Best Practices in the Utilization of Available Technological Devices in Teaching Mathematics at Shs Within Bayorbor Elementary School

Abstract

INTRODUCTION

The study, generally, aims to determine the best practices on the use of technological devices in teaching Mathematics to Grade 11 students of SHS in Bayorbor Elementary School. Specifically, it aims to determine the level of performance ofthe 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 can increase the level of students’ progress.

METHODS

The researchers used the descriptive method. The research respondents were Senior High School Students. It has been applied to SHS in Bayorbor Elementary School only. The problems met by the students and teachers in the teaching and learning process its effect on the use of a technological device. ere identified and examined. Specifically, the experimental method was applied. Students from ABM strands were given pre-test without the aid of calculator; different topics were discussed without the aid of technological devices, and afterward, post-test was administered. However, a different scenario was resorted to in handling classes of the STEM strand. The actual teaching was conducted using calculator, television, and LCD projector. Likewise, in the post-test, students were also allowed to use technological devices.

RESULTS

The study found out that 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 showed high 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 the 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. In addition, the teacher must utilize differentiated teaching strategies to arrive at a desirable result for students’ welfare.