UTILIZATION OF ONLINE PLATFORMS AND DIGITAL TOOLS FOR MATHEMATICS EDUCATION IN SECONDARY SCHOOLS WITHIN SELECTED LGAs OF BENUE STATE
Abstract
The increasing adoption of Information and Communication Technology (ICT) in education has transformed instructional delivery across the globe. Mathematics education, which is often perceived as challenging by many secondary school students, has particularly benefited from the integration of online platforms and digital tools. This study investigated the utilization of online platforms and digital tools for mathematics education in selected secondary schools within Makurdi Local Government Area of Benue State, Nigeria. The study employed a descriptive survey design involving respondents from six selected secondary schools: Special Science Secondary School, Command Secondary School, Unique Secondary School, Saint Joseph Science and Technical College, Twinkle Star Secondary School and King's Court School. Data were collected using a structured questionnaire designed to assess the extent of utilization and perceived effectiveness of online platforms and digital tools in mathematics teaching and learning. Descriptive statistics including frequencies, percentages, and mean scores were used for data analysis. Findings revealed moderate utilization of online platforms and digital technologies across the schools, with internet resources, WhatsApp groups, online tutorials and e-learning platforms being the most commonly used tools. Command Secondary School recorded the highest utilization levels, while comparatively lower adoption rates were observed in Twinkle Star Secondary School and King's Court School. The study further established that digital tools positively influence mathematics learning by enhancing accessibility to learning materials, promoting collaborative learning, and supporting independent problem-solving. The study concludes that online platforms and digital tools have considerable potential for improving mathematics education in secondary schools. It recommends increased government investment in digital infrastructure, teacher training, and policy support to strengthen technology integration in mathematics instruction.