Speaker
Description
Kelechi, E. E.
Abia State College of Education (Teechnical), Technical, Arochukwu
ezeemenike640@gmail.com
Track: Digital Pedagogy and Teaching Innovation
The integration of technology in mathematics instruction is increasingly recognized as critical for improving conceptual understanding, yet many mathematics lecturers in Colleges of Education struggle to utilize specialized software effectively. This study investigated the relationship between MATLAB digital literacy and teaching effectiveness among mathematics lecturers in Colleges of Education in Nigeria. Guided by the Technological Pedagogical Content Knowledge framework, the study adopted a case study design with a mixed-methods approach. A purposive sample of 45 mathematics lecturers was drawn from 5 Colleges of Education in the South-East geopolitical zone. Data were collected using a validated MATLAB Digital Literacy Questionnaire covering technical, pedagogical, and evaluative dimensions, a classroom observation rubric to measure teaching effectiveness, and semi-structured interviews to explore influencing factors. Quantitative data were analyzed using descriptive statistics, correlation, and multiple regression, while qualitative data were subjected to thematic analysis. Findings revealed that lecturers exhibited moderate technical literacy but low pedagogical and evaluative literacy in MATLAB use. A significant positive relationship was found between overall MATLAB digital literacy and teaching effectiveness, with pedagogical literacy emerging as the strongest predictor. Institutional support and prior training were identified as key factors influencing literacy levels. The study concluded that improving lecturers’ pedagogical application of MATLAB is more critical than technical training alone for enhancing teaching effectiveness. It is recommended that the National Commission for Colleges of Education and college managements design targeted professional development programs focused on integrating MATLAB into mathematics pedagogy.
Keywords: MATLAB digital literacy, teaching effectiveness, mathematics lecturers, Colleges of Education, Nigeria, Mathematics pedagogy