Multimedia Resources Available in Senior High Schools and Mathematics Teachers’ Perceived Ability to use them in Teaching Due to their Gender
DOI:
https://doi.org/10.58425/jetm.v2i1.118Keywords:
Mixed-method, multimedia resources, electronic devices, computer software, computer laboratories.Abstract
Purpose: The study investigated the availability and accessibility of multimedia resources for teaching and learning Senior High School (SHS) mathematics. It also investigated how SHS mathematics teachers perceive their ability to use multimedia resources in teaching mathematics as well as the effect of gender on teachers’ perceived ability to use multimedia resources.
Methodology: The research design used was a survey. The population for the study was all Public SHS mathematics teachers in the Central, Eastern, and Volta regions of Ghana. Purposive (non-probability) sampling and Convenience (non-probability) sampling methods were used in selecting twelve (12) schools in the three (3) regions and all the mathematics teachers in these schools formed the sample for the study. A questionnaire was used to collect data from the teachers sampled. This was comprised of seventy-three (73) teachers, sixty-four (64) males, and nine (9) females from these three district types: twenty (20) District Assemblies, thirty-three (33) Municipal Assemblies, and twenty (20) Metropolitan Assemblies.
Findings: The study found that most of the teachers surveyed had a high perception of their ability to use computers and multimedia to teach mathematics at the SHS level. However, their perceived ability to use multimedia resources was higher for general-purpose applications; peripherals were higher than that of special mathematics applications software. There was no statistically significant difference between gender and teachers’ perceived ability to use multimedia resources. About half, representing 49.3% of the teachers indicated that they have Computer and Computer Laboratories in their schools but without internet connectivity. The labs were accessible for teaching and learning mathematics.
Conclusion: The study conclude that gender, age, teaching experience, and school location have no significant influence on the use of multimedia by mathematics teachers.
Recommendations: The study recommend more females to be encouraged to pursue mathematics related disciplines at the higher levels of education. Also, the use of more multimedia tools should be incorporated into the curriculum so that teachers will be encouraged to use them frequently in the classroom. Education institution development should be overseen by stakeholders like parents, philanthropists, or donor organizations.
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