Assessment of Mathematics Teachers’ Computer Literacy Level in Oyo State, Nigeria

Mathematical knowledge has been considered as the backbone of every knowledge and the pivot of all civilizations and technological development. This has made the alarming rate of students’ poor performance in the subject worrisome to the stakeholders in the teaching industry. However, the emergence of computer aided instructions has transformed teaching and learning to a more viable and effective strategy which has called for a paradigm shift from the old strategies for an improved students’ achievement. This study therefore assessed Mathematics teachers’ computer literacy level in Oyo state, Nigeria.

Survey design was employed to answer the research question and test five hypotheses using total inclusive convenient sampling technique to select all the 1324 Mathematics teachers that attended the workshop organized by the Mathematics Association of Nigeria, Oyo State branch. Teacher's Computer Literacy Questionnaire (r=0.96) was conducted on the teachers. Data were analysed using mean, standard deviation, t-test and ANOVA to answer the research question and test the hypotheses at 0.05 level of significance.

The study revealed that Mathematics teachers in Oyo state have very low extent (mean=1.44) literacy level in handling computer aided instructional strategies, Besides, the study reported no age (F(2,1323)=0.06; P=0.51), gender (t(1,1322)=-0.27; P=0.94), school location (t(1,1322)=-0.04; P=0.77), status (F(2,1323)=0.09; P=0.91) and qualification (F(3,1323)=0.13; P=0.94) differences in Mathematics teachers’ computer literacy level.

Implications to Mathematics teaching and learning to improve Students' mathematical achievement were discussed. It was recommended among others that Mathematics teachers should be provided with periodic in-service trainings in the areas of computer aided instructions.