Interpretation of how barriers hinder the use of ICT

The results from descriptive statistics showed that lecturers did not respond to the question on time barriers, resulting in neutral responses (see Chapter 4, Table 12). Therefore, the Simple Learner Regression was computed and normality was met (Chapter 4, Figure 8). After testing the null hypothesis result showed that barriers influenced the lecturers’ perceptions at the ANOVA .004 level (see Chapter 4, Table 13). It was also found that lack of resources, lack of knowledge, and lack of electricity are major barriers to ICT use in Malawian TTCs, (see Chapter 4, Figure 9). It was also found that lecturers and students perceived that there are several barriers in the Malawian TTCs, which hinder the lecturers’ use of computers in teaching mathematics. These barriers were mentioned in the following responses:

Lack of knowledge some lecturers have no knowledge of how to use it (focus 2, student 8, 35).

That they should go for training lecturers (focus 2, student 7, 37).

On that part of lecturers, I think the ministry can say that all mathematics lecturers from the TTCs should go for ICT training so that they have that knowledge to teach using the computers (focus 2, student 9, 35).

The lack of computer resources (focus 2, student 12, 35).

Financial crisis to the ministry so they fail to provide technological devices to the college (focus 2, student 10, 35).

Lack of money to buy the computers (focus 1, student 6, 25).

I think it’s a matter of financial I think its financial problem [sic] (focus 2, student 10, 35).

I think they are no policies in the ministry that can facilitate the use of technologies in TTCs (focus 2, student 9, 36).

The population of student teachers to participate more especially they can’t manage to let everyone have a computer [sic] (focus 2, student 10, 35). Yeah we can think of that may be lack of money because of population we are so many people in TTCs so to afford that every learner should have a computer for solving mathematics it becomes difficult for them[sic] (focus 1, student 2, 25)

Lack of interest to part of the college to start using technology in the classroom for teaching mathematics (focus 2, student 9, 35).

… for understaffing in private schools is there that often depends on the management of the college [sic] (Chimubangala, 8) (see Chapter 5, Table 21 and Table 21 in Appendix I).

The analysis of the above data shows that there are numerous ICT barriers in the Malawian TTCs. These barriers may lead to the development of lecturers’ negative attitudes towards computer use in the mathematics classroom. In their responses, therefore, the participants suggested many strategies that may help to combat these barriers.

The lecturers and students expressed the view that the policies of the TTCs do not mention the inclusion of ICT use in mathematics classroom. They suggested that a computer policy should be developed to provide guidance to lecturers on how to implement the use of computers in the mathematics classroom. One of the students stated, About the ministry, it’s about developing that policy to be used in all TTCs (focus 2, student 9, 36).

It was also found that the Ministry of Education Science and Technology (MOEST) does not provide ICT funds and resources to all TTCs. The lecturers and students suggested that there is a need for the Ministry to look for ICT funding from non- governmental organisations, which may alleviate the problem of inadequate ICT resources in TTCs. They further suggested that the Malawian Government should subsidise the price of computers so that the ministry and parents can afford to purchase and provide to the lecturers and students with computers for use in teaching and learning activities.

What matters is for the government to find the funding from certain institutions or NGOs to provide them with money so that they can afford buying the computers and provide them in TTCs so that they can start these programs (focus 2, student 11, 38).

Ask the government to ask for donors to help them to buy many computers, which can be provided in TTCs (focus 2, student 10, 38).

No, the church cannot buy computers but if we can find donors then we can have computers (notes, private 2, 2).

Okay, the government should subsidize the prices of computers so that people from the remote areas can buy it (focus 2, student 8, 38).

Yes, on the part of parents I think also the same government which can help the parents to afford buying those computers for their children may be they can subsidize laptops for those students who are in colleges (focus 2, student 9, 36).

Also, they should make sure that in TTCs they are enough computers like all those gadgets that can be used when teaching (focus 2, student 9, 36).

Well if we were provided may be with the laptops so that we could be doing that on our own (Chimubangala, 8).

Then this is for the ministry should…give the institutions (colleges) some computers than these computers can be used by lecturers (Subira, 4).

They should try to provide more computers in TTCs (focus 1, student 2, 25). Maybe our parents should provide us with computers so that we can have skills on solving mathematics using computers (focus 1, student 1, 26) (see Chapter 5, Table 21).

The lecturers and students perceived that as ICT training in TTCs is insufficient, lecturers and students do not have knowledge or skills in computer usage in the mathematics classrooms. The ministry should introduce computer training in TTCs so that both lecturers and students may be equipped on how to use computers in solving mathematics problems. The students further suggested that the use of computer in teaching mathematics should be compulsory in all Malawian TTCs.

