Best Practices in the Utilization of Available Technological Device in Teaching Mathematics at SHS within Bayorbor Elementary School

Abstract

Introduction

Senior High School within Bayorbor Elementary school is a public school under the direct supervision of the Department of Education, Batangas Province. The school also presently has only two LCD projectors and two television sets and considering the number of teachers who wanted to avail of such facilities, especially the mathematics teachers, it is quite obvious that many of them will have to settle in conducting classes without the benefit of such technological device. This study generally aims to determine the best practices on the use of technological devices in teaching Mathematics to Grade 11 students. Specifically, it aims to determine the level of performance of the ABM and STEM students during the pre and post-tests with and without the use of technology; and find out if the use of technology during Mathematics discussion is more effective and could increase the level of students progress.

Methods

The researchers used the descriptive method. The respondents were senior high school students. The problems met by students and teachers in the teaching and learning process were identified and examined each effect on the use of technological devices. Specifically, the experimental method was applied. Students from ABM strands were given pretest without the aid of calculator; different topics were discussed without the aid of technological devices; and afterward, the post-test was administered. However, a different scenario was resorted to in handling classes on the STEM strand. The actual teaching was conducted using a calculator, television, and LCD projector. Likewise, in the post-test students were also allowed to use technological devices.

Results

The study found out that the level of performance of the Accountancy, Business, and Management (ABM) and Science, Technology, Engineering and Mathematics (STEM) students during the pre and post-tests comparatively speaking should highest significant differences given the fact that the former was disallowed to use devices as the latter was given leeway.

Discussions

From the foregoing findings, it was concluded that the level of students' comprehension of subject matter is much desirable when teachers utilize technological devices. It is therefore recommended that the teacher and students should cooperatively and simultaneously use the technological device during the teaching process. Also, the teacher must utilize differentiated teaching strategies to arrive at a desirable result for students' welfare.