Teachers’ Perceptions and Use of ICT Facilities in Teaching Mathematics: A Case of Selected Secondary Schools in Gasabo District, Rwanda
Authors: Onesme Niyibizi (University of Rwanda) and Vedaste Mutarutinya, PhD (University of Rwanda) Abstract: This study investigated the perspectives of mathematics teachers on the integration of ICT facilities in teaching within four public secondary schools in the Gasabo District. Employing a mixed-methods approach with 23 participants selected through simple random sampling, the study utilized a […]