Educational Technology Integration in Mathematics Education: Challenges and Opportunities for Enhancing Achievement at Junior Secondary School Level in Sri Lanka
DOI:
10.29303/ijcse.v3i4.1290Published:
2025-12-15Issue:
Vol. 3 No. 4 (2025): December 2025Keywords:
Educational Technology, Junior Secondary Education, Mathematics Teaching, TPACK Model, Teacher Professional DevelopmentArticles
Downloads
How to Cite
Abstract
Abstract—This study aimed to investigate the current state of educational technology integration in junior secondary science and mathematics education in Sri Lanka’s Galle Division, focusing on challenges, opportunities, and strategies for improving student achievement. A mixed-methods approach was employed, combining structured questionnaires, open-ended interviews, and classroom observations. Data were collected from 70 students (Grades 6–9) and 16 mathematics teachers. The instruments included Likert-scale items, open-response questions, and observation checklists to assess perceptions, practices, and integration of educational technology. The results revealed limited use of educational technologies, with only 11% of students reporting smartboard use and 17% computer access. While 92% of students preferred technology-enhanced learning, 37% reported disinterest in mathematics. Teachers showed strong agreement on benefits (82–94%) but low implementation confidence (13%). A misconception prevailed, with both teachers and students perceiving technology mainly as physical tools rather than pedagogical approaches. This study highlights how educational technology is narrowly understood in developing contexts and underscores the importance of reframing it as a pedagogical approach rather than limited tools. By applying the TPACK framework, the study advances knowledge on bridging awareness, confidence, and practice gaps in mathematics education.
Author Biography
Sithara Jayamali Liyanage Nanayakkara Godewasam Liyanage, The Open University of Sri Lanka
License
Copyright (c) 2025 Sithara Jayamali Liyanage Nanayakkara Godewasam Liyanage
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with International Journal of Contextual Science Education (IJCSE), agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in International Journal of Contextual Science Education (IJCSE)
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
