Ensuring Uninterrupted Academic Interactions: Focus on Digital Interface for Mathematics Teachers in Ondo and Ekiti States, Nigeria

The study investigates ensuring uninterrupted academic interactions with a focus on digital interface for Mathematics teachers in Ondo and Ekiti States. Sample for this research comprised 150 (70 males, 80 females) Mathematics teachers. Purposive sampling technique was adopted in making selections of some Mathematics teachers from the Mathematics Association of Nigeria (MAN) groups in each state. This sample consisted of teachers from rural and urban areas of the two states. This research used descriptive survey design which enables information obtainable from a representative sample of the targeted population and described situations as they exist. Instrument use to collect data for the study was a self-developed questionnaire tagged “Technology Literacy Assessment Questionnaire (TLAQ)†. The instrument was validated, and reliability tested before usage. Two research questions were raised to guide the study. The questions were answered descriptively using simple frequency count, percentage, mean, and Standard Deviation. Two research hypotheses were formulated for the study, and tested using Chi square statistic and t-test statistic of independent sample. Based on the data analysis, findings of the study established that educators typically recognize the importance of technology integration in Mathematics instruction; yet, differing degrees of accessibility, technical proficiency, and institutional backing affect their utilization of digital resources. Although digital teaching practices have shown a beneficial effect on student performance relative to traditional approaches, issues including insufficient infrastructure and gaps in digital literacy remain. Furthermore, gender emerged as a significant factor influencing Mathematics instructors’ utilization of technology, indicating that elements such as experience, exposure, and institutional support are more pivotal. The study recommended that government and educational partners should offer ongoing professional development programs to improve teachers’ digital competencies.