The Utilization of Educational Technology in Enhancing Mathematics Learning in K:12 Classrooms in...

8/19/2019 The Utilization of Educational Technology in Enhancing Mathematics Learning in K:12 Classrooms in Batangas Nati…

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THE UTILIZATION OF EDUCATIONAL TECHNOLOGY IN ENHANCINGMATHEMATICS LEARNING IN K-12 CLASSROOMS IN BATANGAS

NATIONAL HIGH SCHOOL: GUIDE IN DEVELOPING STUDENT

ENHANCEMENT ACTIVITIES

Ian Kri!"#$%r D& Ma'a(in)"n*+ Ma& An*%(i'a F&Mana("+R",%( F&Pan**"+ an) B%r(.n A&San)"/a(

Ba'$%("r "0 S%'"n)ar. E)'a!i"n Ma"r in Ma!$%,a!i'C"((%*% "0 E)'a!i"n

Uni/%ri!. "0 Ba!an*a

ABSTRACTEducational technolo)* seres as the teacher,s support in

implemention o- a lesson( Moreoer. educational technolo)* seres as thebasis o- the teachers( This research aimed to identi-* the educationaltechnolo)* used b* the teachers in /atan)as National Hi)h 0chool inteachin) mathematics. to determine the e--ects o- usin) the educationaltechnolo)* in 12#" classroom. to identi-* the issues and concernsencountered b* the teachers in usin) educational technolo)* and to proposeeducational technolo)* that ma* enrich the teachin) and learnin) o- mathematics( t utili4ed the descriptie method hain) 5uestionnaire as themeans o- data collection( The 'ei)hted mean 'as )ien appropriate erbalinterpretation( esults sho' that the use o- chal7boards and8or )lass boards'ere the most o-ten educational technolo)* used( t 'as also -ound out thateducational technolo)* had positie outcomes in the teachin) and learnin)o- Mathematics b* arousin) and sustainin) students, interest( Lac7 o-

-acilities and aailabilit* o- materials 'ere the primar* issues encountered b*the teachers in usin) educational technolo)*( The proponents recommendthe use o- e9eLearnin) as one o- the instructional materials that can be usedin the teachin) and learnin) o- Mathematics(

Keywords: Educational Technology, Teaching, Learning, Mathematics,K-12 Classrooms, Utilization, Eecti!eness

1& In!r")'!i"n

Education is a d*namic and li-elon) process( t neer ceases but

continues to be moderni4ed and be internationall* reco)ni4ed( Curriculum has

been -leible throu)hout the *ears. and no' in the adent o- 12#" curriculum.


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ne' chan)es are epected to happen( Ne' teachin) strate)ies and models.

e--ectie teachin) st*les. e--icient teachin)s instruction. and )ood communication

s7ills has been obsered upon the birth o- 12#" curriculum( There is a )reat need

-or e--icient teachin) strate)ies and education should meet the needs o- ariet* o-

learners and there-ore educational technolo)* is important in meetin) these

needs( ;lso. the academic settin) re5uires indiiduals to possess technolo)ical

literac* to become )loball* competitie pro-essionals in the near -uture(

;s stated b*


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curriculum 'as epected to enhance the 5ualit* o- basic education in the countr*

and to help students to be prepared in -acin) the demands o- the "#st centur*(

This la' is also in -act in line 'ith ;rticle 9. 0ection "=#? o- the #$%! Philippine

Constitution 'hich states that DThe 0tate shall establish. maintain. and support

a complete. ade5uate. and inte)rated s*stem o- education releant to the needs

o- the people and societ*( =/ra4a and 0upapo. "?

;ccordin) to 0ec( Luistro =""?. the epartment o- Education has been

conductin) mass trainin) -or public schools and some priate schools about 12#"

Curriculum( t has been a er* )ood start but epEd concluded that the

aailabilit* o- instructional materials. speci-icall* updated re-erences. 'as the

most -re5uent concern re)ardin) the implementation(

Mathematics has al'a*s pla*ed a ital role in education( Mathematics

teachers should there-ore be adept at teachin) the subBect and must be e5uipped

'ith the necessar* s7ills or strate)ies needed( Moreoer. it is crucial that their

classroom )oals are based on the current curriculum( 1no'in) its -rame'or7

enables the teacher to deelop and adapt lessons to suit the needs o- the

learners in this )loball* competitie 'orld( =/ra4a and 0upapo. "?

Mathematics teachers are eperiencin) maBor chan)es not onl* in the

content. but also in the manner o- instruction( Mathematics used to consist a

collection o- -acts and s7ills to be memori4ed or mastered b* a relatiel*

homo)eneous )roup o- students tau)ht usin) a lecture approach( No'. teachers

"


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are called to teach ne'. more challen)in) Mathematics to a er* dierse

audience usin) actie learnin) approaches desi)ned to deelop understandin)(

Throu)h the innoations in -ields o- Mathematics as 'ell as in the

educational settin) in the Philippines. there is a need -or teachers and students

to be )loball* prepared in order to adapt to such chan)es( Fne abilit* that

teachers must possess is the e--ectie use o- educational technolo)* in

classrooms( Ho'eer. there are still some teachers 'ho lac7 7no'led)e about

the di--erent materials to be emplo*ed in the teachin) and learnin) process(

O3%'!i/% "0 !$% S!).:

Generall*. this stud* identi-ied the utili4ation o- educational technolo)* in

enhancin) Mathematics learnin) in 12#" classrooms(

The stud* aimed to:

#( escribe the pro-ile o- the respondents in terms o- a)e. )ender orientation.

reli)ion. hi)hest educational attainment. and len)th o- serice(

"( denti-* the educational technolo)* emplo*ed b* the respondents in the

delier* o- Mathematics instruction(

3( etermine the e--ects o- usin) educational technolo)* in the delier* o-

the respondents in teachin) Mathematics(

( denti-* the issues and concerns encountered b* the respondents. relatie

to the use o- educational technolo)* in teachin) mathematics(

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Demographic Profle o the Respondents

AgeGender Orientation

Religion

Highest Educational AttainmentLength o Serice

!ypes o Educational !echnology employed "y the teachers

ili$ation o educational technology in enhancing the teaching and learning %athematics in &'() classrooms an

+Aided "y Surey ' ,uestionnaire-

Proposed

Enriched .nstructional%aterials

FEEDBACK LOOP


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>( Propose instructional material that ma* enrich the teachin) and learnin) o-

Mathematics in hi)h school(

C"n'%#!a( Fra,%4"r5

INPUT PROCESS OUTPUT

Fi*r% 1& esearch Paradi)m o- the


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n Ai)ure #. input sho's the pro-ile o- the respondents in terms o- a)e.

