INFORMATION AND COMMUNICATIONS TECHNOLOGY INTEGRATION IN TEACHING MATHEMATICS IN SECONDARY SCHOOLS | Back
June 05, 2026 |
| Research Theme: | Teaching and Learning |
| Year Funded: | 2020 |
| Year Completed: | 2020 |
| Funding Type: | Non-funded |
| Research Scope: | Division |
| Division: | Ilocos Sur |
| Locale of the Study: | School |
| Research Status: | Completed |
| Research Type: | Basic Research |
| Year Completed: | 2020 |
| Cite Research (APA): |
Abstract:
This study aimed to study Information and Communications Technology Integration in \r\nTeaching Mathematics in Secondary Schools of the First District of Schools Division of Ilocos \r\nSur for the School Year 2018 – 2019. \r\nThe challenges in integrating ICT in teaching Mathematics was measured along \r\nconfidence, usage in school and at home, and opinion on the advantages and disadvantages \r\nand how it affects the teaching process. \r\nThis study looked into the influence of the demographic profile of the respondents such \r\nas: age, educational attainment, number of relevant seminars/training attended; teaching – \r\nrelated factors such as: subject(s) area teaching, number of years in teaching, average \r\nnumber of students per class, number of teaching hours per day, and number of years in using \r\ncomputers and/or the internet at school and at home; and the ICT integration in teaching \r\npractice in terms of how ICT is being integrated at school, ICT accessibility, and how \r\nProfessional Development is undertaken at school on their level of ICT integration in teaching \r\nMathematics. \r\nLikewise, it sought to determine their level of confidence, ICT usage in school and at \r\nhome, and opinion on the advantages and disadvantages and how it affects the teaching \r\nprocess as influence on their level ICT integration in teaching Mathematics. \r\nThis study involved 71 mathematics teachers in the First District of Schools Division of \r\nIlocos Sur for the School Year 2018 – 2019. \r\nThe descriptive-correlational design was used in this study. A questionnaire was used \r\nto gather data on the profile, the levels of confidence, ICT usage in school and at home, and \r\nopinion on the advantages and disadvantages and how it affects the teaching process of the \r\nrespondents. \r\nData were analyzed using frequency and percentage, mean and linear correlation \r\nanalysis through SPSS. \r\nThe following findings were arrived at by the researcher: \r\n3 \r\nMore than a half of the respondents belong to a combined age grouped of 20 – 40, \r\nand the remaining respondents with a combined age grouped 41 and above. Only 13 or 18.3% \r\nhave finished post graduate studies, while a considerable number of 20 or 28.2% of the \r\nrespondents have not attended any ICT relevant training. \r\nMajority of the respondents are teaching other subjects aside from Mathematics, have \r\nmore than 40 as number of students per class and teaching 6 hours per day. There is a \r\nconsiderable number of 30 or 42.3% respondents who are in the teaching profession for less \r\nthan five years while 28 (39.5%) of them teaching for more than 10 years. Moreover, majority \r\n(39 or 54.9%) of the respondents are using computers and / or the internet at school and at \r\nhome for more than 4 years while 22 or 45.1% of them are using computers and /or internet \r\nat school and at home for at most 3 years. \r\nICT is being taught as a separate subject by the majority of the respondents and \r\nintegrate ICT in their teaching as their personal choice and not because of curriculum \r\nrequirement. They use computers in preparing their lesson plans and in teaching their \r\nMathematics and they allow their students to use their personally owned devises for learning. \r\nAll of the respondents have computer laboratory in their respective schools with \r\ndesktop computers and laptops. Almost half of them have internet access while the rest \r\nwithout internet access. In addition, there is no interactive board present and no mobile phone \r\nor digital camera or camcorder provided by the school of the respondents. It there is any it is \r\nthe teacher’s personal gadgets. \r\nMajority of the respondents have attended introductory courses on internet use and \r\ngeneral application like basic word-process, spreadsheets, presentations, and courses on the \r\npedagogical use of ICT in teaching and learning. But they have not undertaken advanced \r\ncourses on applications like advanced word-processing, complex relational databases, virtual \r\nlearning environment; advanced courses on internet use like creating websites/homepage, \r\nvideo conferencing; equipment-specific training; subject-specific training on learning \r\n4 \r\napplications like tutorials, simulations; and multimedia like using digital video, audio \r\nequipment, and others. \r\nThe respondents have a “Low” (????̅ = 2.59) level of using computer and/or internet in \r\nclass and also “Low” levels of ICT usage at school and at home with mean ratings (????= 2.60) \r\nand (????= 2.45) respectively, in spite of a “High” (????̅ = 4.11) level of confidence in integrating ICT \r\nin teaching Mathematics, a “High” (????= 4.16) level of opinion on the effect of using ICT in the \r\nteaching process and with a “Moderate” \r\n(????