INVESTIGATION ON LEVEL OF INFORMATION AND COMMUNICATION TECHNOLOGY INTEGRATION IN TEACHING AND LEARNING OF MATHEMATICS AT FEDERAL UNIVERSITY OF LAFIA, NASARAWA STATE
Abstract
The study investigates the level of Information and Communication Technology (ICT)
integration in the teaching and learning of mathematics at the Federal University of Lafia
(FULafia), Nasarawa State, Nigeria. The research assesses the availability and usage of
ICT tools, evaluates lecturers' proficiency in ICT, identifies challenges hindering effective
integration, and proposes strategies for improvement, a total of five research questions
was formulated to guide the study. A mixed-methods research design was employed,
combining quantitative data from structured questionnaires and qualitative insights from
open-ended responses. The study involved 15 lecturers and 200 undergraduate students
from the Department of Mathematics, Statistics, and Science Education, selected through
purposive convenience sampling. Data was collected via Google Forms and analyzed
using descriptive statistics and thematic analysis. Result of the study revealed that while
basic ICT tools like projectors and PowerPoint are widely used by both lecturers and
students, advanced tools such as Learning Management Systems (LMS) and specialized
mathematics software (e.g., MATLAB, GeoGebra) are underutilized. Low amount of
lecturers rated themselves as proficient in advanced ICT applications. Major challenges
include poor internet connectivity inadequate ICT training and unstable power supply.
Students and lecturers both emphasized the need for improved infrastructure, regular ICT
training, and access to affordable digital resources. The study concludes that while
FULafia has made progress in adopting basic ICT tools, significant gaps remain in
leveraging technology for transformative mathematics education. Recommendations
include institutional investments in ICT infrastructure, mandatory professional
development for lecturers, blended learning approaches, and policy reforms to promote
systematic ICT integration. These measures could enhance teaching effectiveness, student
engagement, and learning outcomes in mathematics
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