)ender orientation. reli)ion. hi)hest educational attainment and len)th o- serice(

t consists o- the t*pes o- educational technolo)* emplo*ed b* the teachers( The

anal*sis o- the e--ects o- educational technolo)* in the teachin) and learnin)

process 'as aided b* the sure*25uestionnaire( ; proposed enriched

instructional material -or the output 'as presented a-ter the process o- )atherin)

in-ormation(

Ba'5*r"n) "0 !$% S!).

Modern times has bou)ht ne' inentions and technolo)ies. such as

printin). recordin). photo)raph*. cinemato)raph*. radio. teleision. and the

computer. 'hich can contribute to the ast arra* o- resources -or the modern

teacher( There is a relatie e--ectieness o- these tools222other'ise 7no'n as

educational technolo)*222as compared to conentional instruction( The teacher

there-ore must be 'ise in understandin) the role and use o- these machines and

technolo)*. 'hile proidin) the learnin) enironment attuned to the sophistication

o- the times( =Pila. et(al(. "?

arious technolo)ies delier di--erent 7inds o- content and sere di--erent

purposes in the classroom( Aor eample. 'ord processin) and e2mail promote

communication s7ills database and spreadsheet pro)rams promote

or)ani4ational s7ills and modelin) so-t'are promotes the understandin) o-


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science and math concepts( t is important to consider ho' these electronic

technolo)ies di--er and 'hat characteristics ma7e them important as ehicles -or

education =/ec7er. "&&!?(

Each technolo)* is li7el* to pla* a di--erent role in studentsI learnin)(

ather than tr*in) to describe the impact o- all technolo)ies as i- the* 'ere the

same. t'o )eneral distinctions can be made( 0tudents can learn J-romJ

computersK'here technolo)* is used essentiall* as tutors and seres to

increase students basic s7ills and 7no'led)e and can learn J'ithJ computersK

'here technolo)* is used as a tool that can be applied to a ariet* o- )oals in the

learnin) process and can sere as a resource to help deelop hi)her order

thin7in). creatiit* and research s7ills =eees. #$$% in)sta-- 1elle*. "&&"?(

n the studies o- Pila. et al( ="? and Garo-alo. (. ="&&&?. in selectin)

media -or instruction. the teacher must -irst determine eactl* 'hat his obBecties

are and then select the most appropriate t*pes o- media -or the tas7( The

preparation o- secondar* mathematics teachers 'ho are able to use technolo)*

to enhance studentsI learnin) o- mathematics is not a triial matter( P0Ts need to

deelop technolo)* s7ills. enhance and etend their 7no'led)e o- mathematics

'ith technolo)ical tools. and become critical deelopers and users o- technolo)*2

enabled peda)o)*(

n the stud* o- aier and olonda ="&&>? and /ec7er =#$$?. liin) in the

a)e o- technolo)* means that n-ormation Technolo)* =T? pla*s an important role

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in the present2da* education( arious technolo)ies delier di--erent 7inds o-

content and sere di--erent purposes in the classroom( These ma7e in-ormation a

-ast )lobal phenomenon. ma7in) these aailable and usin) them help -acilitate

and enhance learnin)(


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n the 'or7s o- Nelson. Christopher. and Mims ="&&$?. Pierce and 0tace*.

="&?. Gadanidis and Gei)er ="&? and ProBect Tomorro' ="#?. Mathematics

is ie'ed to be tau)ht easier 'ith the aid o- technolo)ies and multimedia

instruction( Eperiences o- the learners are enriched throu)h the help o- the

in-ormation and communication technolo)* tools that can be deeloped b* the

teacher to -acilitate the echan)e o- in-ormation as part o- the teachin) and

learnin) process(

2&M%!$")"("*.

The research paper used descriptie method in nature 'hich 'as -ocused

on the e--ects o- educational technolo)* in teachin) and learnin) mathematics

amon) secondar* schools in 12#" classrooms( This t*pe o- research ans'ers the

5uestions and describes the nature o- phenomenon( n order to clari-* some

concepts re)ardin) the research stud*. eperts 'ere consulted( Aor the purpose

o- eri-*in) the stud*. data 'ere collected throu)h librar* and internet research

and a sure* 5uestionnaire( Aort* teachers -rom /atan)as National Hi)h 0chool

'ere chosen b* the proponents to be the respondents(The respondents o- the

stud* 'ere the Mathematics teachers 'ho ans'ered the 5uestionnaire to )ather

the needed data -or the stud*(

Ainall*. the )athered data 'ere anal*4ed and interpreted throu)h

emplo*ment o- statistical tools such as. simple percenta)e -or the respondentIs

$


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pro-ile 'ei)hted mean to measure the )eneral response o- the sure* samples

'hether the* a)ree to the )ien statement or not and 0pearman,s ran7in) -or

descriptie statistic 'hich sho's positional importance o- an item o- obBect

discussed and tested b* the proponents( ;-ter eaminin) all the )athered data.

the research stud* reealed the important -indin)s that 'ere obsered and tested

b* the proponents(

6& R%(! an) Di'i"n

The subse5uent sections discuss the e--ectieness o- usin) educational

technolo)* in Mathematics teachin) and learnin) in /atan)as National Hi)h

0chool(

1& Pr"0i(% !$% r%#"n)%n!

