EVALUATION OF THE PERCEPTIONS OF TEACHERS AND STUDENTS REGARDING THE EFFECTIVENESS OF ONLINE PLATFORMS AND DIGITAL TOOLS IN ENHANCING MATHEMATICS LEARNING IN SECONDARY SCHOOLS IN BENUE STATE, NIGERIA
TL;DR
While digital tools are positively perceived, their impact remains moderate due to limited access, inadequate teacher training, and infrastructural constraints, and the study concludes that improved ICT infrastructure, teacher professional development, and strengthened blended learning approaches are recommended.
Abstract
This study evaluated the perceptions of teachers and students regarding the effectiveness of online platforms and digital tools in enhancing mathematics learning in selected secondary schools in Benue State, Nigeria. The study was motivated by persistent poor performance of students in mathematics, which has been attributed to abstract instructional approaches, limited instructional materials, and inadequate integration of Information and Communication Technology (ICT) in classroom practices. A descriptive survey design was adopted, involving 300 respondents drawn from six secondary schools in Makurdi metropolis. Data were collected using a structured questionnaire and analyzed using descriptive statistics including frequencies, percentages, and mean scores. Findings revealed that respondents generally perceived online platforms and digital tools as effective in improving understanding of mathematics concepts, enhancing visualization, increasing motivation, and supporting self-paced learning. However, the perceived effectiveness varied across schools, indicating uneven ICT integration and infrastructural challenges. The study concludes that while digital tools are positively perceived, their impact remains moderate due to limited access, inadequate teacher training, and infrastructural constraints. Recommendations include improved ICT infrastructure, teacher professional development, and strengthened blended learning approaches.