A study by researchers at the Kwame Nkrumah University of Science and Technology, Kumasi (KNUST) has found that how teachers use technology in the classroom has a greater impact on students' mathematics performance than simply having access to advanced digital tools.

The new study published in the journal E-Learning Research and Practice examined the teaching of Core Mathematics in Technical and Vocational Education and Training (TVET) institutions across six regions of Ghana and found that teachers who effectively combined digital tools with good teaching practices achieved better learning outcomes, even in schools with limited resources.

The research led by Derick Folson from Department of Teacher Education, Kwame Nkrumah University of Science and Technology, Kumasi analysed survey responses from 137 mathematics teachers, Core Mathematics examination results from nine TVET institutions, and focus group discussions.

The findings also revealed wide differences in mathematics performance between urban, peri-urban and rural schools, highlighting inequalities in access to quality education.

Limited infrastructure remains a major challenge. Only two per cent of TVET institutions in deprived communities had functional ICT laboratories, while many teachers reported unreliable electricity and poor internet connectivity as barriers to using technology in their lessons.

The study further found that many digital learning tools are not designed to reflect the practical and vocational nature of TVET education or the local realities of students, making them less effective in improving learning.

According to the researchers, improving mathematics education in TVET schools is not simply a matter of providing more computers or internet access. Instead, teachers need support to adapt their teaching methods to the resources available in their schools.

To support this approach, the researchers proposed expanding an existing teaching framework by introducing what they call Infrastructural Pedagogical Knowledge (IPK), the ability of teachers to deliver effective lessons despite limitations such as poor internet access, inadequate equipment or unreliable electricity.

The study concludes that while investments in digital infrastructure remain important, lasting improvements in mathematics education will depend equally on equipping teachers with practical strategies that work in resource-constrained classrooms, particularly in rural communities.

Story: Emmanuel Kwasi Debrah