Exploring Perceptions and Challenges of ICT Integration in Secondary Mathematics Education: A Multi-Stockholders’ Qualitative Analysis

Abstract

The study explores perception and problems of integrating information and communication technology (ICT) into the teaching of mathematics at secondary level of Nepal. The qualitative data were collected through four major stakeholder groups: headmasters, municipality (Paalika) education officers, mathematics teacher and secondary-level students. Respondent experiences were acquired through semi-structured questionnaires with open-ended questions, retrieving narrative-rich descriptions of existing practices, opportunities and barriers. Thematic data analysis led to the production of three predominant findings. To begin with, the stakeholders recognized the pedagogical use of ICT as the widespread consensus was based on the factors that explain how this technology can be used in capturing the attention of learners, visualizing abstract concepts in mathematics, fostering problem-solving activities, and increasing instructional options. Second, they still integrate hindrances to effective ICT adoption that include the bad infrastructure, unreliable electricity, lack of digital devices, low quality online resources, as well as inadequate education of teachers. Third, there was consensus on the need to focus on capacity building and systemic support, such as subject-specific teacher training, early ICT literacy among students, better infrastructure at municipal-level, creation of smart classrooms and digital learning portals. Although the potential opportunities of ICT are considerably acknowledged, there is still the issue of concrete integration which is often informal, localized and nothing to be based on the establishment of specific policies. This study provides such contextually and multi-stakeholder evidence that will support the policymakers, town officials, school administrators, and teacher training educators in the Nepalese context to introduce equitable and effective ICT integration in secondary mathematics teaching.