The -ollo'in) are the pro-ile o- the respondents in terms o- a)e. )ender

orientation. reli)ion. hi)hest educational attainment. and len)th o- serice(

Ta3(% 1Fr%7%n'. an) P%r'%n!a*% Di!ri3!i"n "0 !$% R%#"n)%n! in T%r, "0 A*%

8n9;

A*% Fr%7%n'. P%r'%n!a*%

"#2"> *ears old # "(>&

"623& *ears old #3 3"(>&

3#23> *ears old 6 #>(&&

362& *ears old 6 #>(&&

#2> *ears old #&(&&62>& *ears old > #"(>&

>#2>> *ears old 3 !(>&

>626& *ears old " >(&&

Total & #&&(&&

#&


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Table # reeals the -re5uenc* and percenta)e distribution o- respondents

as to a)e( Arom a total o- -ort* =&? respondents. #3 or 3"(>O 'ere bet'een "62

3& *ears old. 6 or #>(&O 'ere bet'een 3#23> and 362& *ears old. > or #"(>O

'ere bet'een 62>& *ears old. 3 or !(>O 'ere bet'een >#2>> *ears old. " or

>(&O 'ere bet'een >626& *ears old and the remainin) # or "(>O 'as bet'een

"#2"> *ears old(

;ccordin) to Gra4iano ="&&>?. on the -irst *ear o- teachin). the teachers

5uit -or seeral reasons. not because o- the salar*( More -re5uentl*. the reason

'as dissatis-action 'ith administratie support =3%O? or 'or7place condition

=3"O?( ;ccordin) to the NCE0,s "& sure* o- %&& public and priate school

teachers. poor administratie support. lac7 o- in-luence 'ithin the school s*stem

classroom intrusion. and ade5uate time 'ere mentioned b* teachers leain) lo'

income schools 'here 'or7in) conditions 'ere more stress-ul salar*. on the

other hand. 'as one one reason that a--ect teachers leain) at -luent schools(

Ta3(% 2Fr%7%n'. an) P%r'%n!a*% Di!ri3!i"n "0 !$% R%#"n)%n! in T%r, "0 G%n)%r

8n9;

G%n)%r Fr%7%n'. P%r'%n!a*%

Male % "&(&&

Aemale 3" %&(&&

Total & #&&(&&

Table " reeals the -re5uenc* and percenta)e distribution o- the

respondents as to )ender( t sho's that -rom & respondents. 3" or %&O 'ere

##


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-emale 'hile the other % or "&O 'ere male(

The data indicates that most o- the respondents 'ere -emale( ;ccordin) to

ich ="?. across the countr*. teachin) is an oer'helmin)l* -emale

pro-ession( Moreoer. accordin) to Education department data. up -rom about

t'o2thirds three decades a)o. the disparit* is most pronounced in elementar*

and in middle schools. 'here more than %& percent o- teachers 'ere 'omen(

Ta3(% 6Fr%7%n'. an) P%r'%n!a*% Di!ri3!i"n "0 !$% R%#"n)%n! in T%r, "0 R%(i*i"n

8n9;

R%(i*i"n Fr%7%n'. P%r'%n!a*%

oman Catholic 3! $"(>&

Protestant # "(>&

/orn ;)ain Christian " >(&&

Total & #&&(&&

Table 3 reeals the -re5uenc* and percenta)e distribution o- the

respondents as to reli)ion( Arom a total o- & respondents. 3! or $"(>O 'ere

oman Catholic. " or >(&O 'ere /orn ;)ain Christian and the remainin) # or

"(>O 'as Protestant(

;ccordin) to Philippine reli)ion statistics ="&&&?. %&($O in /atan)as Cit*

'ere oman Catholic. >O 'ere Muslim. (>O 'ere Protestant. "(%O 'ere

)lesia ni 1risto."(3O 'ere /orn ;)ain Christian. "O 'ere Ean)elical. #(%O

'ere other reli)ion. &(6O 'ere unspeci-ied. and the remainin) &(#O donIt hae

reli)ion(

Ta3(% #"


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Fr%7%n'. an) P%r'%n!a*% Di!ri3!i"n "0 !$% R%#"n)%n! in T%r, "0 E)'a!i"na( A!!ain,%n!

8n9;

E)'a!i"na( A!!ain,%n! Fr%7%n'. P%r'%n!a*%

Colle)e Graduate "> 6"(>&

MasterIs e)ree Holder $ ""(>&

C; > #"(>&

'ith M; units # "(>&

Total & #&&(&&

Table reeals the -re5uenc* and percenta)e distribution o- respondents

as to educational attainment( t sho's that -rom & respondents. "> or 6"(>O

'ere colle)e )raduate. $ or ""(>O 'ere master,s de)ree holder. > or #"(>O 'ere

C; and the remainin) # or "(>O 'as 'ith M; units(

The data presents that maBorit* o- teachers in /atan)as National Hi)h

0chool 'ere colle)e )raduates( ;ccordin) to


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8n9;

S%r/i'% Fr%7%n'. P%r'%n!a*%

#2> *ears #! "(>&62#& *ears #& ">(&&

##2#> *ears 3 !(>&

#62"& *ears 3 !(>&

"#2"> *ears " >(&&

"623& *ears #&(&&

3# *ears and aboe # "(>&

Total & #&&(&&

Table > sho's the -re5uenc* and percenta)e distribution o- respondents

as to *ears in serice( Arom a total o- =&? -ort* respondents. #! or "(>O 'ere

#2> *ears in serice. #& or ">(&O 'ere 62#& *ears in serice. 3 or !(>O 'ere ##2

#> *ears and #62"& *ears in serice. or #&(&O 'ere "623& *ears in serice. "

or >(&O 'ere "#2"> *ears in serice and the remainin) # or "(>O 'as in serice

-or 3# *ears and aboe(

;ccordin) to Ne' Teacher Center ="?. oer one million teachers moe

in and out o- schools annuall*. and bet'een & and >& percent 5uit 'ithin -ie

*ears( The hi)h turnoer rates are sometimes due to la*o--s( n)ersoll. an

education pro-essor at


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The -ollo'in) are the educational technolo)* emplo*ed b* the

respondents in the delier* o- Mathematics instruction(

Ta3(% =Fr%7%n'. an) P%r'%n!a*% Di!ri3!i"n "0 !$% R%#"n)%n! in T%r, "0 Uin*E)'a!i"na( T%'$n"("*. in Ma!$%,a!i' T%a'$in*

