TEACHER TECH-CREATIVITY FOSTERING BEHAVIOUR AS DETERMINANT OF PRIMARY SCHOOL MATHEMATICS TEACHER CLASSROOM PRACTICES

Abstract

This research investigated teacher technological-creative fostering behaviour as determinant of teacher classroom practices in private primary schools in the Makurdi Local Government Area, Benue State, Nigeria. This study adopted the correlational research design. The population was all teachers in private primary schools in Makurdi. A sample of 70 mathematics teachers was drawn from 50 private primary schools. Two researcher-structured instruments were used for data collection, namely; the Mathematics Teacher Tech-Creativity Inventory (MTTI) and the Mathematics Teacher Classroom Practice Inventory (MTCPI). Correlation, scatterplots, and histograms were used to answer research questions, while analysis of variance was used to test the hypotheses at .05 level of significance. The following were the findings: the top three technological tools among others which mathematics teachers at the primary school level use most often to facilitate their teaching practices are, first interactive whiteboard, second, the calculator and third, internet surfing. Teacher tech-creativity fostering behaviour has a significant impact on teacher clarity, teacher classroom discussions, teacher feedback, teacher formative assessment and, teacher-teacher collaboration as teacher classroom practices. It was recommended that teachers of mathematics consider utilizing technology creatively during lessons as a catalyst to advance classroom teaching practices of teacher classroom clarity, class discussions, teacher feedback, formative assessment, and teacher-teacher collaboration.

Keywords: Tech-creativity, teacher clarity, teacher feedback, teacher formative assessment, teacher-teacher collaboration.

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