Dismal performance in mathematics examinations persists in Kenyan secondary schools hence the need to improve outcomes has been a general concern. The purpose of the study reported in this paper was to investigate the approaches to and challenges faced by secondary school teachers in Nyanza Province of Kenya when using computers in teaching secondary schools Mathematics. The participants in the study consisted of 40 mathematics teachers drawn from schools in rural, and suburban areas. The respective school principals and relevant heads of departments were also included as participants. Data were collected by use of questionnaires for school principals and heads of departments; semi-structured interviews and direct classroom observations were used to source data from the participant mathematics teachers. Quantitative and qualitative methods were used in the analysis of data. Findings include the fact that most mathematics teachers used computers to teach mathematical skills; their use of spreadsheets particularly made it easier for students to master statistics topic in the mathematics syllabus. The study further revealed that most teachers had not been trained in the use of computers; as well, the numbers of computers in participant schools were inadequate for effective use in teaching. Implications of these findings are discussed.
|Keywords:||Computers, Secondary School, Kenya|
Lecturer, Department of Educational Communication, Technology and Curriculum Studies, Faculty of Education, Maseno University, Maseno, Kenya
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