Abstract

This study examined teachers’ computational thinking competence as a determinant of effective implementation of coding-integrated mathematics curriculum in secondary schools in Edo State, Nigeria. The increasing global shift toward digital education and the integration of coding into STEM subjects has placed new demands on mathematics teachers to acquire computational thinking skills such as abstraction, decomposition, algorithmic reasoning, and digital modelling. Despite policy efforts by the Nigerian government and Edo State educational reforms aimed at strengthening ICT-based instruction, evidence suggests that many teachers still struggle with translating computational thinking concepts into classroom practice. The study adopted a descriptive survey research design. A sample of 240 mathematics teachers was selected using multistage sampling techniques. Data were collected using a validated structured questionnaire titled Teachers’ Computational Thinking Skills and CodingIntegrated Mathematics Questionnaire (TCTSCIMQ) with a reliability coefficient of 0.87. Mean and standard deviation were used for analysis. Findings revealed that mathematics teachers possessed below-average computational thinking competence (grand mean = 2.45), particularly in applying coding tools, guiding coding-based activities, and using digital simulations. Major challenges identified included inadequate ICT infrastructure, unstable electricity supply, poor internet connectivity, and insufficient professional development opportunities (grand mean = 3.44). The study further found that strategies such as sustained professional training, provision of ICT laboratories, curriculum reform, and partnerships with technology organizations were strongly recommended for improvement (grand mean = 3.57). The study concludes that enhancing teachers’ computational thinking competence is essential for effective implementation of coding-integrated mathematics instruction. It recommends systematic teacher training, infrastructural development, and curriculum redesign to improve mathematics education outcomes in Edo State secondary schools.