8n9;T%'$n"("*. Fr%7%n'. P%r'%n!a*%

Word Processin) #3 3"(>&O

Wor7boo7s "$ !"(>&O

e-erence boo7s 3! $"(>&O

Ma)a4ine ;rticles > #"(>&O

Ne'spapers 3 !(>&O

Chal7 board8 Glass board 3% $>(&&O

LC ProBections #> 3!(>&O

Fpa5ue ProBections & &(&&O

Ferhead ProBections " >(&&O

Tape ecorders & &(&&O

adio & &(&&O

Phono)raphs # "(>&O

Teleision 3 !(>&O

Computer 0o-t'are $ ""(>&O

E2boo7s #&(&&O

ia)rams "3 >!(>&O

Eperimental Models #&(&&O

Photo)raphs8llustrations 33 %"(>&O

ecordin) # "(>&O

Printin) "> 6"(>&O

Maps and Globes #! "(>&O

Posters #> 3!(>&O

Modellin) so-t'are & &(&&O

/ulletin /oards #6 &(&&O

Museums & &(&&O

0pread sheet pro)rams 6 #>(&&O

Ailmstrips & &(&&O

Models #> 3!(>&O

Motion pictures # "(>&O

ideotape # "(>&O

Aieldtrips #% >(&&O

esource person # "(>&O

0lide Presentation=Po'erPoint? "& >&(&&O

#>multiple responses allo'ed


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Table 6 reeals the -re5uenc* and percenta)e distribution o- respondents

in terms o- usin) educational technolo)* in Mathematics teachin)( t sho's that

-rom & respondents. chal7 board8 )lass board 'as the most use-ul educational

technolo)* in teachin) 'ith a -re5uenc* o- 3% and a percenta)e o- $>( MaBorit* o-

the respondents used the chal7 board8 )lass board to ensure that tet and

presenter remain isible throu)hout( ;nd it is an eas* 'a* to present the lesson

and it helps the students to easil* understand 'hat the teacher discusses(

;ccordin) to Nanc*="?. althou)h students loe to 'rite their ans'er on the

board and the* 'ould all be ea)er to participate in doin) so. the*,e learned to

'or7 the s*stem to )enerate as little 'or7 as possible( Arom a total o- &

respondents. 3! or $"(>O used re-erence boo7 as their educational technolo)* in

Mathematics teachin)( Most o- them rel* on re-erence boo7 -or more in-ormation

and techni5ue(

Photo)raphs and illustration 'ere third to the hi)hest educational

technolo)* used in teachin) 'ith a -re5uenc* o- 33 and a percenta)e o- %"(> to

eplain comple process( The* must 'or7 throu)h -ormulae( /ecause o- them.

lectures are eas* to 'atch. the tet or s7etch sta*s isible as it is produced. and

the lecturer,s -ace remains a natural part o- the presentation(

Net item 'as the 'or7boo7 'ith a -re5uenc* o- "$ and a percenta)e o-

!"(>( The respondents considered this educational technolo)* as as an

application to assess the learnin) o- the students( t proides aluable


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opportunities to per-orm numeric operations or balance e5uations( ;ccordin) to

W*els ="?. 'or7sheet is an e--ectie tool in on)oin) e--orts encoura)in)

students to en)a)e their brains durin) class( Wor7sheets used in class can also

help direct studentsI learnin) out2o-2class( Last item 'as printin) 'ith a -re5uenc*

o- "> and a percenta)e o- 6"(> 'hich 'as an inaluable tool -or the classroom(

Printin) o--ers a means -or trac7in) ho' 'ell students are learnin) and

understandin) the subBect matter that *ou are teachin)(

;s sho'n in the table. the respondents seldom use opa5ue proBectors.

tape recorders. radio. modellin) so-t'are. museum and -ilmstrip as their

instructional materials 'ith a -re5uenc* and percenta)e o- &( The* considered

this educational technolo)* not suited in teachin) Mathematics and the* need to

motiate the students to encoura)e them to learn e--ectiel* -rom radio

pro)rammes( The classroom needs to be or)ani4ed to proide the optimum

conditions -or listenin)(

;ccordin) to r( stodic. the role o- educational technolo)* in teachin) is

o- )reat importance because o- the use o- in-ormation and communication

technolo)ies( There are di--erent opinions amon) teachers in the -ield o- social

and technical sciences( Educational technolo)* is still not bein) applied

su--icientl* because o- lac7 o- school e5uipment. necessar* resources and

insu--icient 5uali-ication o- teachers -or the implementation o- these technolo)ies(

#6

#!


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6& E00%'! "0 in* E)'a!i"na( T%'$n"("*.

The -ollo'in) are the e--ects o- usin) educational technolo)* in the

delier* o- the respondents in teachin) Mathematics(

Ta3(% >M%an Di!ri3!i"n "0 R%#"n% a r%*ar) !" !$% E00%'! "0 Uin* E)'a!i"na(

T%'$n"("*. in Ma!$%,a!i' T%a'$in*

E00%'! "0 Uin* E)'a!i"na( T%'$n"("*. inMa!$%,a!i' T%a'$in*

?M SD VI

#( Establish a positie classroom mana)ement( (>> &(6 0tron)l* ;)ree

#( ;rouse and sustain students, interest( (>% &(6 0tron)l*

;)ree3( /e)in lessons b* )iin) clear instruction( (>& &(6 0tron)l*

;)ree

( Hae partners in teachin)( (&> &(%# ;)ree

>( nternali4e s7ills and concepts amon) students( ("> &(63 ;)ree6( 0timulate better and proide mental ima)er*( ("& &(6# ;)ree

!( Ma7e abstract ideas more concrete amon) students( (3& &(>6 ;)ree%( ein-orcin) student,s learnin) 'ill be possible( (33 &(>! ;)ree

$( Proide aried eperiences( (3& &(>6 ;)ree

#&( Ma7e learnin) more permanent( ("% &(6% ;)ree

##( Motiate students in learnin) o- mathematics( (> &(6 ;)ree

#"( ;ccomplish more comple tas7 amon) students( (&% &(!3 ;)ree#3( Ma7e students 'or7 cooperatiel* and it proidespeer tutorin)(

("% &(>> ;)ree

#( esi)n s7ills and improed student,s attention( (3& &(6$ ;)ree

#>( Eecute student,s technical s7ills( ("% &(!" ;)ree

#6( ;ppl* mathematics into real2'orld situations( (3> &(>% ;)ree

#!( Per-orm multi2tas7in) actiities amon) students( ("> &(>$ ;)ree

#%( Enhance student,s critical thin7in) s7ill( (33 &(66 ;)ree

#$( Fercome di--iculties in learnin) mathematics( (#% &(6% ;)ree

"&( ncrease the use o- outside resources( (&> &($3 ;)ree

Composite Mean ("$ &(>& ;)ree

Le)end: WM 2 Wei)hted Mean. 0 Q 0tandard eiation. Q erbal nterpretation

This table presents the e--ects o- usin) educational technolo)* in

Mathematics teachin)( t is sho'n -rom Table ! that the respondents 'ho use


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educational technolo)* arouse and sustained the student,s interest =(>%?.

established a positie classroom mana)ement =(>>?. be)an a lesson b* )iin)

clear instruction =(>&?. motiated students -rom learnin) Mathematics and

applied Mathematics in real 'orld contet =(3>?(

Aurthermore. the table also sho's the e--ects o- usin) educational

technolo)* in Mathematics teachin) in terms o- rein-orcin) students, learnin)

