Effects of Teachers' Knowledge in Instructional Technology on Students? Performance in Mathematics in Secondary Schools in Kakamega County, Kenya

Instructional technology well employed in mathematics classroom improves learners' performance in mathematics. This study examined the effects of teachers' level of knowledge in instructional technology in Mathematics on students' performance in the subject. The study employed mixed methods approach as guided by the TPACK theory. Eight hundred and one (801) teachers of Mathematics in public secondary schools formed the target population. After multistage sampling procedures, 80 teachers were sampled to participate in the study. The teacher technology knowledge questionnaire and learners' achievement document analysis guide were the research instruments. Data collected were analyzed using frequency counts, means, percentages, standard deviations and Pearson's correlation. A strong positive relationship between teachers' level of knowledge in instructional technology and student performance in Mathematics was revealed i. e. teachers' instructional technology knowledge affects students' performance. These findings will provide useful information that may be used to improve policies on Mathematics education.