= 3.32) level of opinion on advantages and \r\ndisadvantages of using ICT in the teaching process. \r\nThe level of confidence in integrating ICT in teaching Mathematics is significantly \r\ninfluenced by the demographic profile of the respondents as a whole but when taken singly, \r\nage and educational attainment have significant influence on the level of confidence in \r\nintegrating ICT in teaching Mathematics. \r\nThe level of ICT usage in teaching process at school and at home is significantly \r\ninfluenced by the demographic profile of the respondents as a whole but when taken singly, \r\nonly the variable age has significant influence on the level of ICT usage in teaching process \r\nat school and at home. \r\nThe level of opinion in integrating ICT in teaching Mathematics is not significantly \r\ninfluenced by the demographic profile of the respondents as a whole. But when taken singly, \r\nthe variable age has significant influence on the level of opinion in integrating ICT in teaching \r\nMathematics. \r\nThe level of confidence in integrating ICT in teaching Mathematics is significantly \r\ninfluenced by the teaching-related profile of the respondents as a whole but when taken singly, \r\nthe variables number of years in teaching and number of years using ICT have significant \r\ninfluence on the level of confidence in integrating ICT in teaching Mathematics. \r\nThe level of ICT usage at school and at home is significantly influenced by the \r\nteaching-related profile of the respondents as a whole but when taken singly, only the variable \r\n5 \r\nnumber of years in teaching has significant influence on the level of ICT usage at school and \r\nat home. \r\nThe level of respondents’ opinion in integrating ICT in teaching mathematics is not \r\nsignificantly influenced by their teaching - related profile as a whole. But when taken singly, \r\nthe variables number of years in teaching and number of teaching hours per day have \r\nsignificant influence on the level of respondents’ opinion. \r\nWith the conclusions drawn, the following recommendations are forwarded: \r\n(1) \r\nTeachers are encourage to push through their Graduate studies and send them to \r\nseminars/training on ICT integration in teaching and other advance courses on applications, \r\ninternet use, and learning application course on multi-media. There must be a provision of \r\ninteractive board, PC tablet/mobile phone if possible and ensure internet accessibility for \r\nteachers to use. (2) Teachers are encourage to use the computers present in their schools \r\nand integrate ICT in their teaching more often even if they are not being observed by their \r\nadministrators and use online teaching or learning media forms like EDMODO and mobile \r\nphone with their students to offset class suspensions due to unavoidable circumstances. \r\nAdministrators shall identify ICT experts in their school to give assistance on the “know-how” \r\nconcerns of other teachers who are having difficulty in dealing with computers in order to \r\ncompliment the “High” confidence of teachers in using computers in teaching. (3) \r\nMathematics teachers shall teach only Mathematics subjects if possible, and lessen their \r\nnumber of teaching hours per day so that they have enough time to prepare their lessons with \r\nthe use of ICT. \r\nIn addition, encouragement shall be given for the younger teachers for them to be \r\ninspired to perform better in the teaching profession. \r\nLastly, similar study is recommended to be conducted with secondary schools \r\nMathematics teachers of Schools Division of Ilocos Sur as well as Mathematics teachers in \r\nthe Elementary as the respondents.
Keywords: No provided keywords
This study aimed to study Information and Communications Technology Integration in \r\nTeaching Mathematics in Secondary Schools of the First District of Schools Division of Ilocos \r\nSur for the School Year 2018 – 2019. \r\nThe challenges in integrating ICT in teaching Mathematics was measured along \r\nconfidence, usage in school and at home, and opinion on the advantages and disadvantages \r\nand how it affects the teaching process. \r\nThis study looked into the influence of the demographic profile of the respondents such \r\nas: age, educational attainment, number of relevant seminars/training attended; teaching – \r\nrelated factors such as: subject(s) area teaching, number of years in teaching, average \r\nnumber of students per class, number of teaching hours per day, and number of years in using \r\ncomputers and/or the internet at school and at home; and the ICT integration in teaching \r\npractice in terms of how ICT is being integrated at school, ICT accessibility, and how \r\nProfessional Development is undertaken at school on their level of ICT integration in teaching \r\nMathematics. \r\nLikewise, it sought to determine their level of confidence, ICT usage in school and at \r\nhome, and opinion on the advantages and disadvantages and how it affects the teaching \r\nprocess as influence on their level ICT integration in teaching Mathematics. \r\nThis study involved 71 mathematics teachers in the First District of Schools Division of \r\nIlocos Sur for the School Year 2018 – 2019. \r\nThe descriptive-correlational design was used in this study. A questionnaire was used \r\nto gather data on the profile, the levels of confidence, ICT usage in school and at home, and \r\nopinion on the advantages and disadvantages and how it affects the teaching process of the \r\nrespondents. \r\nData were analyzed using frequency and percentage, mean and linear correlation \r\nanalysis through SPSS. \r\nThe following findings were arrived at by the researcher: \r\n3 \r\nMore than a half of the respondents belong to a combined age grouped of 20 – 40, \r\nand the remaining respondents with a combined age grouped 41 and above. Only 13 or 18.3% \r\nhave finished post graduate studies, while a considerable number of 20 or 28.2% of the \r\nrespondents have not attended any ICT relevant training. \r\nMajority of the respondents are teaching other subjects aside from Mathematics, have \r\nmore than 40 as number of students per class and teaching 6 hours per day. There is a \r\nconsiderable number of 30 or 42.3% respondents who are in the teaching profession for less \r\nthan five years while 28 (39.5%) of them teaching for more than 10 years. Moreover, majority \r\n(39 or 54.9%) of the respondents are