DIGITAL LITERACY AND TEACHERS’ EFFECTIVE TEACHING OF MATHEMATICS IN PUBLIC SECONDARY SCHOOLS IN ORON LOCAL GOVERNMENT AREA OF AKWA IBOM STATE, NIGERIA

Abstract

This study adopted correlational survey design to established the relationship exiting between digital literacy and teachers’ effective teaching of Mathematics in public Secondary Schools in Oron Local Government Area of Akwa Ibom State, Nigeria. It was guided by two research questions and two null hypotheses. A sample of 248 (230 students and 18 Mathematics teachers) in five public secondary schools in Oron Local Government of Akwa Ibom State, Nigeria were selected and used for the study. .One instrument titled “ Digital literacy and teachers’ effective teaching of Mathematics (DLTETMQ) was used for data collection. The reliability of the questionnaire, established using Cronbach Alpha which gives an average index of .80. The hypotheses were tested using Pearson Product Moment correlation Coefficient at .05 level of significance. The findings of the study revealed that content-specific digital literacy, pedagogical digital literacy individually significantly relate with teachers’ effective teaching of Mathematics in public Secondary Schools in Oron Local Government Area of Akwa Ibom State, Nigeria. It was concluded that effective teaching of Mathematics in public Secondary Schools depend on content-specific digital literacy, pedagogical digital literacy. It was recommended amongst others that Governments and educational institutions should implement ongoing training programs focusing on both content-specific and pedagogical digital skills, tailored to secondary mathematics teachers.