STUDENTS’ PERCEPTION OF THE USE OF ICT IN LEARNING OF MATHEMATICS IN SELECTED SECONDARY SCHOOLS IN OREDO LOCAL GOVERNMENT AREA

ABSTRACT

This study investigated students' perceptions regarding the integration of Information and Communication Technology (ICT) in Mathematics learning in selected secondary schools within Oredo Local Government Area (LGA) of Edo State, Nigeria. The research aimed to address four key questions: 1) How did students perceive the use of ICT in Mathematics learning? 2) What differences existed in students’ perception based on gender? 3) How did school ownership influence students’ perception? 4) What differences existed in students’ perception based on class level? The study adopted a survey research design, employing descriptive and inferential statistics to assess students' perceptions. Three hundred students from both private and public secondary schools in Oredo LGA were randomly selected as participants. The questionnaire used in the study was validated by experts in the field, and its reliability was tested using Cronbach’s α statistic. Findings indicated that various factors, including school type, gender, and class level, influenced students' perceptions of ICT integration in Mathematics learning. Interestingly, the study concluded that students in Oredo LGA exhibited a relatively low perception of ICT utilization in Mathematics learning, as evidenced by their responses. Based on the study’s findings, recommendations were made to enhance ICT integration in Mathematics education. These recommendations included the development of gender-sensitive ICT initiatives to bridge the gender gap, equitable resource allocation to ensure all schools had access to ICT infrastructure, and curriculum redesign to comprehensively integrate ICT into Mathematics learning objectives.