Lecturers’ perceptions on computer usage in mathematics classroom

In section A, 92.5% of the participants demonstrated positive attitudes toward the use of computer technology, while 7.5% showed negative attitudes (see Table 5). The next section presents the analysis of institutional factors.

4.4.3.

Institutional factors and the lecturers’ perceptions

The analysis was based on the influence of institutional factors, if any, which may influence the perceptions of lecturers on computer use. Institutional factors in this study consist in factors pertaining to the Ministry of Education, which may influence the lecturers’ perceptions on computer technology use in Malawian mathematics TTC classroom. These factors were grouped into seven sub-themes according to the type of information required. These were: the availability of Internet, ICT technical support, availability of computer laboratory, the degree to which computers assist students in mathematics instruction and availability of computers, training of teachers, availability of computer policy, and ICT budget (see Table 6 ). Twenty items were computed using descriptive statistics whereby the statement, mean, and

standard deviation of each item was displayed (see Appendix G). The overall mean and standard deviation for each sub-theme was also computed (see Table 6).

Table 6: Overall Mean and Standard Deviation of Institution Factor Subthemes

Sub-theme Mean Standard deviation

Availability of Internet 2.785 1.2268

Technical support 3.35 1.05961

Availability of computer laboratory 2.25 0.857015 The degree to which computer assist in

instructions and availability of computers

2.775 1.162055

Training of teachers 2.665 1.14839

Availability of computer policy 2.416667 1.001587

ICT budget 2.1000 .87119

The scores reported on the questionnaire indicate the influence of the items, which were categorised under institutional factors toward the dependent variable of perception. Within the study, the availability of internet had an overall mean of 2.785 with a standard deviation of 1.2268. Technical support had an overall mean of 3.35 with a standard deviation of 1.05961. Availability of computer laboratory had an overall mean of 2.25 with a standard deviation of 0.857015. Computer assisted instruction and availability of computers had an overall mean of 2.775 with a standard deviation of 1.162055. The training of teachers had an overall mean of

2.665 with a standard deviation of 1.14839. The availability of computer policy had an overall mean of 2.416667 with standard deviation of 1.001587. Availability of ICT budget had a mean of 2.1000 with standard deviation of .87119.

These results show that participants disagreed that Malawian colleges offer: Internet connection, computer laboratory, and computer assisted instruction and availability of computers, computer policy, and ICT budget (see Table 6). Participants expressed no opinion on the availability of technical support, as illustrated by an overall mean of 3.35 with standard deviation of 1.05961 (see Table 6). One question in the demographic survey asked respondents whether they had attended computer training, from the time they started teaching mathematics in TTCs. Twenty-four participants, representing 60% of all respondents, attended computer training at their respective colleges, while 16 participants, representing 40% of all respondents, did not attend any (see Table 5).

Simple linear regression was computed to examine the relationship between perceptions (dependent) and institutional factors (independent). Simple linear regression was conducted to assess whether there was significance in perception of computer use and institutional factors within mathematics classroom. The resulting analysis is presented in Figure 5 and Table 7.

Figure 5: Regression Model for Perception and Institutional Factors indicating that Normality is met

Table 7: Test of Institutional Factor Influence

Model Sum of Squares df Mean Square F Sig. 1 Regression 1.345 20 .067 .893 .599b Residual 1.430 19 .075 Total 2.775 39 Note R = .696a _R2 _{= .485}

a. Dependent Variable: Lecturers perception b. b. Predictors: (Constant), institutional factors

The residual model indicates that normality is met due to a straight line and no serious departures from the line (see Figure 5). R shows that there is a strong positive linear relationship between the variables, while r-square indicates that there is weak variability (see Table 7). The ANOVA for institutional factors is not significant at the .599b _{level with an F value of .893 and a df 20, 19. This implies that the H0} was accepted at ANOVA level .599 therefore the Hi was rejected.

This data shows that the institutional factors within 11 colleges did not have a significant influence on the perceptions of the 40 lecturers on computer use within the mathematics classroom. The next section analyses the school factors theme.

4.4.4.

School factors

The analysis focused on the influence of school factors, if any, toward lecturers’ perceptions on computer use. Respondents answered questions specific to the four sub-themes related to school factors: teachers’ attitudes toward computer use, availability of ICT resources, ICT mathematics classroom characteristics, and chalkboard use (see Table 8). The mean and standard deviation of 17 items were performed using descriptive statistics (see Appendix G), after calculating the overall means and standard deviations (see Table 8).

Table 8: Overall Mean and Standard Deviation of the School Factor Subthemes

Category Mean Standard deviation

Teachers’ attitudes/beliefs toward computer

use in mathematics classroom 3.813636 0.873018

Availability of ICT resources 2.3500 1.29199

ICT mathematics classroom characteristics 3.4125 0.875968

Chalkboard use 3.2750 1.39574

The results indicate that the teachers’ attitudes had an overall mean of 3.813636 with a standard deviation of 0.873018. Availability of ICT resources had a mean of

2.3500 with a standard deviation of 1.29199. ICT mathematics classroom had an overall mean of 3.4125 with a standard deviation of 0.875968. Chalk board use had a mean of 3.2750 with a standard deviation of 1.39574 (see Table 8). The data show that respondents disagreed that colleges have adequate ICT resources and did not know what to say on their attitudes towards computer use, ICT mathematics classroom characteristics and chalk board use, resulting in them providing neutral responses.

Simple linear regression was performed to examine the normality, strength of relationship, variability and significant see Figure 6 and Table 9.

Figure 6: Regression Model for Perception and School Factor indicating that Normality holds

Table 9: Test of School Factor Influence Model Sum of Squares df Mean Square F Sig. 1 Regression 1.818 17 .107 2.457 .025b Residual .957 22 .044 Total 2.775 39 Note R = .809a _R2 _{= .655}

a. Dependent Variable: Lecturers perception b. Predictors: (Constant), school factors

R of .809a _{shows that there is a strong positive linear relationship between the} variables, while r-square indicates that there is a good variability (see Table 9). The ANOVA model for school factors is significant at the .03 level with an F-value of 17, 22. The Ho for school factors was rejected at .03 level whereas the Hi was accepted. The research data results show that school factors within 11 colleges have a significant influence on the perceptions of 40 lecturers on computer use. The next section is an analysis of the student factors.