Teachers

ABSTRACT
The utilization of ICT in the classroom has been assumed as the lurking strength of the new technological tools to transform an outmoded educational system. Thus, educational reforms to utilize ICT in the classroom need acceptance and assistance coming from teachers and administrators. This study therefore examined mathematics teachers’ perceptions of utilization of ICT for teaching Junior Secondary School Students in Ilorin, Nigeria. This study was a descriptive research of the survey type. A total of 240 mathematics teachers both from public and private junior secondary schools were randomly sampled for the study. A researcher-designed questionnaire was used for data collection. The instrument was duly validated and the reliability index was found to be 0.71 using split half method. The research questions were answered using the frequency and the percentage, while the research hypotheses were subjected to the Chi-square analysis at 0.05 level of significance. Findings revealed that: Mathematics teachers perceived utilization of ICT for teaching Junior secondary school students’ mathematics to be positive and influence students’ performance; there is significant difference in the perceptions of male and female mathematics teachers on utilization of ICT for teaching Junior Secondary School Students, there is significant difference in the perceptions of Qualified and Not Qualified mathematics teachers on utilization of ICT for teaching Junior Secondary School Students, there is significant difference in the perceptions of Experienced, Moderately Experienced and Less Experienced mathematics teachers on utilization of ICT for teaching Junior Secondary School Students. Based on the findings from the study, it was recommended among others that provision of adequate ICT tools for mathematics teaching in Junior Secondary Schools should be prioritized for enhanced teachers’ perceptions and students’ performance in the subject.