Challenges and Prospects of Integrating Virtual Classrooms and Interactive Whiteboards for Mathematics Instruction in Public Secondary Schools in Rivers State, Nigeria

Education

This study investigated the challenges and prospects of integrating virtual classrooms and interactive whiteboards in mathematics instruction in public secondary schools in Rivers State, Nigeria. A descriptive survey design was employed, involving 292 mathematics teachers selected from 30 schools using stratified and systematic sampling. Data were collected using a validated questionnaire and analyzed using mean, standard deviation, and t-test. Findings revealed that virtual classrooms and interactive whiteboards are largely unavailable in public schools, and teachers face significant challenges, including poor electricity supply, inadequate ICT skills, unreliable internet, insufficient funding, and poor maintenance. Despite these barriers, teachers identified strong prospects for ICT integration, including improved visualization of abstract concepts, enhanced student engagement, and preparation for global competitiveness. The study recommends increased ICT provision, teacher training, stable power supply, and policy support to enhance technology-driven mathematics instruction.

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