Use of information Technology in Teaching Mathematics among Junior High School Teachers of Binulasan integrated School, infanta, Quezon, Schoolyear 2018-2019

Abstract

INTRODUCTION

The Philippine education system has improved in the world rank, but the skills of Filipino learners in Mathematics and Science education were left behind. The problems in the learner's performance encountered are not only seen in the world ranking, but also in national, regional and school level which must be addressed. Baseline was the school level through the use of new technology since technologies driven method fixed several education problems. This study aimed to describe the use of Information Technology in teaching Mathematics in junior high school at Binulasan Integrated School, Infanta, Quezon, school year 2018-2019.

METHODS

This study utilized mixed-methods, a simultaneous gathering of both quantitative and qualitative data were merged and used. This study even used complete enumeration, a purposive sampling technique. The participants were all Junior high teachers of Binulasan Integrated School. Interviews were conducted to supplement information gathered through the questionnaires as well as to provide an in-depth meaning of the data. Moreover, the use of open-ended questions concerning the uses, issues, and challenges in ICT integration in teaching was also considered.

RESULTS

This study found out that ICT Devices had a weighted mean of 2.36 interpreted as sometimes. It indicated that the ICT devices were occasionally used. This study also revealed that the ICT software and Teaching-Learning activities had the weighted mean of 2.86 and 2.57 interpreted as often. These denoted that the ICT devices software and teaching-learning activities were frequently used. The overall ICT integration in teaching Math had a weighted mean of 2.60 and figure out as often. It indicated that the teachers used ICT regularly in teaching Mathematics. There were issues and challenges in the use of ICT such as difficulty of ICT integration in Math, insufficient time and lack of appropriate trainings for teachers in the integration of ICT and mainly the unavailability of ICT devices and even software.

DISCUSSIONS

The occasional use of ICT devices was due to the lack or insufficient supply of ICT devices, and software. The repeated use of ICT software and Teaching-Learning Activities were due to the preparation of the lesson, learning activities, clerical work and reporting. The maximized use of it would depend on the availability of devices, software, teacher's time and skills which were needed to be modernized and upgraded. Math teachers must then undergo appropriate trainings on teaching pedagogy using ICT.