Authors: Emmanuel Anito Yabola
Abstract: The study investigates the impact of technology integration use on Mathematics education in eight (8) secondary schools in Mwansabombwe District of Luapula Province, Zambia. The schools involved include Kabalenge Secondary School, Mabel Shaw Secondary School, Mukamba Secondary School, Kazembe Secondary School, Kapale Secondary School, Mumbolo Secondary School, Salanga Secondary School and Chinyanta Secondary School. The research aims to examine the effects of technology on student learning outcomes, engagement and motivation in mathematics as well as to explore teacher’s perceptions and the challenges they face in implementing technology – enhanced instructions. Adopting a mixed – methods approach, the study combines quantitative and qualitative data collection and analysis. Surveys conducted among Mathematics teachers and students provide insights into current technology usage, perceived benefits and associated challenges. In addition, case studies of selected schools offer an in- depth understanding of technology integration practices and their influence on student learning. The goal of the research is to inform educators, teacher trainers and policy makers helping them optimize opportunities for improved mathematics instructions. Data collection included twenty recorded questionnaires at the school level, analysed using qualitative method.