=(33?. enhancin) students, critical thin7in) s7ills =(33?. ma7in) abstract ideas

more concrete amon) his8her students =(3&?. desi)nin) s7ills and improin)

students attention =(3&? and proidin) aried eperiences =(3&?(

Moreoer. the respondents a)reed that educational technolo)* ma7es

learnin) more permanent =("%? ma7es students 'or7 cooperatiel* and

proides peer tutorin) =("%? eecutes student,s technical s7ills =("%?

internali4es s7ills and concepts amon) students =(">? and per-orms multi2

tas7in) actiities amon) students(

Li7e'ise. the respondents also a)reed that it stimulates better proides a

mental ima)er* =("&?. oercomes di--iculties in learnin) mathematics =(#%?.

accomplishes more comple tas7 =(&%?. increases outside resources =(&>? and

seres as partners in teachin) =(&>?(

;ccordin) to the -indin)s. item number t'o ="? )ot the hi)hest 'ei)hted

mean o- (>% 'ith a erbal interpretation as stron)l* a)ree( MaBorit* o- the

respondents a)reed that educational technolo)* emplo*ed b* respondents

#%


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arouse the interest o- the students in Mathematics learnin)( With educational

technolo)*. the classroom is a happier place( 0tudents are ecited about bein)

able to use technolo)* and there-ore are more apt to learn( 0tudents become

more responsible( Technolo)* helps students ta7e more control oer their o'n

learnin)( The* learn ho' to ma7e their o'n decisions and thin7 -or themseles(

0tudents can hae access to di)ital tetboo7s that are constantl* updated and

o-ten more iid. hep-ul. creatie. and a lot cheaper than those old hea* boo7s(

=Wain'ri)ht. ""?

The respondents stron)l* a)reed that educational technolo)* is

establishin) a positie classroom mana)ement =(>6?( MaBorit* o- the

respondents a)reed that the educational technolo)* no'ada*s ma7es eer*thin)

eas* and e--ectie( t helps teachers in mana)in) their classroom er* e--icientl*(

n addition. the most important thin) is that a teacher needs to hae sel-2

con-idence( He has to beliee in himsel- to in-luence students in a )reat manner(

The 'a* *ou present *oursel- 'ith con-idence surel* matters( The teacher pla*s

an essential role in eer* student,s education. behaior and deelopment( n the

present competitie enironment. it,s a tou)h tas7 -or a teacher to mana)e a

classroom b* concentratin) on eer* student so that the use o- educational

technolo)* reall* helps a lot( =/has7ar. "?

Teachers stron)l* a)reed that the* could be)in lessons b* )iin) clear

instruction throu)h educational technolo)* =(>&?( This ma* be due to the

#$


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Ta3(% @M%an Di!ri3!i"n "0 R%#"n% a R%*ar) !" !$% I% an) C"n'%rn

En'"n!%r%) B. T%a'$%r in Uin* E)'a!i"na( T%'$n"("*.

I% an) C"n'%rn ?M SD VI#( The teachers are not a'are in usin)educational technolo)*(

#($> #("& isa)ree

"( The teachers are not eposed in net'or7actiities(

"(& &($& isa)ree

3( The teachers are eperiencin) lac7 o- -acilities( 3(%> #(#6 ;)ree

( The teachers lac7 the aailabilit* o- thematerials(

3(%> #(&3 ;)ree

>( The teachers, bud)et is insu--icient( (3> #(# ;)ree6( The teachers, transition o- basic education to12#" curriculum(

3("& &(%" Moderatel* ;)ree

!( The teachers don,t hae time to eploreeducational technolo)*( "(!3 &($# Moderatel* ;)ree

%( The teachers are not e5uipped 'ith thenecessar* s7ills or strate)ies needed(

"(6& &(% Moderatel* ;)ree

$( The teachers, use o- educational technolo)*inside the classroom is er* seldom(

3(#% #(&6 Moderatel* ;)ree

#&( The teachers, re-erences are not up2to2date( "(#& #(#$ isa)ree

Composite Mean 3(&" &(!# Moderatel* ;)reeLe)end: WM 2 Wei)hted Mean. 0 Q 0tandard eiation. Q erbal nterpretation

This table presents the issues and concerns encountered b* teachers in

usin) educational technolo)*( t sho's that teachers a)reed that the* are hain)

insu--icient bud)et =(3>?. eperiencin) lac7 o- -acilities =3(%>? and non2aailabilit*

o- materials =3(%>?(

;ccordin) to Conle* ="&?. 'ithout ade5uate hard'are. so-t'are. internet

access. and the li7e. teachers and media specialists ma* -ind it di--icult to trul*

inte)rate technolo)*( Aor schools and teachers 'ith limited bud)ets. this ma*

seem to be an insurmountable issue( Educators can also -ind lac7 o- access to

technolo)* a barrier( When the school does not hae appropriate amounts and

suitable t*pes o- technolo)* in locations 'here teachers and students can use

""


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them in appropriate 'a*s. then the technolo)* is meanin)less(

Li7e'ise. teachers moderatel* a)reed that their transition o- basic

education to 12#" curriculum =3("&?. er* seldom use o- educational technolo)*

inside the classroom =3(#%?. inade5uate time to eplore it ="(!3?. and une5uipped

use o- necessar* s7ills or strate)ies ="(6&? are some o- the issues the*

encountered in usin) educational technolo)* in teachin) mathematics(

nte)ratin) technolo)* into a curriculum can be trul* time2consumin).

especiall* 'hen it must be ali)ned 'ith curriculum. standards and other

)oals( Educators must spend hours preie'in) 'ebsites. )ainin) -amiliarit* 'ith

hard'are and so-t'are. and ac5uaintin) themseles 'ith arious

pro)rams( Teachers 'ho are 'illin) to 'or7 lon)er hours to do this o-ten pa* a

personal price in @@burn out,, and an eentual eit -rom the

school =He' /rush. "&&6?(

Aurthermore. the table sho's that teachers 'ere eposed in net'or7

actiities ="(&?. their re-erences 'ere up2to2date ="(#&?. and the* 'ere a'are o-

usin) technolo)* =#($>?( The -indin)s indicate that mathematics teachers in

/atan)as National Hi)h 0chool hae a er* positie attitude to'ards educational

technolo)*( The* are inclined to use it in teachin) mathematics( Technolo)*

proides numerous tools that teachers can use in and out o- the classroom to

enhance student learnin)( =https:88'''(smu(edu8Proost8CTE8esources8

Technolo)*. "?

