ICT-driven Pedagogy and Mathematics Performance

This study was informed by Bruner’s (1960) Constructivist Theory to explain effects of Information and Communication Technology (ICT)-driven pedagogy on performance of Grade 12 Geometry Ordinary level learners. The study used Understanding by Design teaching approach to explain Geometrical concepts. Further the Technology Acceptance Model (TAM) and Theory of flow Cognitive Absorption (CA) were adopted as conceptual frameworks to test for learners’ perceptions toward ICT-driven pedagogy. Based on the findings of this study it was recommended that Mathematics teachers should be encouraged to use ICT-driven pedagogy when teaching Geometry in order to improve learners’ academic achievement. Furthermore schools that are equipped with ICT facilities should be encouraged to secure GSP software in order to enhance teaching and understanding of Geometry topics.