Teachers' perceptions of the use of technology in mathematics classrooms and how it relates to learner motivation: An explanatory sequential mixed methods study

Abstract

The use of digital technologies has significantly influenced all areas of society, with their ac- celerated adoption driven by their appeal and transformative potential. In education, their inte- gration is viewed as a potential game-changer for the future of teaching and learning, despite mixed successes in the past. A well-functioning education system is the foundation of society, as it embodies the dreams and aspirations of future generations. In South Africa, the National Development Plan (NDP) sets out ambitious educational goals, particularly for mathematics and science, that if achieved, could improve the country’s socio-economic prospects. However, the current public basic education system is struggling, and achieving these goals is in doubt. To get back on track, South Africa needs a plan to rescue its education system, and the calcu- lated and intentional use of digital technologies might just be the answer. For such a strategy to succeed, it must be underpinned by a solid understanding of how digital technologies can best support teaching and learning. To this end, this research study aimed to explore the relationship between digital technology use and learner motivation in the specific context of teaching and learning mathematics within the public basic education system of the Gauteng province of South Africa. The study utilised social constructivist theory as a lens to interpret motivation, identifying observable interest and engagement in learners as manifestations of motivation within the classroom environment. Situated within the Pragmatic paradigm, this study employed an explanatory sequential mixed methods design. Before the study began, permissions were obtained from institutional gate- keepers to comply with research ethics, and ethical principles were consistently upheld through- out the research process. The study began with a quantitative exploration of teachers’ percep- tions of the use of technology in teaching and learning mathematics, and how this use relates to the motivation of learners to learn mathematics. Following this, a qualitative phase was conducted to delve into the identified complexities and nuances. The initial quantitative phase utilised an online survey questionnaire, designed from existing measures, and contextualised for this study. A total of 55 responses were received, of which 23 were valid for analysis. The collected data were explored and analysed using appropriate descriptive and nonparametric statistical techniques. The results indicated that teachers had a generally positive perception of the use of technology in enhancing learner motivation, along- side nuances that merited further investigation. i – ii – Abstract The qualitative phase involved six teachers who participated in semi-structured interviews. The data generated during this phase were analysed using the reflexive thematic analysis approach, revealing the multifaceted nature of motivation, and the evolving dynamics of technology use in educational settings, through teachers’ experiences. The findings also demonstrated how teach- ers and learners navigate the use of technology in their educational journeys, and how the con- stantly evolving landscape of technology-enriched education is reshaping classroom dynamics and discourse. An integrative interpretation of both the quantitative results and qualitative findings provided a more comprehensive understanding of the importance of digital technology usage by teach- ers and learners, not only within their specific classroom settings, but also in the wider ed- ucational landscape. This enabled significant meta-inferences and implications to be drawn. Amongst these is the nuanced understanding of the potential of technology to influence learner motivation, which is dependent on the teachers’ ability and proficiency to adeptly navigate a technology-rich educational landscape. In broader terms, these insights offer pragmatic strate- gies for integrating digital technologies in educational settings, thereby aligning with, and po- tentially accelerating the achievement of the nation’s broader educational goals.