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Social Media Usage among Pre-Service Secondary Mathematics Teachers in Zambia

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Title: Social Media Usage among Pre-Service Secondary Mathematics Teachers in Zambia
Language: English
Authors: Mulenga, Eddie Mumba, Marbán, José María
Source: Journal of Research and Advances in Mathematics Education. Jun 2020 5(2):130-147.
Availability: Universitas Muhammadiyah Surakarta Department of Education. Ahmad Yani Street, Pabelan Kartasura, Surakarta, Central Java, 57162 Indonesia. Tel: +62-271-717417 ext. 2554; e-mail: jramathedu@ums.ac.id; Web site: http://journals.ums.ac.id/index.php/jramathedu
Peer Reviewed: Y
Page Count: 18
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Secondary Education
Descriptors: Social Media, Preservice Teachers, Secondary School Teachers, Mathematics Teachers, Foreign Countries, Handheld Devices, Student Attitudes, Individual Differences, Gender Differences, Technology Uses in Education, Mathematics Instruction
Geographic Terms: Zambia
ISSN: 2503-3697
Abstract: Social media technologies have reshaped our lives today and Zambian teachers do a massive use of smart phones, tablets, and other portable tools. In addition, they are continually searching for forefront innovations. Frequently, the utilization of these gadgets is not in manners foreseen by innovation advocates. This study focuses on exploring the use of social media platforms and the impact of such social networking services in the teaching and learning of mathematics by pre-service teachers. To explore pre-service teachers' use of social media in their teaching and learning experiences, the authors administered an adapted and validated research instrument via a quantitative survey system to a sample of 102 pre-service teachers from the Copperbelt University. Analysis of variance and multiple regression analysis were used to test the interplay of relationships between pre-service teachers' attitudes towards the use of social media based on year of study and gender, social media use and classroom integration, social media use, and mathematics pedagogy. Further, a statistical test was run to show whether positive correlations existed or not. Results disclosed that respondents showed an average use of social media tools in mathematics and provide a prediction model for pre-service teachers' future integration of social media in the teaching and learning of mathematics.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1267511
Database: ERIC
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Research+and+Advances+in+Mathematics+Education%22"><i>Journal of Research and Advances in Mathematics Education</i></searchLink>. Jun 2020 5(2):130-147.
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  Data: Universitas Muhammadiyah Surakarta Department of Education. Ahmad Yani Street, Pabelan Kartasura, Surakarta, Central Java, 57162 Indonesia. Tel: +62-271-717417 ext. 2554; e-mail: jramathedu@ums.ac.id; Web site: http://journals.ums.ac.id/index.php/jramathedu
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  Data: <searchLink fieldCode="DE" term="%22Zambia%22">Zambia</searchLink>
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  Data: 2503-3697
– Name: Abstract
  Label: Abstract
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  Data: Social media technologies have reshaped our lives today and Zambian teachers do a massive use of smart phones, tablets, and other portable tools. In addition, they are continually searching for forefront innovations. Frequently, the utilization of these gadgets is not in manners foreseen by innovation advocates. This study focuses on exploring the use of social media platforms and the impact of such social networking services in the teaching and learning of mathematics by pre-service teachers. To explore pre-service teachers' use of social media in their teaching and learning experiences, the authors administered an adapted and validated research instrument via a quantitative survey system to a sample of 102 pre-service teachers from the Copperbelt University. Analysis of variance and multiple regression analysis were used to test the interplay of relationships between pre-service teachers' attitudes towards the use of social media based on year of study and gender, social media use and classroom integration, social media use, and mathematics pedagogy. Further, a statistical test was run to show whether positive correlations existed or not. Results disclosed that respondents showed an average use of social media tools in mathematics and provide a prediction model for pre-service teachers' future integration of social media in the teaching and learning of mathematics.
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  Data: EJ1267511
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 130
    Subjects:
      – SubjectFull: Social Media
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Secondary School Teachers
        Type: general
      – SubjectFull: Mathematics Teachers
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Handheld Devices
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Individual Differences
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Mathematics Instruction
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      – SubjectFull: Zambia
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      – TitleFull: Social Media Usage among Pre-Service Secondary Mathematics Teachers in Zambia
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