The Influence of Teachers Familiarity on Competency in Integrating Instructional Technology in Mathematics Teaching

Abstract

The study explored the influence of teachers’ familiarity on competency in integrating instructional technology in mathematics teaching. Structured questionnaire which had a reliability co-efficient of 0.74 determined through Cronbach alpha as the main instrument was used for data collection. The researcher upheld privacy and confidentiality of the respondents, the questions that were used did not infringe on the respondents’ privacy, the respondents were allowed to ignore questions that they felt are more uncomfortable for them and they were assured that their responses were kept secret. The data were analyzed using descriptive statistics such as mean, and standard deviation and inferential statistics such as independent samples t-test and One way between groups ANOVA. Survey method was used to involve all the seventy-five professionally trained teachers in the Municipality. The study revealed that familiarity level of mathematics teachers were good predictors of their instructional technology integration. It also revealed that knowledge and frequency of use of digital tool, access and ownership of digital tools contributed significantly to mathematic teachers’ competency with integrating Instructional technology in mathematics teaching accruing a total percentage of 41% variance of mathematics teachers’ competency whereas other factors not included in this study were responsible for 59% influence on mathematics teachers’ competency in integrating instructional technology in mathematics instruction. Based on these findings, it was recommended that public junior high schools’ mathematics teachers should direct their efforts towards improving on their familiarity on competency in the integration of instructional technology in mathematics teaching.