Correlation between the Level of ICT Use and Student Teachers’ Perception

• Published in: The international journal of science, mathematics and technology learning Vol. 31; no. 2; p. 71
• Main Authors: Kagyera, Denis Katakara, Banzi, Wellars, Kamuhanda, Dany
• Format: Journal Article
• Language: English
• Published: Champaign Common Ground Research Networks 01.01.2024
• Subjects: Colleges & universities; Correlation analysis; Educational Strategies; Educational technology; Learning; Learning Processes; Mathematics education; Perception; Perceptions; Professional development; Student teachers; Teachers; Teaching methods; Training; Uganda
• ISSN: 2327-7971; 2327-915X
• DOI: 10.18848/2327-7971/CGP/v31i02/71-87

Student teachers’ perceptions of lecturers’ teaching strategies influence the level of information and communication technology (ICT) tools usage in the teaching and learning process. Understanding student teachers’ perceptions allows lecturers to adapt their teaching methods to better meet student teachers’ needs. The purpose of this study was to investigate the relationship between the level of ICT use and student teachers’ perception of lecturers’ instructional strategies in teaching and learning mathematics in Uganda’s teacher-training institutions. Participating in the study were 115 mathematics student teachers who were in their first and second years of study at three selected institutions of teacher training in Uganda. This study used both descriptive and correlation research designs. Primary data was collected via questionnaires and analyzed using SPSS version 25. Pearson’s correlation analysis between the level of ICT usage and student teachers’ perception of lecturers’ instructional practices revealed a positive significant relationship between student teachers’ perceptions and ICT tools usage (r = 0.784, p < 0.01). This finding suggests that the choice of instructional strategies plays a crucial role in shaping student teachers’ perceptions of mathematics learning in Uganda’s national teachers’ colleges (NTCs) and universities. The study also advocates the mandatory involvement of mathematics lecturers in ICT professional development training to promote understanding of the usage of ICT tools and underline the value of using technology for teaching mathematics.