ASSESSMENT OF THE CHALLENGES FACING THE USE OF COMPUTER AIDED MATHEMATICS INSTRUCTION IN SECONDARY SCHOOLS KOIBATEK SUB COUNTY, KENYA

Authors

  • John Chalo PhD candidate, Catholic University of Eastern Africa, P.O Box 62157, Nairobi, Kenya
  • Paschal Wambiya PhD candidate, Catholic University of Eastern Africa, P.O Box 62157, Nairobi, Kenya
  • Shem Mwalw’a PhD candidate, Catholic University of Eastern Africa, P.O Box 62157, Nairobi, Kenya

DOI:

https://doi.org/10.46827/ejes.v0i0.1970

Keywords:

assessment, challenges, curb, computer aided mathematics, secondary schools, Koibatek Sub County, Kenya

Abstract

Computer aided mathematics instruction is usually incorporated into instructional resources in high schools. Its introduction in high schools in Kenya has allowed the users to perform increasing complex functions. The problem is the mathematics instructional abilities that have not yet currently appeared within the students yet during the learning process. This research examined and identified types and the teacher's ability to use the computer-aided instructional resources used in mathematics instruction in Koibatek Sub County. The mixed embedded concurrent design was used. The quantitative method was the main method while the qualitative method becomes the secondary method. The probability and non-probability sampling techniques was used to select the respondents. Two research questions were designed to be answered and one hypothesis. The data collection tools involved concurrent qualitative and quantitative instruments which were questionnaires, interview guide and observation guide. The data collected was used to identify the challenges and their solutions. Inferential statistics was used to analyze quantitative data, while the qualitative data was analyzed descriptively to support, clarify and simplify the results of the quantitative analysis. This was done mainly by organizing the descriptive data into themes, pattern-matching and discussed in depth. The results of the findings pointed that there were several problems involving teachers, students and availability of the instructional resources. The researchers suggested that teachers be given more training in computer technology and the computer aided method of instruction be made compulsory in the secondary school mathematics and other subject’s instruction. The ministry of Education in Kenya needs to introduce professional development programs in education system for practicing teachers to enable them acquire relevant skills and knowledge to be used in the incorporation of computer technology into mathematics instruction.

 

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References

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Published

2018-10-02

Issue

Vol 5, No 1 (2018)

Section

Articles

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