MATHEMATICS TEACHERS’ PERCIEVED ACQUISITION, USAGE AND INTEGRATION OF 21ST CENTURY TECHNOLOGICAL SKILLS IN MINNA

Abstract

This study examined mathematics teachers’ perceived acquisition, usage, and integration of 21st-century technological skills in instructional practices among secondary school teachers in Minna. The study adopted a descriptive survey research design. The population comprised all fifty-two (52) mathematics teachers in government senior secondary schools within Minna Metropolis, consisting of thirty-five (35) male teachers and seventeen (17) female teachers. A total population sampling technique was employed. Data were collected using a structured questionnaire titled Perceived Acquisition, Usage and Integration of 21st-Century Technological Skills in Instructional Practices Questionnaire (PAUITSIPQ). The instrument was validated by experts and tested for reliability using Cronbach’s Alpha, which yielded a reliability coefficient of 0.846. Data were analyzed using mean and standard deviation to answer the research questions, while independent sample t-test was used to test the null hypotheses at 0.05 level of significance. The findings revealed that mathematics teachers in Minna Metropolis have low levels of acquisition, usage, and integration of 21st-century technological skills in instructional practices. The study further revealed significant differences between male and female mathematics teachers in the acquisition, usage, and integration of these technological skills, with male teachers demonstrating relatively higher competence than female teachers. The study concluded that inadequate technological competence among mathematics teachers limits effective classroom instruction and students’ engagement in mathematics learning. It was recommended that regular professional development programmes, adequate provision of technological infrastructure, gender-inclusive digital training, and policy-driven support mechanisms be implemented to enhance teachers’ technological competence and instructional effectiveness.