AVAILABILITY, ACCESSIBILITY AND READINESS TO USE DIGITAL TECHNOLOGIES AMONGST SECONDARY SCHOOLS MATHEMATICS TEACHERS IN MINNA, METROPOLIS NIGER STATE

Abstract

This study examined the availability, accessibility and readiness to use digital technologies amongst secondary school mathematics teachers in Minna, Metropolis. The study adopted a descriptive survey research design. The target population of the study comprised 251 Mathematics teachers. Thesample size for the study is 152 mathematics teachers. A stratified sampling technique was employed in selecting the desired sample size from the various secondary schools under study. Theinstrument "entitled" Digital Technologies Availability, Accessibility and Readiness to use questionnaire (DITAARQ) was used to collect data on available, accessible, and readiness to digital technologies use amongst secondary school mathematics teachers. The data collected for this research study was analyzed and presented using the mean, standard deviation and t-test. The study's findings revealed the availability and accessibility of digital technologies inadequately to mathematics teachers in public schools and adequately available and accessible to mathematics teachers in private schools for teaching mathematics in Minna, Metropolis. The finding also showed a significant difference between male teachers and female teachers readiness to use digital technologies for teaching mathematics in secondary schools in Minna Metropolis. The study has also revealed that the level of use of Digital Technologies for teaching mathematics amongst public secondary teachers is relatively poor compared to the private secondary schools' teachers. Inadequate funding, inconsistent power supply, Inadequate ICT facilities, among others, are identified as major challenges. The study recommended that Stakeholders and partners in education industries such as the Federal Ministry of Education, State Ministries of Education, Parent Teachers Association (PTA), and Nigeria Union of Teachers (NUT), among others, should encourage teachers in secondary schools to acquire personal computers (P.C.s) through purchase, a monthly contribution or granting loan at a subsidized rate from their employees or bankers.