Abstract
The study assessed the adequacy of Computer Technology resources for teaching Mathematics in secondary schools in Nakuru Town sub-counties, Kenya. Research done in developed countries found that Computer Technology resources for teaching were very few in teaching Mathematics. Its use help students learn by giving abstract ideas a more perceptible form and is therefore significant for Mathematics subject which is poorly performed. Existing literature shows that Computer technology resources can enhance instruction if basic conditions, including the provision of computer resources, are met. The study aimed to assess the adequacy of computer technology resources for teaching mathematics. The study's objective was to assess the adequacy of Computer Technology resources for teaching mathematics. The design of the study included both quantitative and qualitative methods. The study population was 60 Mathematics teachers, 25 principals, and 1 County Quality Assurance and Standard Officer (CQASO).The sample size for the study comprised 10 Mathematics teachers, 10 Principals, and one CQASO. Questionnaires, Computer Technology Lesson Observational Tool (CTLOT), and Interview schedules were the main research instruments. The reliability of the questionnaire was established through the test-retest method and then accepted at Pearson value of 0.7 and above at alpha of 0.05 and was determined by piloting them in 2 schools forming part of the population. The reliability coefficient for (CTLOT) is 0.83. The findings showed that computer technology resources for teaching mathematics are inadequate. The study recommends the adequate provision of computer technology resources for teaching mathematics.