The Impact of ICT Integration on the Teaching and Learning of Mathematics in Public Second-Cycle Institutions in the Ledzokuku Municipal Assembly

ABSTRACT

This study investigated the impact of Information and Communication Technology (ICT) integration on the teaching and learning of mathematics in public second-cycle institutions in the Ledzokuku Municipal Assembly, Ghana. The objectives were to determine the extent of ICT integration, identify teachers' challenges, examine the influence on student outcomes, and propose evidence-based strategies. A convergent parallel mixed-methods design with a quasi-experimental pretest-posttest control group component was adopted. The sample comprised 3 head teachers, 6 mathematics teachers, and 200 students. Data were collected using questionnaires, achievement tests, interviews, and observation checklists. Quantitative data were analysed using descriptive statistics, while qualitative data were analysed using reflexive thematic analysis. The findings revealed low ICT integration, with most teachers using ICT once a week primarily for presentation rather than student exploration. Teachers faced significant barriers including inadequate computers, poor internet, insufficient training, and lack of technical support. The study concludes that ICT integration has a substantial positive impact on mathematics teaching and learning. It improves student academic achievement, enhances engagement and conceptual understanding, and promotes positive attitudes toward mathematics. The largest improvement was observed in Circle Theorems (+64.3%), where GeoGebra was extensively used. However, for ICT integration to be effective, teachers need adequate Skill, Tool, and Pedagogy in addition to positive Will. Recommendations include increased investment in ICT infrastructure, mandatory TPACK-based professional development, and integration of TPACK into teacher education curricula.