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Author
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Madzima, Shylet
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Title
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Investigating the integration of interactive technology in the teaching and learning of ordinary level Mathematics in Chegutu district, Zimbabwe
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Abstract
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This study explores the integration of interactive technology in Ordinary Level mathematics teaching in Chegutu District, Zimbabwe, providing critical insights into its adoption, benefits, and challenges. Using an action research approach, the study gathered data from 20 Form Three learners through semi-structured interviews, and classroom observations, offering a comprehensive understanding of technology’s role in mathematics education. The findings reveal that 67% of teachers actively employ interactive technology in their lessons, resulting in substantial improvements in student outcomes, with 80% of students exhibiting enhanced performance and engagement. Interactive tools have been shown to foster deeper conceptual understanding, critical thinking, and active participation among learners, making the learning process more dynamic and effective. However, the study also highlights significant barriers to effective technology integration, including limited infrastructure, unreliable internet access, and inadequate teacher training. These challenges not only restrict the full utilization of digital tools but also hinder teachers' ability to confidently implement innovative teaching strategies. The lack of technical support and uneven distribution of resources across schools further exacerbate these issues, disproportionately affecting rural schools and low-income communities. To address these challenges, the study emphasizes the urgent need for targeted professional development programs that equip teachers with both technical skills and pedagogical strategies to effectively integrate technology into their instruction. Additionally, substantial investments in infrastructure, including reliable internet connectivity, adequate hardware, and technical support systems, are critical to creating a sustainable and equitable foundation for technology-enhanced education. The findings of this study carry significant implications for policymakers, educators, and stakeholders seeking to advance technology-enhanced learning environments in 5 Zimbabwean schools. By addressing the identified challenges and leveraging the potential of interactive tools, it is possible to transform mathematics education, fostering better learning outcomes and preparing students for the competitive global economy. The study ultimately advocates for a holistic approach that combines infrastructure development, professional support, and strategic policy interventions to unlock the full potential of technology in education.
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Date
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December 2024
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Publisher
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BUSE
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Keywords
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Interactive Technology
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Ordinary Level Mathematics
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Supervisor
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Dr. L.H.N. Mutambara
Madzima, Shylet.pdf