"3


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& C"n'(i"n an) Dir%'!i"n 0"r F!r% U%

The -ollo'in) conclusions 'ere dra'n based on the -indin)s:

#( Most o- the teachers in the /atan)as National Hi)h 0chool 'ere

bet'een "6 to 3& *ears old. -emale. oman Catholic. Colle)e

)raduates. and had # to > *ears o- serice in teachin)(

"( Chal7boards and8or )lass boards. re-erence boo7s. photo)raphs and

illustrations. 'or7boo7s. and printin)s 'ere the educational technolo)*

most o-ten used(

3( Educational technolo)* arouses and sustains students, interest in

learnin) Mathematics. establishes a positie classroom mana)ement.

and helps the teacher be)in the lessons b* )iin) clear instructions(

( nsu--icient bud)et. lac7 o- -acilities. and non2aailabilit* o- materials

'ere the primar* issues encountered b* the mathematics teachers in

usin) educational technolo)*(

>( ; teachin) material 'as proposed based on the -indin)s(

/ased on the conclusions. the -ollo'in) recommendations are hereb* o--ered:

1& ;doption o- the teachin) material proposed in enrichin)

Mathematics teachin) and learnin)(

2& Teachers need to inte)rate other 7inds o- educational technolo)*(6& Teachers need to deelop their s7ills in usin) educational

technolo)*(

"


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& Educational trainin)s and seminars about 12#" curriculum should

be continued(


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technolo)* that simultaneousl* proides somethin) to tal7 about =content? andthe means to hold the conersation =interaction?(

e9e proides the teacher 'ith both a ran)e o- actiities to choose and

present as a se5uence to create a tutorial( ; tutorial mi)ht. -or eample. start 'ithobBecties and pre27no'led)e -ollo'ed b* readin) actiities. lin7s to eternal'eb pa)es. articles ='hich are presented inside the tutorial 'indo'?. or Wi7ipedia( Fpportunities -or -ormatie assessment include 0CFM 5ui4. multiplechoice. multiple2select. Clo4e =-ill in the )ap?( The tools are 'ell thou)ht out andeas* to use(

e9e has been deeloped to oercome a number o- identi-ied limitations o- other 'eb editin) tools:

• Traditionall* 'eb2authorin) so-t'are usuall* entails a steep learnin) cure

the* lac7 the abilit* to be instinctie and are not desi)ned speci-icall* -or publishin) learnin) content( Conse5uentl*. teachers hae not been

inclined to adopt these technolo)ies -or publishin) online learnin) content(e9e aims to proide an intuitie. eas*2to2use tool that 'ill enable teachersto publish pro-essional 'eb pa)es -or learnin)

• Currentl*. learnin) mana)ement s*stems do not o--er sophisticated

authorin) tools -or 'eb content ='hen compared to the capabilities o- 'eb2authorin) so-t'are or the s7ills o- an eperienced 'eb deeloper?( e9e isa tool that proides pro-essional 'eb2publishin) capabilities that 'ill beeasil* re-erenced or imported b* standards compliant learnin)mana)ement s*stems

• Most content mana)ement and learnin) mana)ement s*stems utili4e a

centrali4ed 'eb serer model thus re5uirin) connectiit* -or authorin)(

This is limitin) -or authors 'ith lo' band'idth connectiit* or noconnectiit* at all( e9e 'ill be deeloped as an o--line authorin) tool'ithout the re5uirement -or connectiit*(

• Man* content and learnin) mana)ement s*stems do not proide an

intuitie '*si'*) enironment 'here authors can see 'hat their content'ill loo7 li7e in a bro'ser 'hen published. especiall* 'hen 'or7in) o--line(e9e 'ill mimic '*si'i) -unctionalit* enablin) users to see 'hat thecontent 'ill loo7 li7e 'hen published online(

T$% a)/an!a*% "0 %%

• Proides a collection o- tools to create se5uences o- on2line learnin)

actiities• ;ctiities can be arran)ed in an* order and se5uences can be branched

• 0imple editin) dialo)ue that allo's clean paste -rom Word

• t can displa* e5uations and ima)es. 'ithout needin) to use HTML or 'eb

authorin) tools

"6


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• Eas* lin7a)e to eternal 'ebsites

• Eas* creation o- simple Multiple Choices Ruestions =MCRs? and 5ui44es

• Choice o- a ran)e o- aailable st*le sheets =appearances?

• Eportin) o- materials as HTML -iles -or use in a LE(

S%!!in*-# %% "n ("'a( '",#!%r:e9e is open source and can be -reel* do'nloaded -rom:'''(eelearnin)(or)8ArontPa)e

D%'ri3% $"4 %% 'r%a!% !$% #a'5a*% 0i(%&# Get or)ani4ed b* creatin) a -older -or this proBect(" Either use Alash to create s'- -iles o- the t'o templates or do'nload them

-rom the lin7s on the ri)ht( No'. to edit the Home pa)e( Clic7 on the pa)e name inthe Futline 'indo' to select it and then clic7 on the ename button aboeit( Enter an appropriate name e()( ; Home'or7(

6 Net loo7 do'n to the ieices 'indo' and select Aree Tet( ;n editor appears on the ;uthorin) pa)e(

! Enter a short introduction to the actiit* and some instructions -or thestudent( Note that *ou can add ima)es. ideos and -ormat the tet usin)

the toolbar at the top o- the editor(% Clic7 on the )reen tic7 at the bottom o- the editor 'hen *ou are -inished($ ou can )o bac7 and alter the pa)e at an* time b* clic7in) on the paper

and pencil icon belo' the tet( This ta7es *ou bac7 to the edit 'indo'(#& 0ae the proBect(

This process is commonl* the same -or all the ieices in the list(No' 'e 'ill create a ne' pa)e and insert one o- our Alash moies onto it(

# Clic7 onto the title pa)e. in this case a home'or7(" Clic7 on the add pa)e button at the top o- the outline 'indo'(3 The outline tree 'ill sho' the ne' pa)e as a branch -rom the title pa)e(

No' to add the clo4e actiit* to the ne' pa)e(# Clic7 on the ne' pa)e to select it("


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> Clic7 into the title bo at the top and add a title or short description -or thetas7(

