Moses Mukenya, Martin Wanjala, Beatrice Shikuku


The main problem facing mathematics instruction generally is the need to improve performance of students through use of innovative approaches that involve technology. Despite the advancements in technology, the utilization of computers and other ICTs materials is not an integral part of the curriculum. The study reported in this paper investigated the teacher’s knowledge and skills for use of Information Communication Technology in mathematics instruction. The study focused on determining the knowledge and skills needed for instructional use of ICTs in mathematics. The descriptive survey research design was adopted and involved secondary school mathematics teachers in the three Sub-Counties of Bungoma County: Kimilili, Bungoma North and Bungoma East. A sample of 218 teachers and heads of departments were selected using proportionate stratified and simple random sampling techniques. Data was collected using questionnaires and interview schedule. A pilot study was conducted and the data used to validate the instruments and compute the Cronbach’s alpha reliability measure which was found as 0.704 for the instrument. Data analysis involved descriptive statistics that included frequencies and percentages, means and standard deviations while the inferential statistics included the independent samples t-test. The findings indicated a lack of the necessary knowledge and skills for use of ICTs among teachers. Therefore the ministry of education should formulate policies that aim at ensuring professional development of teachers in ICT pedagogy and a review of curriculum to ensure teachers acquire relevant ICT knowledge and skills during initial training.


Article visualizations:

Hit counter



information communication technology, knowledge, skills, instruction

Full Text:



Afshari, M. (2009). Factors Affecting Teachers’ Use of ICT. International Journal Instruction, 2, Universiti Putra: Malaysia.

Al-Ansari, H. (2006). Internet use by the faculty members of Kuwait University. The Electronic Library Vol.24, No. 6, pp; 791-803.

Andoh A. C. (2017). Factors Influencing teachers’ adoption and integration of ICT: A Review of Literature. International Journal of Education and Development using ICT (IJEDICT),8, 136 -155.

Borg, W. and Gall, J. (2007). Educational Research: An Introduction. Retrieved January, 13 2012, from all/dp/0205488498.

Cohen P. (2014). Research Methods in Education. (3rd ed.) London: Croom.

Erb, W. (2008). ICT in the Early Years. Tuku Tuku Koreno, New Zealand Land Education Gazette.

Farrell Glen (2007). Survey of Information and Communication Technology and Education in Africa: Kenya County Report.

Foley, J. and Ojeda, C. (2007). How do teacher beliefs influence technology use in the classroom? A paper presented at the Society for Information Technology and Teacher Education International Annual Conference, March 26-30, 2007, San Antonio, Texas, USA.

Ikeo, A. (2014). A History of Economic Science in Japan: The Internationalization of Economics in the Twentieth Century. New York: Routledge Publishers

Kipsoi, E. J. et al. (2012). Challenges facing adoption of information communication technology (ICT) in educational management in schools in Kenya. Journal of Sociological Research.

KNEC (2012). Syllabus and Regulations. Kenya National Examination Council, Nairobi.

Koehler, M. J. & Mishra, P. (2009). What is Technological Pedagogical Content Knowledge? Contemporary Issues in Technology and Teacher Education Journal, 9(1), 60-70.

Koehler, M. J., Mishra, P., & Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology. Computers & Education, 49(3), 740-762. doi: 10.1016/j.compedu.2005.11.012

Kothari, C. R. (2009). Research Methodology: Methods and Techniques. New Delhi. Vishwa.

Li, Q. (2007). Student and Teacher Views about Technology: A Tale of Two Cities? Journal of Research on Technology in Education, Eugene: Summer 2007. Vol. 39, Iss. 4: pg. 337-398.

Mbugua S. N. (2014). The influence of integration of information communication technology in teaching on students’ academic performance in secondary schools in Nakuru County, Kenya. Unpublished PhD thesis, Maasai Mara University, Narok, Kenya.

Mishra, P., & Koehler, M. (2007). Technological pedagogical content knowledge (TPCK): Confronting the wicked problems of teaching with technology. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2007 (pp. 2214-2226). Chesapeake, VA: Association for the Advancement of Computing in Education.

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teacher knowledge. Teachers College Record, 108 (6), 1017-1054.

Mubichakani, J. M., (2012). Effect of Computer Based Learning in Mathematics on Learners Motivation and Achievement Level in Relation to Gender in Bungoma North District, Kenya. Unpublished M. Phil Thesis, Moi University.

Olakulehin, F. K. (2007). Information and communication technologies in teacher training and professional development in Nigeria. Turkish Online Journal of Distance Education, vol. 8, no. 1, pp. 133-142.

Orodho, A. J. and Kombo, D. K. (2002).Research Methods. Nairobi: Kenyatta University, Institute of Open Learning.

Polit D. F. & Beck C. T. (2010). Essentials of Nursing Research: Appraising Evidence for Nursing Practice, 7th edn. Wolters Kluwer Health / Lippincott Williams & Wilkins, Philadelphia.

Republic of Kenya (2005). Sessional Paper No. 1 of 2005, A Policy Framework for Education, Training and Research, Nairobi Government Printing Press.

Rogers, E. M. (2003). Diffusion of innovations (5th ed.). New York: Free Press. Journal of Information Technology in Teacher Education, 5, 3, 253–270.

Senapaty, H. K. (2004). Integrating Digital Technology into Constructivist Learning Environment. Paper presented in the International Conference held at Saurastra University, Rajkot, Gujarat, India.

Senapaty, H. K. (2005). Teachers Education in a new Paradigm of ICT Integrated Constructivists Learning. Regional Institute of Education. NCERT. Shyamla Hills, Bhopal.

UNESCO (2002). UNESCO Report: Information and Communication Technologies in Teacher Education, A Planning Guide, Division of Higher Education, UNESCO.

UNESCO (2009). ICT Competency Standards for Teachers: Policy Framework.

Venkatesh, V. (2000), Determinants of perceived ease of use: integrating control, intrinsic motivation, and emotion into the technology acceptance model. Information Systems Research, Vol. 11, pp. 342-65.

Wanjala M. (2016). Information Communication Technology Pedagogical Integration in Mathematics Instruction among Teachers in Secondary Schools in Kenya. Journal of Education and Practice Vol.7, No.2, 2016, pp 66-73

Wanjala, M. M. S., Khaemba, E. N., & Mukwa, C. (2011). Significant factors in professional staff development for the implementation of ICT education in secondary schools: A case of schools in Bungoma District. International Journal of Curriculum and Instruction, 1(1), 30 – 42.

Yilmaz, N. P. (2011). Evaluation of the technology integration process in the Turkish education System. Cotemporary Educational Technology, 2, 37-54.

Yusuf, M. O. (2005). Information and communication education: Analyzing the Nigerian national policy for information technology. International Education Journal Vol. 6 No. (3), pp 316-321.



  • There are currently no refbacks.

Copyright (c) 2020 Moses Mukenya, Martin Wanjala, Beatrice Shikuku

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2022. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).