An Investigation of the Correlation between Lecturers’ Instructional Practices and the Level of ICT Tools Use in Teacher Training Programmes

Authors

  • Denis Kagyera Katakara
  • Wellars Banzi
  • Dany Kamuhanda

DOI:

https://doi.org/10.5296/ijld.v14i1.21578

Keywords:

Correlation, ICT Tools, Instruction, Lecturers, Mathematics, Practices

Abstract

This study investigated how lecturers' instructional practices and ICT tools usage relate to the teaching and learning of mathematics at Kyambogo University in Uganda. A questionnaire was used to collect the data (n=50), and Pearson's correlation analysis was used to analyze the results. Using SPSS 25, we obtained a Cronbach's alpha coefficient (α) of 0.728. The study employed a quantitative research methodology and a correlation research design. The null hypothesis for the study was rejected by the analysis, which showed that lecturers' instructional practices are significantly impacted by the usage of ICT tools (r = 0.796, p<0.01). ICT integration into teacher preparation courses could greatly enhance mathematics instruction in Uganda. According to the above results (r = 0.796, p<0.01), there is strong interdependence between ICT tools and lecturers’ teaching practices, which portrays the essence of integrating ICT tools into mathematics education curricula. The implication is that adopting ICT for teacher education improves lecturers’ teaching methodology and, eventually, their learners’ attitudes toward mathematics.

Author Biographies

Denis Kagyera Katakara

African Centre of Excellence for Innovative Teaching & Learning Mathematics and Science, University of Rwanda-College of Education, Kayonza, Rwanda

Wellars Banzi

University of Rwanda, College of Science and Technology

Kigali, Rwanda

Dany Kamuhanda

University of Rwanda, College of Education

Kayonza, Rwanda

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Published

2024-06-17

How to Cite

Katakara, D. K., Banzi, W., & Kamuhanda, D. (2024). An Investigation of the Correlation between Lecturers’ Instructional Practices and the Level of ICT Tools Use in Teacher Training Programmes. International Journal of Learning and Development, 14(1), 17–29. https://doi.org/10.5296/ijld.v14i1.21578

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