6 Clic7 on the insert 8 edit embedded media button in the toolbar =the -ilm

icon circled on the screenshot aboe?(! 0et the media t*pe to shoc7'ae -lash(%


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Ma!$ H%(#%r Li!%D%'ri#!i"n

Math Helper Lite is a -ree do'nloadable app -or solin) mathematical

problems -or -or ;l)ebra . ;l)ebra . Calculus. and Math -or secondar* anduniersit* students( This Math Helper Lite app allo's the users not onl* to seethe ans'er and also the detailed step2b*2step solution so that *ou ma* learn ho'to do the problems rather than Bust )ettin) the ans'ers( This application is notonl* -or student but also -or teacher(

S'"#%

• Linear ;l)ebra 2 Fperations 'ith matrices

• Linear al)ebra 2 0olin) s*stems o- linear e5uations

• ector al)ebra 2 ectors

• ector al)ebra Q 0hapes

• Mathematical anal*sis Q eriaties• The theor* o- probabilit*

• The number and se5uence

• Aunction plotter

• eriaties. limits. )eometric shapes. the tas7 o- statistics. matrices.

s*stems o- e5uations and ectors

Pr"'%)r%&+ ne' problems

• Ne' applications. li7e Aormulae re-erence -or uniersit* and s*mbolic

calculators

• ;n improed deriatie calculator

• ; brand ne' desi)n inter-ace

• Locali4ation -or ussian. En)lish. talian. Arench. German. and

Portu)uese

• The application is e5uipped 'ith a conenient multi2-unction calculator and

etensie theoretical )uide

"$


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G%"*%3ra

D%'ri#!i"nGeoGebra ='''()eo)ebra(or)? is -ree d*namic mathematics so-t'are -or all leels o- education that composed )eometr*. al)ebra. spreadsheets. )raphin).statistics and calculus in one eas*2to2use pac7a)e( nteractie learnin). teachin)and ealuation resources created 'ith GeoGebra can be used and shared b*eer*one at '''()eo)ebratube(or)(

GeoGebra is one o- the most pre-erred d*namic mathematics so-t'are( tsupports 0TEM education and innoations in teachin) and learnin) around the'orld( t has also receied arious a'ards in educational so-t'are(

The adanta)es o- usin) Geo)ebra are as -ollo's:

U Aree to use so-t'are -or learnin). teachin) and ealuationU Aull* interactie. eas*2to2use inter-ace 'ith man* po'er-ul -eaturesU ;ccess to an eer2epandin) pool o- resources at '''()eo)ebratube(or)U ;ailable in man* lan)ua)esU ; -un 'a* to reall* see and eperience mathematics and scienceU ;daptable to an* curriculum or proBectU : Ma7in) a line( Clic7 the appropriatel* named JLine throu)h T'o PointsJbutton on the ri)ht o- the ne' point button( Then clic7 on Point A and then Point B on the )raph( ; ne' line is -ormed labeled JaJ =labels can be chan)eda-ter'ards?( 0tep 6: Ma7in) a perpendicular line( Clic7 the net button to the ri)ht calledJPerpendicular LineJ( t as7s to clic7 on a point and a line. so clic7 on either Point

3&

http://www.geogebra.org/http://www.geogebra.org/cms/en/installershttp://www.geogebra.org/cms/en/installershttp://www.geogebra.org/cms/en/installershttp://www.geogebra.org/


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A. Point B. or create a Point C 'ith the add a ne' point button -rom step ( Thenclic7 on Line A(0tep !: Fnce it hae printed out a 'or7sheet or dra'n somethin) on the board. it

is done and it is di--icult i- not impossible to pla* around 'ith it(

REFERENCES

A& B""5

Corpu4. /( ="?.Prin'i#(% "0 T%a'$in* 2( Rue4on Cit*: Lorimar Publishin).

nc(

Corpu4. /( and Lucido. P( =""?. E)'a!i"na( T%'$n"("*. 1( Rue4on Cit*:

Lorimar

Publishin). nc(Lucas. M( and Corpu4 /( ="?. Fa'i(i!a!in* L%arnin*& Rue4on Cit*:

Lorimar Publishin). nc(

Pila. ( et al( ="?.T$% R"(% "0 E)'a!i"na( T%'$n"("*. in E)'a!i"n& ;nil

Publishin). nc&

3#


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B& "rna(

/ec7er. H( et al( ="&&!?. In!%rn%! % 3. !%a'$%r: C"n)i!i"n "0 #r"0%i"na(

%an) !%a'$%r-)ir%'!%) !)%n! %&rine. C;: Center -or esearch on

n-ormation Technolo)* and Fr)ani4ations(

Education Ruarterl*( ="&&$?.E)'a!i"na( T%'$n"("*.. ol( 67 =#?. !$2$#


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'''(elseier(com8locate8E8&8to2teach2math2stud*2readin)2

instruction(htmlhttp:88ph(theasianparent(com8adanta)es2ne'272#"2curriculum8

http:88'''(academia(edu866#$&>8N0T


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APPENDI A

LETTER TO THE PRINCIPAL

anuar* ##. "

r( Lorna M( Fchoa

Principal

/atan)as National Hi)h 0chool

ear Ma,am.

We are Third ear Education students o- this uniersit* and are currentl*

conductin) a research stud* entitled “The Utilization of Educational Technology

3


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in Enhancing Mathematics Leaning in !"#$ Classooms in Batangas %ational

&igh 'chool( )uide in *e+elo,ing 'tudent Enhancement Acti+ities-

n connection 'ith this. 'e are re5uestin) *our permission to distribute5uestionnaires to *our Mathematics teachers( We assure *ou that eer* data

ac5uired 'ill be treated 'ith -ull con-identialit*( We are hopin) -or *our

consideration(

Than7 *ou er* much and God blessX

espect-ull* *ours.

Macalindon). an 1ristopher (

Manalo. Ma( ;n)elica A(

Pan))o. omuel A(

0andoal. /erl*n ;(

esearchers

Noted b*:

PFA( CH; HEN;NEYesearch ;diser

APPENDI B

LETTER TO THE RESPONDENTS

anuar* ##. "

ear espondents.

