Teachers’ Perceptions on Effect of Information and Communication Technologies (ICTs) on Students’ Mathematics Learning in Nepal

Abstract

Information and communication technologies (ICTs) may have a significant impact on education in general and mathematics education in particular, with greater access to open learning sources, widespread interaction through online and social networking, and the availability of a variety of teaching and learning tools. However, these benefits of using ICTs in mathematics teaching and learning should be materialized both by teachers and students at the individual and institutional level with application skills. This study aimed to explore the interrelation between teachers’ perceptions of using ICTs in mathematics teaching-learning and the learners’ performance in mathematics. An online survey was administered among mathematics teachers with an open invitation through social media, and 410 mathematics teachers from school to university level responded to the questionnaire. The Mann-Whitney, Kruskal Wallis, and structural equation modeling were the primary statistical techniques used in the research. The results showed six critical factors of ICT-related issues related to adjusting learning experiences, inspiration and motivational strategies for learners, learning support, sharing and communication, evaluation/self-assessment for learning, and collaboration which impacted students’ mathematics performance. The types of institutions and availability of smartboards/whiteboards in the classrooms significantly contributed to students’ performance in mathematics.