TEACHERS’ PERCEPTIONS ON USE OF MICROSOFT EXCEL IN TEACHING AND LEARNING OF SELECTED CONCEPTS IN JUNIOR SECONDARY SCHOOL MATHEMATICS SYLLABUS IN BOTSWANA

Tshepho Lucky Kamodi Kelemogile Junior Secondary School, Ramotswa, Botswana
Kgomotso Gertrude Garegae Department of Mathematics Education, Faculty of Education, University of Botswana

Keywords: Excel, ICT integrations, theory of planned behaviour, teacher perceptions, Botswana syllabus, mathematics teachers,

Abstract

This article presents a summary of a larger study that explored perceptions of junior secondary mathematics teachers towards the use of Microsoft Excel in teaching selected concepts in the topic graphs. The study employed the quantitative survey approach and 85 mathematics teachers participated. Two research questions guided the study and a five-point Likert scale questionnaire with thirty items was used to collect data which was analysed through descriptive statistics. The findings of this study revealed that generally mathematics teachers have positive perceptions on the use of Excel which according to the theory of planned behaviour, could be translated into action. It also revealed that competence in using Excel, shortage of computers and limited time, influence teachers’ perceptions on the use of Excel.

Published

2019-06-21

Issue

Vol 10 No 1 (2019): Fostering transformative conversations and practice in learning and teaching

Section

Articles