AN ANALYSIS OF ATTITUDE OF SENIOR SECONDARY SCHOOL TEACHERS’ TOWARDS VIRTUAL MATHEMATICS TEACHING IN KWARA STATE, NIGERIA

Abstract

Despite the growing importance of virtual teaching as a response to global educational disruptions and the increasing integration of digital technologies in classrooms, the effective implementation of virtual Mathematics teaching in Nigerian secondary schools remains a concern. In Kwara State, where infrastructure and teacher preparedness vary significantly, there is uncertainty about how well senior secondary school teachers have embraced this pedagogical shift. While virtual teaching offers flexible, scalable, and innovative means of instruction, its success heavily depends on the attitude of teachers, who serve as the primary drivers of its adoption. However, there is limited empirical evidence on whether these teachers possess a positive or negative disposition toward teaching Mathematics virtually, especially considering factors such as gender and teaching experience. This study seeks to fill this gap by analysing the attitudes of senior secondary school teachers in Kwara State towards virtual Mathematics teaching and exploring whether significant differences exist based on demographic characteristics. This study employed a descriptive survey design to assess senior secondary Mathematics teachers’ attitudes toward virtual teaching in Ilorin, Kwara State. A multi-stage sampling technique was used to select 145 teachers from ICT-equipped schools. Data were collected using a structured questionnaire and analyzed using percentages, t-test, and ANOVA. Result of the finding indicates that the attitude of senior secondary school teachers towards virtual Mathematics teaching was positive. Result further revealed that there was a statistically significant difference in the attitude of senior secondary school teachers towards virtual Mathematics teaching based on gender. Result shows that there was no significant difference in the attitude of senior secondary school teachers towards virtual Mathematics teaching based on years of teaching experience. Senior secondary school teachers in Kwara State showed a positive attitude toward virtual Mathematics teaching, with gender differences favoring males, but no variation based on experience. To enhance virtual teaching, stakeholders should provide continuous training, support female teachers with targeted development, and implement inclusive capacity-building for all experience levels.