Using Technology to Improve Mathematics Education amid Insecurity in Northwestern Nigeria

Abstract

The persistent insecurity in Northwestern Nigeria has significantly disrupted mathematics education, exacerbating educational inequities and undermining academic continuity. This study explores how technology can mitigate these challenges through mobile platforms, e-learning tools, and offline digital resources. Anchored on the Technological Pedagogical Content Knowledge (TPACK) framework, it investigates strategies for sustaining instructional consistency, improving teaching practices, and engaging students despite insecurity. A mixed methods approach was employed, involving surveys of 30 mathematics teachers and 120 senior secondary school students, alongside document analysis of national policies and global case studies. Data collection tools included structured questionnaires assessing access to technology, perceived usefulness of digital tools, and barriers to implementation. Qualitative insights were drawn from open-ended responses and thematic document analysis. Quantitative data were analysed using descriptive statistics, while qualitative findings were coded thematically under TPACK components. Results revealed that both teachers and students perceive mobile applications, offline video lessons, and collaborative platforms as effective tools for enhancing engagement and maintaining learning continuity. However, barriers such as unstable electricity, high data costs, and limited digital literacy hinder widespread adoption. The TPACK framework highlighted the need for integrated teacher training that combines content knowledge, pedagogy, and technological skills. Based on findings, recommendations include adopting offline, curriculum-aligned tools like uLesson and Khan Academy Lite, investing in modular TPACKbased teacher training, and fostering collaboration among policymakers, edtech developers, and NGOs to improve infrastructure and localized content development.

Keywords: Mathematics Education; Insecurity; Technology Integration; North-western Nigeria; TPACK framework