Daniel Karanja

Ict Integration in Mathematics Teaching: Case of Public Secondary Schools in Mogotio District of Baringo County, Kenya Daniel Karanja

This study sought to investigate the status of readiness of public secondary schools in Mogotio district of Baringo County in Kenya to integrate ICTs in Mathematics teaching. The study was guided by the following specific objectives: To assess the availability of ICT infrastructure like computer laboratories, computer hardware and software programs for integrating ICTs in Mathematics teaching in the schools; to establish the teachers? readiness in terms of skills and training for integrating ICTs in the teaching of Mathematics; to determine the teachers? attitudes towards the use of ICTs in Mathematics instruction; and to establish the hindrances that teachers are encountering in the integration of ICTs in the teaching of Mathematics in the schools. The study employed a descriptive survey design where head teachers and mathematics teachers of public secondary schools in the district were targeted. Questionnaires and observation checklists were used to elicit data for the study. After coding the responses, data was entered into the SPSS computer program for analysis. The findings of the study are discussed herein.