ABSTRACT
Global studies have indicated that the incorporation of Information and Communication Technology (ICT) can enhance students' learning outcomes and contribute to the improvement of pedagogical practices. For more information, this study was conducted to determine the effects of ICT Integration Strategy in Teaching Mathematics among Grade 5 learners at Balingasag Central School, Division of Misamis Oriental, School Year 2022 – 2023. Specifically, it sought to: 1.) find the effects of ICT integration strategy in teaching Mathematics in terms of learners academic performance in mathematics test and their attitude towards Mathematics; 2.) determine the significant difference in the learners’ academic performance in Mathematics in the pretest and posttest of the experimental and control group; and 3.) find the implications of the findings in this study to the teaching of Mathematics to Grade 5 learners. The researcher used quasi-experimental research design. The respondents were the eighty (80) Grade 5 learners at Balingasag Central School where the study was conducted. The questionnaire was adapted and modified from the Self - Learning Modules of DepEd based from MELCs of Grade 5 Mathematics in the third quarter. The analysis and interpretation of the gathered data were carried out using Descriptive Statistical Measures: frequency, percentage, mean, and standard deviation to describe the learners’ performance in Mathematics of the 2 groups: experimental and control. T-test and F-test were employed to determine the significant difference in the learner’s performance in the pretest and posttest results of the experimental and control group.
The findings revealed that both the control and experimental group have fairly satisfactory performance in Mathematics in the pretest. Meanwhile, the learners in the control and experimental group showed positive attitude towards Mathematics. There is no significant difference in the learner’s performance in Mathematics pretest of the control and experimental group. However, there is a significant difference in the learner’s performance in Mathematics during the posttest of the control and experimental group. ICT integration in mathematics is an effective strategy in improving learner’s performance in mathematics. It is recommended that school administrators should give teachers the opportunity to attend ICT-based training-workshops on the integration of ICT in teaching mathematics.
Keywords: Information, Communications, Technology Integration, Teaching Mathematics
INTRODUCTION
Mathematics is regarded as one of the key subjects that develop learners to be problem solvers to stay competitive in the globalize country, the Philippines. New technologies have a great impact in the teaching and learning process. It has a lot to offer when it comes to visualization of the Mathematical concepts. It gives opportunities to pupils to explore mathematical ideas, to simplify, to explain results and analyze situations, and to receive fast and reliable, and non-judgmental feedback. The ICT integration strategy in Mathematics provides teachers with integrative teaching methods that motivate students learning, support their independent learning and active participation in the discovery of Mathematics concepts and topics. Implementing an ICT integration strategy in Mathematics equips educators with cohesive teaching approaches that inspire student engagement, foster independent learning, and encourage active participation in exploring mathematical concepts and topics. The incorporation of an ICT strategy in the instruction of Mathematics contributes to improved student achievement in this learning domain.It enables learners to do tasks on their own which enables the teachers to work collaboratively with them and have a smooth interaction pertaining to the subject matter.
Nowadays, the abrupt switch of the learning delivery is quite stressful for learners, parents, and teachers as well. It is the emergence of an event that restarts time, creates radical ruptures and imbalances, and brings about a contingency that becomes a necessity (Žižek, 2020). Many learners performed low in Mathematics since teachers have limited access of explaining Mathematical concepts and ideas to learners. The ability to effectively use Information and Communication Technologies (ICT) play an important role in schools, many workplaces and in people’s everyday lives (Ferrari, 2012; Fraillon et al., 2019). It makes work safer, easier, and convenient while implementing limited face-to-face class. However, one such a recent study indicates that students learn mathematics better with effective and appropriate technology (Perienen, 2020). By using the ICT in making localized activity sheets and other related activities in Mathematics, the learning outcomes could be possible and measurable. Educational approaches based on ICT are teaching and learning methods in which ICT instruments are actively utilized to enhance the student learning (Agbo-Egwu et al., 2018).
In theory, mathematics offers a straightforward framework for logical reasoning and knowledge acquisition, distinguishing it as a distinct subject. It serves as a foundation for learning various other subjects. Development is an ongoing, perpetual process. Information and Communication Technology (ICT) serves as a catalyst for innovation in education, evident in the psychological, socio-economic, and technological transformations it introduces to schools in the 21st century. It has changed the role of information professionals and is becoming popular in the library (Das, Kaushik, 2019). Today, humanity is entering what seems like the unimaginable atmosphere of the global knowledge or information age. Indeed, today’s education is a far cry from what the elders experienced. No doubt, technology is the difference. Born in the digital age, today’s learners are called – digital natives. The use of technology plays a pivotal role in their learning. It makes these digital natives wanting to be more engaged and participative in learning. Thus, old methodologies may no longer be effective with them, like the lecture method where students sit for an hour just listening to the teacher.
The use of ICT strategy in education provides a unique opportunity for teachers. The competence of every teacher is one of the factors that can possibly affect the academic performance of the pupils. There is a relationship between teachers having ICT skills that can personalize, engage, and create an interactive atmosphere for students and purposeful implementation of ICT into the classroom (Willis, Royce; Lynch, David, Fradale, Paul; Yeigh, Tony, 2019). The teachers being innovative, resourceful and resilience can help a lot in producing quality learners in the new normal. By this, the needs of the 21st century learners especially the Grade 5 pupils at Balingasag Central School will be met.
As such there is a need for every school to address the issue. Thus, it is on this context that this study is conducted to find the effects of ICT integration strategy on learners’ performance in Mathematics at Balingasag Central School, Division of Misamis Oriental School Year 2022-2023.
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