Authors : Enock Yeng; Samuel Tatsi

Volume/Issue : Volume 9 - 2024, Issue 5 - May

Google Scholar : https://tinyurl.com/abjbvs88

Scribd : https://tinyurl.com/yc5eac6v

DOI : https://doi.org/10.38124/ijisrt/IJISRT24MAY1297

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Abstract : The study evaluated the adoption and implementation of technology-enhanced mathematics lessons in basic schools in the Ho West District of the Volta Region of Ghana. Grounded in the Technology Acceptance Model. The target population was all basic school teachers in Ho West District. The adopted research design was a descriptive survey research design with a quantitative approach. A stratified random sampling technique was employed and 450 basic school teachers were used as samples for the study. Data were collected using a close- ended questionnaire with a reliability coefficient of 0.77 was analyzed using frequencies, percentages, means, standard deviations, independent samples t-tests, and Pearson’s moment correlation. The results revealed that a teacher recognizes instructional technology as useful for their mathematics instruction. Hence, challenges from teachers, least access to instructional technology tools, training, time for lesson preparation, technical issues, and resistance from their students and colleagues were identified. The study recommends that regular assessments are made on the teachers’ perceptions to tailor professional development needs. Additionally, teachers should be supported by their head teachers to tackle issues specific to individual teachers.

Keywords : Evaluation, Adoption, Technology-enhanced, Mathematics lessons, Perception, Attitudes.

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