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Published:
Oct 15, 2015Keywords:
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Main Article Content
Technology use among Ghanaian Senior High School mathematics teachers and the factors that influence it
Abstract
The study sought to investigate technology use among Ghanaian Senior High School mathematics teachers and to also uncover the factors influencing their technology use. A cross-sectional survey design with mixed quantitative and qualitative data was gathered for the study. The population of the study comprised of all mathematics teachers in Ashanti region. A stratified sampling technique was used to select 80 mathematics teachers from both rural and urban districts in Ashanti region. The findings revealed that the extent to which SHS mathematics teachers use technology in teaching was very low. The Independent samples t-test revealed that the male mathematics teachers use more technology (Mean = 2.65, SD = 1.12) than the female teachers (Mean = 1.51, SD =0.47) and teachers with high perceived efficacy use more technology (Mean = 2.94, SD = 1.10) than those with low perceived efficacy (Mean = 1.63, SD = 0.51). The analysis revealed that the differences in the mean technology use between male and female teachers and self-perceived efficacy in technology use were statistically significance (t = -2.44, p = 0.02) and (t = -4.23, p = 0.00) respectively.
