Factors Constraining Effective Application of ICT in Teaching and Learning Mathematics in Nyanza District Secondary Schools, Rwanda

Martin Bazina & Dr. Olivier Habimana
College of Education, African Center of Excellence for Innovative Teaching and Learning Mathematics and
Sciences, Kayonza, Rwanda
University of Rwanda
Email: martinbazina84m@gmail.com

Abstract: The study’s goal was to look into instructional and psychological factors constraining effective application of Information and Communication Technology (ICT) in teaching and learning mathematics. Qualitative method and grounded theory research design were used in this research. An open-ended questionnaire, a semi-structured interview, and classroom observation was used as data collection tools. The sample of 28 mathematics teachers and 25 students were research participants. The study used thematic analysis, inductive approach for data analysis. According to the study’s findings, instructional factors (teaching techniques, ICT tools and mathematics content) was found to be the main factors that affect effectiveness of application in teaching and learning mathematics, mainly insufficiency and irrelevancy of ICT tools. The study also found that psychological factors (attitude, belief and self-confidence) toward use of ICT in teaching or learning mathematics depend on how instructional factors through sufficiency and relevancy of ICT tools in teaching and learning environment. Constructivism theory was adapted for this study throughout data collection and analysis. The study recommends that educational department on district level should reach out to schools to examine the problem of the inadequacy of available ICT tools and their insufficiency, and starting to find the way of solving this issue. Mathematics teachers should conduct their self-research on how ICT is integrated into mathematics teaching and motivate students to do so.