using computers and / or the internet at school and at \r\nhome for more than 4 years while 22 or 45.1% of them are using computers and /or internet \r\nat school and at home for at most 3 years. \r\nICT is being taught as a separate subject by the majority of the respondents and \r\nintegrate ICT in their teaching as their personal choice and not because of curriculum \r\nrequirement. They use computers in preparing their lesson plans and in teaching their \r\nMathematics and they allow their students to use their personally owned devises for learning. \r\nAll of the respondents have computer laboratory in their respective schools with \r\ndesktop computers and laptops. Almost half of them have internet access while the rest \r\nwithout internet access. In addition, there is no interactive board present and no mobile phone \r\nor digital camera or camcorder provided by the school of the respondents. It there is any it is \r\nthe teacher’s personal gadgets. \r\nMajority of the respondents have attended introductory courses on internet use and \r\ngeneral application like basic word-process, spreadsheets, presentations, and courses on the \r\npedagogical use of ICT in teaching and learning. But they have not undertaken advanced \r\ncourses on applications like advanced word-processing, complex relational databases, virtual \r\nlearning environment; advanced courses on internet use like creating websites/homepage, \r\nvideo conferencing; equipment-specific training; subject-specific training on learning \r\n4 \r\napplications like tutorials, simulations; and multimedia like using digital video, audio \r\nequipment, and others. \r\nThe respondents have a “Low” (????̅ = 2.59) level of using computer and/or internet in \r\nclass and also “Low” levels of ICT usage at school and at home with mean ratings (????= 2.60) \r\nand (????= 2.45) respectively, in spite of a “High” (????̅ = 4.11) level of confidence in integrating ICT \r\nin teaching Mathematics, a “High” (????= 4.16) level of opinion on the effect of using ICT in the \r\nteaching process and with a “Moderate” \r\n(????= 3.32) level of opinion on advantages and \r\ndisadvantages of using ICT in the teaching process. \r\nThe level of confidence in integrating ICT in teaching Mathematics is significantly \r\ninfluenced by the demographic profile of the respondents as a whole but when taken singly, \r\nage and educational attainment have significant influence on the level of confidence in \r\nintegrating ICT in teaching Mathematics. \r\nThe level of ICT usage in teaching process at school and at home is significantly \r\ninfluenced by the demographic profile of the respondents as a whole but when taken singly, \r\nonly the variable age has significant influence on the level of ICT usage in teaching process \r\nat school and at home. \r\nThe level of opinion in integrating ICT in teaching Mathematics is not significantly \r\ninfluenced by the demographic profile of the respondents as a whole. But when taken singly, \r\nthe variable age has significant influence on the level of opinion in integrating ICT in teaching \r\nMathematics. \r\nThe level of confidence in integrating ICT in teaching Mathematics is significantly \r\ninfluenced by the teaching-related profile of the respondents as a whole but when taken singly, \r\nthe variables number of years in teaching and number of years using ICT have significant \r\ninfluence on the level of confidence in integrating ICT in teaching Mathematics. \r\nThe level of ICT usage at school and at home is significantly influenced by the \r\nteaching-related profile of the respondents as a whole but when taken singly, only the variable \r\n5 \r\nnumber of years in teaching has significant influence on the level of ICT usage at school and \r\nat home. \r\nThe level of respondents’ opinion in integrating ICT in teaching mathematics is not \r\nsignificantly influenced by their teaching - related profile as a whole. But when taken singly, \r\nthe variables number of years in teaching and number of teaching hours per day have \r\nsignificant influence on the level of respondents’ opinion. \r\nWith the conclusions drawn, the following recommendations are forwarded: \r\n(1) \r\nTeachers are encourage to push through their Graduate studies and send them to \r\nseminars/training on ICT integration in teaching and other advance courses on applications, \r\ninternet use, and learning application course on multi-media. There must be a provision of \r\ninteractive board, PC tablet/mobile phone if possible and ensure internet accessibility for \r\nteachers to use. (2) Teachers are encourage to use the computers present in their schools \r\nand integrate ICT in their teaching more often even if they are not being observed by their \r\nadministrators and use online teaching or learning media forms like EDMODO and mobile \r\nphone with their students to offset class suspensions due to unavoidable circumstances. \r\nAdministrators shall identify ICT experts in their school to give assistance on the “know-how” \r\nconcerns of other teachers who are having difficulty in dealing with computers in order to \r\ncompliment the “High” confidence of teachers in using computers in teaching. (3) \r\nMathematics teachers shall teach only Mathematics subjects if possible, and lessen their \r\nnumber of teaching hours per day so that they have enough time to prepare their lessons with \r\nthe use of ICT. \r\nIn addition, encouragement shall be given for the younger teachers for them to be \r\ninspired to perform better in the teaching profession. \r\nLastly, similar study is recommended to be conducted with secondary schools \r\nMathematics teachers of Schools Division of Ilocos Sur as well as Mathematics teachers in \r\nthe Elementary as the respondents.
Keywords: No provided keywords
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