Citation: Mark Mishiwo, Cephas Lokpo, Michael Donkor Adane (2022) Learning Mathematics Online: Pre-Service Teachers’ Competences and Challenges, British Journal of Education, Vol.10, Issue 2, pp. 42-55
The study sought to ascertain pre-service teachers’ ICT competence they have to undertake online learning of Mathematics as well as the challenges they encountered when they participated in online learning in Akatsi College of Education. The study used descriptive survey design. A structured questionnaire was used to collect data from two hundred and twenty-three pre-service teachers who were purposively sampled for the study. The data collected was analysed using means and standard deviations. The results of the study revealed that majority of pre-service teachers had advance computer skills that helped them used the internet for online learning as well as search for information to support the lessons they were taught online. The findings of the study also revealed that majority of pre-service teachers were proficient in communicating online using Facebook, Twitter and e-mails to support their online lessons. Besides, majority of pre-service teachers indicated that they were proficient in using online tools such as Skype, Zoom, and web video for online learning. However, only 24% and 33% of pre-service teachers were proficient in designing online content using Google drives and using electronic devices to support their online learning respectively. With regard to the challenges pre-service teachers encountered when they participated in the online lessons, majority of these pre-service teachers had difficulty connecting to internet to enable them participate in their synchronous and asynchronous online lessons. With regard to challenges, majority of pre-service teachers had difficulty accessing internet to support their online learning which affected their performance in mathematics. Pre-service teachers also failed to participate in online lessons due to high cost of data. As a result, pre-service teachers resorted to staying awake up to midnight to download and upload learning materials which affected their sleep. Consequently, it was recommended that Government of Ghana partner with telecommunication companies to provide very effective broadband internet connectivity for pre-service teachers to access to enhance online learning. Stakeholders of teacher education in Ghana ought to review the Pillar of ICT in National Curriculum Framework to enable pre-service teachers to be equipped with the skills of using electronic devices to support their online learning.
ICT Adoption Attitude of Lecturers (Published)
With ex post facto research method, this study investigated the attitude of lecturers towards the adoption of Information and Communication Technology, abbreviated as ICT, in teaching and research in federal and state-owned universities in Nigeria. Four research questions and null hypotheses were respectively, answered and tested. A stratified sample of 400 lecturers (251 males and 149 females) was randomly drawn from one federal university and one state university. A factor analyzed 55 items instrument with high construct validity and three-factor loadings was used for data collection. The reliability of the instrument, using the Cronbach alpha method, showed reliability coefficients of 0.67, 0.62, and 0.51 for attitude, competence, and accessibility factor loadings, respectively. Data analysis was done with the use of independent samples t-test and One-way ANOVA for testing the hypotheses. Results revealed that gender and area of specialization have no significant difference in the attitude of lecturers’ towards ICT adoption in teaching and research. On years of experience, moderately and less experienced lecturers are more competent in the use of ICTs than their highly experienced counterparts. ICT facilities are significantly more accessible the Federal university (University of Port Harcourt) than the State university (Rivers State University of Science and Technology). University management should motivate and encourage lecturers to participate in ICT training programs, lecturers especially highly experienced should be well motivated to develop their ICT competence.
Keywords: Area of specialization, Federal Universities, Gender, ICT, ICT competence, Information and Communication Technology, Lecturers, State universities, Years of experience, and ICT access; Adoption of ICT, attitude