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

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.