Attitude of Mathematics Teachers Related to the Use of Computer Technology in the Classroom

By Muhammad Tanveer Afzal, Muhammad Azeem, Sarwat Maqbool and Shaheen Ashraf Tahirkheli.

Published by The Learner Collection

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Article: Print $US10.00
Article: Electronic $US5.00

Developed countries have been using computers for instruction in education for over four decades, and therefore it is considered as a vital aid to instructional process just like the integration of Blackboard a long ago. Rapidly increasing computer hardware and software development on one side is helpful in improving quality and effectiveness of instructional process on other hand is generating new challenges; increasing availability of technology and computers present teachers with exciting opportunities to transform pedagogical practices. “Each year, a substantial portion of educational institutions” budgets are allocated to supporting the integration of computers into instruction under the assumption that computers benefit teaching and learning, and can improve student academic performance” (Lunts, 2002). The educational stakeholders have realized the benefits of technology and they are trying to integrate computer technology in actual classroom instruction. The researchers recognized that it is necessary to investigate to what extent the mathematics teachers’ community accept this change. The major objective of the study was to measure the attitude of mathematics teachers to the use of computer technology in the classroom. The mathematics teachers of district Jhelum were population and the researchers selected teachers teaching mathematics in thirty (Government High School) GHS & (Government Girls High School) GGHS (Fifteen each) randomly as sample of the study. The researchers hypothesized that there was no effect of gender, locality, and professional qualification on the attitude of in-service mathematics teachers. To accomplish this purpose research tool was adapted by the researchers along with sections on personal information and six questions about availability and training in computers. The instrument was mailed to the teachers. Independent Sampled t-test was employed for testing of three null hypotheses. It was found that male teachers had positive attitude as compared to female teachers. Also Professional qualification had positive effect on the attitude of mathematics teachers, whereas locality had no effect on attitude of mathematics teachers.

Keywords: Technology Integration, Computer Application, Mathemathematics Teaching, Attitude of Mathematics Teachers

The International Journal of Learning, Volume 18, Issue 2, pp.279-290. Article: Print (Spiral Bound). Article: Electronic (PDF File; 799.833KB).

Dr Muhammad Tanveer Afzal

Lecturer, Secondary Teacher Education Department, Allama Iqbal Open University, Islamabad, Pakistan

Mr. Muhammad Tanveer Afzal has M.Sc in Mathematics and M.Ed in Science Education and is working as a Lecturer in Secondary Teacher Education Department at faculty of Education, Allama Iqbal Open University, Islamabad, Pakistan. He started his job career as teacher Educator in 1997. In 2004, he earned the Indigenous PhD Fellowship from the Higher Education Commission Pakistan and enrolled at the Division of Education, University of Education Lahore, Pakistan, to pursue his doctoral studies in the discipline of Mathematics Education. He completed his research work and submitted his thesis for evaluation in April, 2009. He presented his paper on “Constructivists Model of Software Development for Teaching Mathematics” in International Conference on ICT in Teaching and learning, held at The Open University of Hong Kong in 2007 and “Attitude of Mathematics Teacher to The use of Computer Technology in Classroom” in International Conference on ICT in Teaching and learning, held at The Open University of Hong Kong in 2008. He has visited University of Leicester, UK under HEC International Research Support Initiative Program. His areas of Interest are, ICT in Education, Mathematics Education, Assessment and Evaluation in Education.

Muhammad Azeem

Coordinator I, University of Education, Lahore, Punjab, Pakistan

Mr. Muhammad Azeem is Doctoral Scholar at the Division of Education, University of Education, Lahore under Indigenous PhD Fellowship from HEC Pakistan and he is working on his research project. He has written a number of articles in different magazines and journals. His area of interest is Educational Assessment, Evaluation, and Testing. He has visited School of Education, University of Leicester, UK, as visiting Doctoral Research Scholar. Recently he has presented his paper in LED conference at University of Waikato, New Zealand.

Sarwat Maqbool

Lecturer, Department of Educational Planning, Policy studies and Leadership, Allama Iqbal Open University, Islamabad, Pakistan

She is working as Lecturer in the depaetment of Educational Planning, Policy studies and Leadership at AIOU Islamabd. She is also a doctoral student in the field of Education.

Shaheen Ashraf Tahirkheli

Research Associate, Secondary Teacher Education, Allama Iqbal Open University, Islamabad, Pakistan

She has masters degree in education and is working as Research Associate in Department of Secondary teacher education, Allama Iqbal open University Islamabad.


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