Information and Communication Technology (ICT) Competence of Mathematics Teachers as Correlates to the Performance of Grade 10 Students in Kaylaway National High School, Nasugbu, Batangas

Abstract

INTRODUCTION

In an information-based and rapidly changing economy, teachers are faced with the problem of determining whether the skills and concepts offered to students in Mathematics are still relevant to their lives as future leaders and members of the country (Dilao 2009).

There has been a renewed emphasis on integrating technology within Mathematics, Language, Arts, Social Studies, and Science curricula. In order to be "effective in the 21st century, citizens and workers must be able to exhibit a range of functional and critical thinking skills related to information, media and technology" (Partnership for 21st Century Skills, 2014).

METHODS

This study used the descriptive-quantitative method which involved a questionnaire to assess ICT competencies of mathematics teachers as these correlates to the performance of grade 10 students in Kaylaway National High School, Nasugbu, Batangas from S.Y. 2018-2019. The descriptive information was obtained through the use of survey instruments.

RESULTS

Most of the respondents are young females showing “nearing mastery” performance level in Mathematics during their first grading period. The results show that there is no significant relationship on the responses of respondents with regards to their age and gender however there is a significant relationship with their grades in Mathematics. It also reveals that there is a significant relationship between the performance of students in Mathematics and the level of ICT competencies of the teacher in terms of presentation of the lessons using power point presentation, and in the utilization Mathematics e-games and numeracy tools and deliver Mathematics lessons in computer-aided instructions.

DISCUSSIONS

Crafted e-games, numeracy tools, power point presentations of the lessons must be compiled by teachers for utilization of the intervention program to enhance the performance of students in Mathematics. The school should improve computer laboratories to be utilized by teachers and students to improve their discussion in Mathematics. Monitoring of the implementation of the intervention program for the enhancement of learners' level of performance and the ICT competence of teachers in Mathematics must be highly encouraged.