Exploring the effects of integrating ICT to teach grade 7 mathematics in the Johannesburg East District
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Authors
Ntshingila, Vuyiswa Vellierrie
Issue Date
2025
Type
Dissertation
Language
en
Keywords
Information Communication technology (ICT) , Mathematics pedagogy , ICT-based learning , Digital tools , CAPS , Technology integration , Fourth Industrial Revolution and Digitalisation
Alternative Title
Abstract
Mathematics is identified as one of the core disciplines, however, it remains the most
challenging subject with very low achievement in South Africa. The poor performance
could be as a result of primary reliance on textbooks as a teaching resource, utilising
outdated methods to teach mathematics, inequality in teachers’ mathematical content
and pedagogical knowledge, and teachers’ resistance to change. These challenges
do not only affect mathematics results, but the economy of the country as a whole.
There are improved pedagogical methods that are compatible with the digital
generation. Therefore, the study aims to investigate the effects of integrating ICT to
teach grade 7 mathematics in the Johannesburg East District. The UTAUT has been
chosen as the theoretical framework that underpinned this study. The researcher
employed qualitative approach, and classroom observations, semi-structured
interviews and focus group interviews were used to collect data. Eight grade 7
mathematics teachers were purposively sampled from four schools. The findings of
the study revealed that ICT integration enhances the understanding of different
mathematics content areas. There is a positive learner reaction towards the lessons.
Performance expectancy, effort expectancy and social influence positively influence
participants to integrate ICT to teach mathematics. Facilitating conditions has shown
no significant effect on teachers’ intention to integrate ICT. This study showed no clear
indication of whether ICT integration has any effect on learner achievement. The study
recommends intensive teacher training on how to effectively integrate ICT specifically
in mathematics. The study also recommends the articulation of learner positive reaction due to ICT integration as a way of motivating teachers to refrain from using
conventional methods of teaching and learning. Lastly, the awareness and thorough
training on the mathematical software such as Geogebra is also recommended
especially to primary school teachers.