SURVEY OF AVAILABILITY, ACCESSIBILITY AND READINESS TO USE DIGITAL TECHNOLOGIES FOR TEACHING MATHEMATICS IN SECONDARY SCHOOLS IN MINNA METROPOLIS, NIGER STATE

Abstract

The study examined the survey on availability, accessibility and readiness to use digital technologies amongst secondary school mathematics teachers in Minna, Metropolis. The study adopted a descriptive survey research design. The target population of the study comprised 251 Mathematics teachers. A sample size of 152 mathematics teachers was selected. Stratified sampling technique was used in selecting the desired sample size from both public and private secondary schools Minna, Metropolis. The instrument used for data collection was Digital Technologies Availability, Accessibility and Readiness to use Questionnaire (DITAARQ). The adopted instrument consists of 42 items. Cronbach Alpha was used to obtain the reliability coefficient of the instrument at 0.76. The data collected was analyzed using the mean, standard deviation and Mann Whitney test. Using Mann Whitney test statistics, the result shows that there was statistically significant difference in the mean scores of mathematics teachers’ accessibility to digital technologies for teaching mathematics based on gender. Thus, Male mathematics teachers’ have greater mean score over their female mathematics teachers’ counterparts. Hence, this shows that the male mathematics teachers’ have more access to digital technologies than female mathematics teachers’ for teaching mathematics in public secondary schools in Minna Metropolis, Niger state. The study recommended that Public and private secondary schools authorities/administrators should conduct in-service teacher training to enhance digital technologies use among secondary school teachers to meet the standard of education in the 21st century. This will be helpful in an attempt to meet up the standard of education in the 21st century in Niger state secondary schools.