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| フォーマット: | Recurso digital |
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Zenodo
2026
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| 主題: | |
| オンライン･アクセス: | https://doi.org/10.5281/zenodo.20003581 |
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| _version_ | 1866902087970848768 |
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| author | OLASENI Vivian Morenike, and Themba. Saziwa |
| author_facet | OLASENI Vivian Morenike, and Themba. Saziwa |
| contents | <p class="MsoNormal"><strong><em><span>The COVID-19 pandemic accelerated the global adoption of digital technologies in education, transforming instructional practices in mathematics classrooms. This study examined the comparative impact of post-COVID-19 digital technology adoption on the effectiveness of mathematics teachers in public senior secondary schools in Nigeria and South Africa. Specifically, the study investigated the extent of digital technology adoption, its influence on teachers’ effectiveness, the challenges affecting integration, and comparative differences between the two countries. A comparative descriptive survey research design was employed. Data were collected using the Digital Technology Adoption and Mathematics Teachers’ Effectiveness Questionnaire (DTAMTEQ) and analysed using descriptive statistics and independent-samples t-tests. Findings revealed that mathematics teachers in both countries increasingly adopted digital tools, including learning management systems, video conferencing platforms, multimedia resources, and digital mathematics software. However, adoption levels were slightly higher in South Africa than in Nigeria. The results further indicated that digital technology integration positively influenced teachers’ effectiveness, particularly in lesson delivery, student engagement, and assessment practices. Despite these benefits, challenges including poor internet connectivity, limited access to devices, inadequate training, unreliable electricity supply, and insufficient institutional support were identified, with these barriers more pronounced in Nigeria. The study concluded that while digital technology adoption has enhanced mathematics teaching in both contexts, its effectiveness depends largely on infrastructure, teacher competence, and policy support. The study recommends sustained investment in ICT infrastructure, continuous professional development, and strengthened institutional frameworks to ensure sustainable digital integration in mathematics education.</span></em></strong></p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_20003581 |
| institution | Zenodo |
| language | |
| publishDate | 2026 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | COMPARATIVE ANALYSIS OF POST-COVID-19 DIGITAL TECHNOLOGY ADOPTION AND ITS IMPACT ON MATHEMATICS TEACHERS' EFFECTIVENESS IN PUBLIC SENIOR SECONDARY SCHOOLS IN NIGERIA AND SOUTH AFRICA OLASENI Vivian Morenike, and Themba. Saziwa Infrastructure, learning, Mathematics, Effectiveness, Engagement <p class="MsoNormal"><strong><em><span>The COVID-19 pandemic accelerated the global adoption of digital technologies in education, transforming instructional practices in mathematics classrooms. This study examined the comparative impact of post-COVID-19 digital technology adoption on the effectiveness of mathematics teachers in public senior secondary schools in Nigeria and South Africa. Specifically, the study investigated the extent of digital technology adoption, its influence on teachers’ effectiveness, the challenges affecting integration, and comparative differences between the two countries. A comparative descriptive survey research design was employed. Data were collected using the Digital Technology Adoption and Mathematics Teachers’ Effectiveness Questionnaire (DTAMTEQ) and analysed using descriptive statistics and independent-samples t-tests. Findings revealed that mathematics teachers in both countries increasingly adopted digital tools, including learning management systems, video conferencing platforms, multimedia resources, and digital mathematics software. However, adoption levels were slightly higher in South Africa than in Nigeria. The results further indicated that digital technology integration positively influenced teachers’ effectiveness, particularly in lesson delivery, student engagement, and assessment practices. Despite these benefits, challenges including poor internet connectivity, limited access to devices, inadequate training, unreliable electricity supply, and insufficient institutional support were identified, with these barriers more pronounced in Nigeria. The study concluded that while digital technology adoption has enhanced mathematics teaching in both contexts, its effectiveness depends largely on infrastructure, teacher competence, and policy support. The study recommends sustained investment in ICT infrastructure, continuous professional development, and strengthened institutional frameworks to ensure sustainable digital integration in mathematics education.</span></em></strong></p> |
| title | COMPARATIVE ANALYSIS OF POST-COVID-19 DIGITAL TECHNOLOGY ADOPTION AND ITS IMPACT ON MATHEMATICS TEACHERS' EFFECTIVENESS IN PUBLIC SENIOR SECONDARY SCHOOLS IN NIGERIA AND SOUTH AFRICA |
| topic | Infrastructure, learning, Mathematics, Effectiveness, Engagement |
| url | https://doi.org/10.5281/zenodo.20003581 |