1.1 Introduction
Mathematics is applicable in our regular activities, scientific innovations, research, business, and others. It is a compulsory subject in the school level of Nepal. Different digital resources can be used in mathematics teaching as instructional materials. Varieties of digital resources have developed to support the instructional practices in mathematics. The use of digital resources encourages learners for self-learning, multiway of learning, improvement on logical and critical thinking, communicating skill thereby increasing the mathematical thinking and reasoning of the learners. Such accomplishments enlighten their performance and ultimately enhance their problem-solving ability in the learners which are the consequences of technology-based teaching in mathematics.
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitations of the Study and Definition of technical terms.
1.2 Background of Study
Information and Communication Technology (ICT) has been found to be of tremendous important in improving the services provided by special libraries as a result of the inability of the existing traditional manual methods to cope effectively and efficiently with the increasing volume in the library, Ducombe and Heeks (2014) cited by Anyakoha (2011) defined ICT as the electronic means of capturing, processing, storing and disseminating information.
ICT in education is the mode of education that uses ICT to maintain, enhance, and optimize the delivery of information. The different sources of ICT in education include use of mobile, TV, computer, laptop, online resources, software and mobile apps in teaching and learning process. Many research reports show that ICT help to improve the achievement of the students. In the present context ICT related content is integrated into the curriculum of university level and teacher training curriculum of the government. Government and other organizations have great financial and technical efforts on digital resources management in the scholastic societies. The present study aims to find out the current status of school teacher towards the consumption of ICT based teaching practices in the schoolroom.
Mathematics instructors were extremely inspired towards the use of technological tools (Dhakal, 2018) in case of Mid-Western University. Technology comforts to accomplish the miscellaneous programs of instructions (Bhattarai, 2019), collaboration and engagement on social, emotional and cognitive aspects on students by virtual learning environment (Dhaka & Sharma, 2016), positive effect (Dixit, 2009) were found by using ICT in learners insight and educational involvement (Mainali & Heck, 2017), technology is effective to generate erudition setting (Dhakal & Pant, 2016) visualize the mathematical concepts (Ozmantar et al., 2009), learners have positive attitude through mobile learning (Parajuli, 2016), it increase the superiority and availability of learning (Noor-Ul-Amin, 2013). ICT assimilated classes upturns the students to adopt with mathematical ideas, processes and resolve the problems (Sivakova et al., 2017).
These results suggest the importance of online resources for mathematics learning. Even those studies had not focused on particular resources like on this study. Status of multiple resources utilization in mathematics teaching related studies were not carried out in national and international context. Government of Nepal has several policies and practices for ICT integration in instructional practices which are mentioned above. Infrastructure and human resources development, internet connectivity, digital literacy, open and distance learning, digital content and assessment and technology-based teacher training are the main concerns of the Nepal (ADB, 2017). This study shows actual status of digital resources utilization in school level mathematics.
Therefore, in Akwa Ibom State where the research was carried out, the activities that was conducted is to know the Effect of Teacher's Perception of Use of ICT on Mathematics Students Academic Achievement of Junior Secondary School in Eket Local Government Area.
1.3 Statement of Problems
Investigation revealed that poor performance in mathematics among secondary school students has been given every stakeholder in the education sector a serious headache, considering that education at all levels virtually in all developing countries is regarded as an investment. This then led to a diverging opinion concerning the falling standard of education not only in the developing countries but also all over the globe. There are number of questions about the ICT acceptance and usage among teachers and students from special education which emerge problem in special education program and effect the enrollment of the students. The utilize of the ICT in school will develop highly confident upon effort Special Education School to society expectation in educating special students.
1.4 Aim and Objectives of Study
The aim of the study is to investigate the Effect of Teacher's Perception of Use of ICT on Mathematics Students Academic Achievement of Junior Secondary School in Eket Local Government Area. In achieving this aim, the following specific objectives were laid out as follows:
- To investigate the factors influencing teacher's perception on the use of ICT in teaching mathematics students.
- To examine the impact of Information Communication Technology in teaching of Mathematics subjects.
- To ascertain how information communication technology contributes to the teaching of Mathematics subject.
- To determine the challenges of using Information Communication Technology in teaching of Mathematics subject.
1.5 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
- Are there factors influencing teacher's perception on the use of ICT in teaching mathematics students?
- What is the impact of Information Communication Technology in teaching of Mathematics subjects?
- Does Information Communication Technology contribute to the teaching of Mathematics subject?
- What are the challenges of using Information Communication Technology in teaching of Mathematics subject?
1.6 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
Hypothesis One
- H0: There are no significant factors influencing teacher's perception on the use of ICT in teaching mathematics students
- H1: There are significant factors influencing teacher's perception on the use of ICT in teaching mathematics students
1.7 Significance of Study
The study will be helpful to all stockholders of education for the development and implement new policies. On behaves of several benefits of digital resources utilization in teaching and learning of mathematics this research is relevant, significant and important in present context.
This study will be of immense benefit to other researchers who intend to know more on this study and can also be used by non-researchers to build more on their research work. This study contributes to knowledge and could serve as a guide for other study.
1.8 Scope of Study
The scope of the research is focused on the Effect of Teacher's Perception of Use of ICT on Mathematics Students Academic Achievement of Junior Secondary School in Eket Local Government Area in Akwa Ibom State.
1.9 Limitations of the Study
During the course of this study, many things militated against its completion, some of which are:
- Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
- Research material: availability of research material is a major setback to the scope of the study.
- Frequent power failure: This made the researcher append more money on fuel to ensure sustainable power.
- Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
1.10 Definition of Terms
Information Communication Technologies (ICT): refers to the computer and internet connections used to handle and communicate information for learning purpose.
E-learning: is a learning program that makes use of an information network- such as the internet, an intranet (LAN) or extranet (WAN) whether wholly or in part, for course delivery, interaction and/or facilitation.
ICT: Refers to all forms of technologies such as internet, computers, websites, telephones mobiles, wireless devices, networks, hardware, software and telecommunication equipment.
ICT Facilities: Are a technological device used to processing, analyzing, synthesizing, sharing different kinds of information and information processing activities and tools that are necessary to improve teaching and learning process.