There should be deliberate programs to put in place so that all maths lecturers be trained in the use of computers (Muliwaki, 19).

I would prefer that after every course that would be done there must be at least a test of that one that would be done then after that test there must be a revision of the same course where the participants are not doing fine (Mwalubunju, 12).

My suggestion is that the ministry should introduce computer courses in TTCs (focus 2, student 12, 38).

Lecturers maybe should take more part of teaching the learners to have knowledge of solving maths in computer (focus 1, student 5, 26).

Train more teachers about how to use the computer (focus 1, student 3, 25). Yes, the ministry of education should instruct those lecturers in using the computers during the classes (focus 1, student 4, 27).

I think the government should encourage students and lecturers to use computers when they are solving mathematics (focus 1, student 5, 27).

By encouraging all TTCs to use computers during learning mathematics (focus 1, student 6, 26).

Lecturers noted that the Ministry of Education and private TTC owners employ technicians to provide technical support in the event of computer faults in TTCs. However, most of them are not always present and do not have enough ICT skills to deal with computer technical faults in the classrooms. This results in lecturers struggling to address computer technical faults in the classroom. There were suggestions that these faults should be addressed by technicians, who are well qualified to deal with computer technical faults and lecturers should also be taught on how to deal with computer technical faults encountered in the classrooms. The technicians should always be available to the classrooms when lecturers are using computers to teach mathematics.

I think the technical faults which are here at this institution must be dealt with at least by those expertise, we have got expertise who is employed for these faults now you see that sometimes when we are operating that one the expert

is not around so it becomes a problem to those people who are using it (Mwalubunju, 14).

These technical faults are supposed to be...I think we are also supposed to be taught how to address them supposing you encounter that fault you are supposed to know that maybe...some probably I should say you should know what is wrong and handle that fault (Subira, 4).

Students perceived that ministry officials, curriculum planners and all stakeholders in TTCs do not know the importance of using computers in teaching and learning of mathematics. Therefore, there is a need to sensitise these stakeholders on the importance of ICT use in mathematics classroom.

Maybe they should campaign the importance of the use of computers (focus 1, student 2, 26).

I think we should have an awareness campaign more especially the lecturers and the students as well so that they should know the importance of using the computers in learning or teaching mathematics (focus 2, student 10, 37). There is an indication that computer usage in mathematics classroom encounters several difficulties in the Malawian TTCs. These difficulties should be addressed by the Ministry of Education in order to promote computer instructions in TTCs. However, lecturers and students also mentioned some of the advantages of using computers in mathematics instruction.

And sometimes space…. that you can use in writing the items on the chalkboard as compared to the one that can be beamed on the wall (Mwalubunju, 14). Well I think the factors that can influence math computer ...lesson in the mathematics classroom if learners are involved in some of the games to come up maybe it can motivate them maybe to like because most of them they feel like mathematics it's a difficult subject so that is one of the factors that may influence the use in the computer lesson (Chimubangala, 7) (Chapter 5, Table 20). The next section presents the associated emerging themes.

There were new themes, which emerged from the content analysis conventional coding in the second phase, namely: Computers should be used in the teaching and

learning of mathematics in the 21st _{century to meet the requirements of a rapidly} changing world. The world has changed from chalkboard use to computer use teaching due to a number of issues.

The changing world …that we say that the world is changing daily…teaching using computers learners will be able to know the problems …therefore, it will be easier for learners of today to understand …the things…Having emerging issues (Mwalubunju, 15).

Match with the changing world that we are living in a growing world so we have also to match with the changing world (Mwalubunju, 14).

The other theme is, there is a need for researchers to conduct more studies, which may sensitise ministry officials on the importance of computer use.

I think as you have started to investigate madam, it is good because people will know what to do after your findings. Yes, they will know what they are supposed to do so that we should be learning by the use of the computers which is very good nowadays (Notes, focus 1, page ii).

6.3. Summary

This chapter presented the interpretation of quantitative and qualitative data. It discussed the results from the quantitative computations and codes from the qualitative data. I first interpreted the lecturers’ and students’ views on the use of computer technology. I then analysed how positive factors (institutional, school, students, and family) and negative factors (barriers) influence the lecturers’ perceptions on computer use. Lastly, I interpreted how ICT barriers hinder the use of computer in the mathematics classroom. The next Chapter 7 discusses the research findings, limitations and recommendations.

CHAPTER SEVEN

7. DISCUSSION OF THE RESEARCH FINDINGS