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Abstract
The purpose of this study was to discover the status of social media use among mathematics teachers in the classroom, determine their perception of using social media in teaching, and to discover the differences among participants’ responses based on gender, experience, and the level at which they teach. A survey was designed with two domains: the usability of social media, and the importance of using social media. The sample for the study was 142 mathematics teachers (82 male and 60 female) teaching at different schools in Tabuk, Saudi Arabia. The findings refer to moderate use of social media among teachers, who sometimes use it in their teaching with no specific target; however, they believe in the importance of using social media in their teaching and perceive it positively. Moreover, findings revealed that in both domains, the participants means differ significantly, favoring female teachers over male teachers; however, there was no significant difference among participants in either domain in relation to experience or level of school taught.
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
INT ELECT J MATH ED, Volume 12, Issue 2, May 2017, 111-131
https://doi.org/10.29333/iejme/604
Publication date: 05 May 2017
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Article Downloads: 7788
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