International Journal on Science and Technology

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The Digital Impact on Teaching Mathematics in Secondary Schools in Lusaka District, Zambia: A Case Study of Matero Boys Secondary School

Author(s) Phillip Adoka Christopher Okisai, DR. SUMATHI K. SRIPATHI PHD
Country Zambia
Abstract This research aims to investigate digital tools' impact on mathematics teaching in secondary education, focusing specifically on Matero Boys Secondary School in Lusaka District, Zambia. The objective is to evaluate the effectiveness and challenges associated with integrating technology into the mathematics curriculum, evaluate the teacher’s perception, and identify the barriers to effective implementation. It also examines the influence of technology on education, focusing on how digital tools and resources have transformed teaching and learning in mathematics. A mixed-methods approach was employed to collect data via surveys, interviews, and classroom observations involving instructors and students. The findings exhibit how digital technology, such as interactive software and online resources, can improve student engagement and facilitate differentiated instruction and comprehension in mathematics. The assessment involved analyzing variations in performance metrics linked to the utilization of these interactive digital tools. The results elucidate the potential of digital tools to transform pedagogical approaches and address challenges in mathematics education, such as limited technological access, inadequate teacher training, and infrastructural deficiencies, ultimately assessing their impact on overall educational outcomes. The result also showed that effective digital integration in educational contexts may enhance workforce proficiency, which is essential for addressing the evolving requirements of sectors such as healthcare and engineering.
This study highlights the necessity of revising educational policy and improving digital infrastructure to create a more adaptable learning environment that prepares students for future challenges. This project has developed a systematic approach for integrating digital resources into mathematics education, which may serve as a framework for other subjects facing similar pedagogical challenges. The study endeavors to emphasize the significance of strategically integrating digital resources and offering professional development for educators to utilize technology in mathematics instruction effectively. Finally, this study hopes to improve the discourse surrounding educational technology in sub-Saharan Africa, by providing critical insights for policymakers and educational stakeholders dedicated to enhancing mathematics instruction in secondary schools.
Keywords Investigate, Digital, Mixed Method Approach, Comprehension, Integration, Pedagogical Challenges, Educational Technology, Policymakers
Field Mathematics
Published In Volume 16, Issue 2, April-June 2025
Published On 2025-05-16
DOI https://doi.org/10.71097/IJSAT.v16.i2.5155
Short DOI https://doi.org/g9kfzk
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