The readiness of Junior Secondary Schools to adopt M-technology in mathematics teaching and learning; the case of Kgatleng region

Abstract

The purpose of this proposed study is to find out if the junior secondary schools in Botswana are at a state of adopting mobile technology into the teaching and learning of mathematics. Studies reflect that mobile devices are becoming ubiquitous and their proliferation may force education systems around the globe to change their educational policies. In the context of Botswana, there is a concern that such devices (mobile devices) are distracting learners to stay focused in their school work. As a result, they are not allowed to be used in nearly all government schools. Perhaps this challenge may be turned into an opportunity by making learners to use the same devices for their learning. The objectives guiding the study are; to investigate students and Mathematics teachers’ perceptions towards mobile learning, to determine the relationship between students’ accessibility to mobile devices for the teaching and learning of Mathematics, to assess the flexibility of the school authorities to employ mobile learning (m-learning) and to find out how conversant mathematics teachers are with regard to m-learning. A mixed design approach through the use of questionnaires and interviews will be used for data collection. The sample shall comprise of 360 students and 24 teachers. The participants will be randomly selected. Descriptive statistics and thematic analysis of qualitative data will be used to come up with relevant conclusions.