ICT Integration Challenges in Mathematics Teaching under the New Lower Secondary Curriculum in Bungokho South, Mbale District.
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Date
2026
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Busitema University
Abstract
This study investigated the challenges mathematics teachers face while integrating ICT into the teaching and learning of mathematics under the New Lower Secondary Curriculum (NLSC) framework in Bungokho South, Mbale District. The study was conducted across five sampled secondary schools, comprising three government schools, one government-aided school, and one privately sponsored institution. The primary objective was to evaluate the operational realities, infrastructure gaps, and human factors influencing technology adoption in the mathematics classroom. The specific objectives guiding the investigation were: to assess the availability and accessibility of ICT resources for mathematics instruction; to evaluate mathematics teachers’ current levels of ICT competence and the nature of the professional training received under the New Lower Secondary Curriculum framework; to examine the infrastructural and administrative bottlenecks hindering technology deployment; and to propose practical, context-appropriate strategies to enhance ICT integration. Adopting a descriptive survey research design, the study blended quantitative and qualitative data collection methodologies to capture a holistic picture of the classroom environment. Field data was obtained from a target sample of 25 school actors, including 15 mathematics teachers, 5 ICT coordinators, and 5 headteachers, utilizing structured questionnaires, semi-structured interview guides, and observation checklists. Quantitative metrics were processed using descriptive statistical tools (frequencies and percentages), while qualitative insights were synthesized through thematic analysis. The empirical findings revealed that while functional computer laboratories are physically present in the institutions, authentic classroom integration remains severely constrained. The dominant systemic barriers identified include an acute shortage of digital devices relative to large student populations, poor or entirely absent internet connectivity, inadequate teacher training regarding pedagogical technology integration, and volatile power grids or un-electrified classrooms that render tools like digital projectors unusable. Furthermore, a sharp developmental disparity was observed, with rural institutions enduring substantially more severe resource deficits than their peri-urban counterparts. Conversely, despite these extensive structural frustrations, mathematics educators demonstrated highly receptive, positive attitudes toward digital adoption. The study concludes that successful curriculum delivery under the competency-based NLSC framework cannot occur through policy mandates alone; it necessitates a foundational stabilization of school infrastructure, targeted continuous professional development (CPD), and sustained institutional funding. Key recommendations include establishing ring-fenced school ICT budgets, executing localized, practical pedagogical technology workshops, deploying dedicated IT maintenance technicians to support classroom teachers, and expanding national grid or solar backup installations within rural schools.
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Nagudi, J. (2026). ICT integration challenges in mathematics teaching under the new lower secondary curriculum in Bungokho South, Mbale District. [Undergraduate, Research Report]. Busitema University.