Secondary School Teachers’ Awareness and Use of Educational Games and Online Collaborative Learning to Enhance Problem-Solving Skills in Mathematics in Edo State

Abstract

This study investigated secondary school mathematics teachers’ awareness and use of educational games and online collaborative learning tools in Edo State, Nigeria, with the aim of exploring their role in enhancing students’ problem-solving skills. A descriptive survey design was adopted, and purposive as well as stratified random sampling techniques were used to select 120 mathematics teachers across the three senatorial districts. Data were collected using a validated questionnaire and analyzed with descriptive statistics. The findings revealed low awareness of platforms such as Kahoot!, Quizizz, and Google Classroom, along with minimal classroom integration of these tools. Teachers reported limited training opportunities, inadequate technological infrastructure, and insufficient institutional support, which restricted their use of innovative strategies despite recognizing their potential benefits. The discussion highlighted that systemic barriers, such as rigid assessment-driven curricula and skepticism toward digital resources, hinder effective adoption. The conclusion emphasized that bridging the gap between awareness and practice requires more than individual training; it also demands curriculum flexibility, resource provision, and institutional incentives. Recommendations include targeted professional development that demonstrates practical classroom applications, curriculum reforms that support activity-based, technology-enhanced instruction, and supportive policies and infrastructure to empower teachers to effectively integrate educational games and collaborative platforms.