utmost privacy You are not required to include your identification in any part of this document Thank you in advance for your cooperation Yours faithfully, ( ) MANIRAKIZA Paulin Phone: +250784036540 E-mail: manpaulin@yahoo.fr 73 Please tick (√) in the space provided or write as applicable where explanations are needed Section A: Demographic Information Gender: Female ( ) Level: Year One ( ) Year Two ( Age group: 15-20yrs ( 21-25yrs ( ) ) ) 26-30yrs ( 31-40yrs ( Male ( ) Year Three ( ) ) ) Year Four ( ) 41-45yrs ( ) 46yrs and above ( ) Section B: Availability of ICT tools in the teaching and learning of mathematics Do you use ICT facilities in learning mathematics? Yes ( ) No ( ) If yes, which ones are at your disposal? …………………………………………………………………………………………… …………………………………………………………………………………………… Does your institution have computer laboratories? Yes ( ) No ( ) If Yes, how many are they? …………………………………… Does the school have computers connected to internet? Yes ( ) No ( ) If Yes, is it good? Do you use a calculator in solving any mathematical problems? Yes ( ) No ( ) Section C: Outcomes of using ICT facilities in the teaching and learning mathematics You are given five alternatives depending on the extent of agreement The alternatives are: SA= Strongly Agree A= Agree U=Undecided D= Disagree SD= Strongly Disagree Please indicate your opinion by ticking (√) in the space provided the extent to which you agree or disagree with the statements provided below Statements i SA A U D Learning mathematic using ICT facilities consumes time Because of this I dislike them in mathematics class ii The use of ICT tools has motivated me workout mathematical problems ICT tools in learning mathematics have improved my iii performance in mathematics, for example continuous iv assessment and examinations Using ICT tools in mathematics classroom has helped me to v understand mathematical concepts Availability of ICT tools in mathematics class has enhanced vi vii viii my relationship with my teachers and schoolmates Using ICT tools in mathematics prepares me for my future career orientation My mathematics class is interesting and this motivates me to learn more mathematics when ICT tools are used Due to ICT development in teaching and learning, I am not restricted to teacher’s notes in mathematics Secession D: Challenges and ways to overcome these challenges Do you face any of the following challenges while learning mathematics using ICT facilities? If ‘Yes’ indicate your opinion by ticking (√ in the provided space a Lack of well trained mathematics teachers in ICT b Poor infrastructures ( ) c Poor internet connection in the School ( ) d Lack of enough ICT facilities ( ) e Lack of technological knowledge ( ) ( ) SD 8.1 Which other challenges you face while learning mathematics using ICT facilities? i ii iii iv v If you ………………………………………………………………………………… ………………………………………………………………………………… ………………………………………………………………………………… face challenges in learning mathematics, what in your opinion can be the solutions to overcome these challenges? a ……………………………………………………………………………………… b ……………………………………………………………………………………… c ……………………………………………………………………………………… d ……………………………………………………………………………………… e ……………………………………………………………………………………… f ………………………………… APPENDIX III: AUTHORISATION LETTER ...ii TITLE Effects of using Information, Communication and Technology (ICT) in the teaching learning of Mathematics in Institutions of Higher Learning in Lang’ata Division,... Sciences ICT: Information, Communication and Technology IHL: Institution of Higher Learning JKUAT: Jomo Kenyatta University of Agriculture and Technology KICD: Kenya Institute of Curriculum Development... of Education Science and Technology NCTM: National Council of Teachers of Mathematics NESP: National Education Sector Plan x ABSTRACT The purpose of this study was to investigate effects of using