Implementation of e-Learning to Increase Mathematics Proficiency

There had been prolonged poor performance of Grade 11 students in the Caribbean Secondary Education Certificate mathematics examinations. This qualitative study aimed to explore secondary mathematics teachers' perceptions of implementing elearning to teach mathematics and the support they receive to implement e-learning in the classroom. The technological pedagogical content knowledge conceptual framework grounded this study. Data were collected from semistructured interviews with a purposeful sample of six mathematics teachers implementing e-learning in the classroom with students in a secondary school in Jamaica. Inductive data analysis was used to code the interview transcripts. The main themes that emerged included the benefits and problems of e-learning integration in mathematics, teachers' proficiency in e-learning implementation, barriers to e-learning integration, and e-learning professional development training. A three-day blended professional development course was created to stimulate teachers' professional practices and develop self-efficacy in e-learning implementation in their classrooms