Good da*X

We are Third ear Education students o- this uniersit* and are currentl*

conductin) a research stud* entitled “The Utilization of Educational Technology

in Enhancing Mathematics Leaning in !"#$ Classooms in Batangas %ational

&igh 'chool( )uide in *e+elo,ing 'tudent Enhancement Acti+ities-

3>


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elatie to this. ma* 'e humbl* as7 *our time and cooperation in ans'erin)

this 5uestionnaire( est assured that *our ans'er 'ill be treated 'ith utmost

con-identialit* and 'ill be used -or research purposes onl*(Than7 *ou and God blessX

2esearchers

APPENDI C

UESTIONANNAIRE

I& Pr"0i(% "0 !$% R%#"n)%n!

nstruction: ead the -ollo'in) care-ull* and put a chec7 mar7 =0? on the option

that reeal *our status(

1&1 A*% 8in .%ar;

= ? "# Q "> = ? 6 2 >&= ? "6 Q 3& = ? ># 2 >>

= ? 3# Q 3> = ? >6 2 6&

= ? 36 Q & = ? 6# and aboe

= ? # Q >

36


37/49


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1&2 G%n)%r Ori%n!a!i"n

= ? Male = ? Aemale

1&6 R%(i*i"n

= ? oman Catholic = ? ;dentist

= ? Protestant = ? Muslim

= ? /orn ;)ain = ? Fthers. please speci-*

1& Hi*$%! E)'a!i"na( A!!ain,%n!

= ? Colle)e Graduate = ? octorate e)ree Holder

= ? ocational Graduate = ? Fthers. please speci-*

= ? Master,s e)ree Holder

1&< L%n*!$ "0 S%r/i'% 8in .%ar;

= ? # Q > = ? "# 2 ">

= ? 6 Q #& = ? "6 2 3&

= ? ## Q #> = ? 3# and aboe

= ? #6 Q "&

II& E)'a!i"na( T%'$n"("*. E,#(".%) 3. T%a'$%r in T%a'$in* Ma!$%,a!i'

nstruction: Put a chec7 mar7 =0? in the educational technolo)* *ou are usin) in

the classroom(

Word Processin) ecordin)

Wor7boo7s Printin)

e-erence boo7s Maps and Globes

Ma)a4ine ;rticles Posters

Ne'spapers Modellin) so-t'are

Chal7 board8 Glass board /ulletin /oards

LC ProBections Museums

Fpa5ue ProBections 0preadsheet pro)rams

Ferhead ProBections Ailmstrips

3!


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Tape ecorders Models

adio Motion pictures

Phono)raphs ideotape

Teleision Aieldtrips Computer 0o-t'are esource person

E2boo7s 0lide

Presentation=Po'erPoint?

ia)rams Fthers =please speci-*?

Eperimental Models

Photo)raphs8llustrations

III& E00%'! "0 E)'a!i"na( T%'$n"("*. "n !$% T%a'$in* "0 Ma!$%,a!i'

nstruction: The -ollo'in) are the e--ects o- educational technolo)* on teachin) o-

mathematics( Place a chec7 mar7 on the numbered column that corresponds to

*our opinion( Please be )uided b* the -ollo'in) scorin)(

S'a(% V%r3a( In!%r#r%!a!i"n

> 0tron)l* ;)ree

;)ree

3 Moderatel* ;)ree

" isa)ree

# 0tron)l* isa)ree

Educational Technology em"loyed #y the

teachers in teaching mathematics was a#le to$$$

< 6 2 1

#( Establish a positie classroom mana)ement(

3%

3$


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#( ;rouse and sustain students, interest(

3( /e)in lessons b* )iin) clear instruction(

( Hae partners in teachin)(

>( nternali4e s7ills and concepts amon) students(6( 0timulate better and proide a mental ima)er*(

!( Ma7e abstract ideas more concrete amon) his8her

students(

%( ein-orcin) student,s learnin) 'ill be possible(

$( Proide aried eperiences(

#&( Ma7e learnin) more permanent(

##( Motiate students in learnin) o- mathematics(

#"( ;ccomplish more comple tas7 amon) students(

#3( Ma7e students 'or7 cooperatiel* and it proides

peer tutorin)(#( esi)n s7ills and improed student,s attention(

#>( Eecute student,s technical s7ills(

#6( ;ppl* mathematics into real2'orld situations(

#!( Per-orm multi2tas7in) actiities amon) students(

#%( Enhance student,s critical thin7in) s7ill(

#$( Fercome di--iculties in learnin) mathematics(

"&( ncrease the use o- outside resources(

IV& E00%'! "0 E)'a!i"na( T%'$n"("*. "n !$% T%a'$in* "0 Ma!$%,a!i'

Dir%'!i"n: The -ollo'in) are the issues and concerns encountered b*

mathematics teachers related to educational technolo)*( Place a chec7 mar7on the numbered column that corresponds to *our opinion( Please be )uided

b* the -ollo'in) scorin)(

S'a(% V%r3a( In!%r#r%!a!i"n

> 0tron)l* ;)ree

;)ree

3 Moderatel* ;)ree

" isa)ree

# 0tron)l* isa)ree

%ssues and Concerns < 6 2 1#( The teachers are not a'are in usin) educational

technolo)*(

"( The teachers are not epose in net'or7 actiit*(

3( The teachers are eperiencin) lac7 o- -acilities(


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( The teachers lac7 the aailabilit* o- the materials(

>( The teachers, bud)et is insu--icient(

6( The teachers, transition o- basic education to 12#"

curriculum(!( The teachers don,t hae time to eplore

educational technolo)*(

%( The teachers are not e5uipped 'ith the necessar*

s7ills or strate)ies needed(

$( The teachers, use o- educational technolo)* inside

the classroom is er* seldom(

#&( The teachers, re-erences are not up2to2date(

CURRICULUM VITAE

I& P%r"na( Ba'5*r"n)

Name: an 1ristopher ( Macalindon)

;)e: #%

/irthda*: une #. #$$!

0e: Male

eli)ion: oman Catholic

Name o- Aather: e* 0( Macalindon)

Name o- Mother: ita ( Macalindon)

Course: /0E2Mathematics

;ddress: Tu*. /atan)as

II& E)'a!i"na( A!!ain,%n!

Y%ar

Pri,ar.: Gre)orio Paradero Elementar* 0chool "&&32"&&$

S%'"n)ar.: Fur Lad* o- Peace ;cadem* "&&$2"

T%r!iar.:


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III& Or*ania!i"n

Auture Educators,


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Auture Educators,


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III& Or*ania!i"n

Auture Educators,


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Auture Educators,


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/*

Macalindon). an 1ristopher (

Manalo. Ma( ;n)elica A(Pan))o. omuel A(

0andoal. /erl*n ;(

March. "

APPROVAL SHEET

This thesis entitled. The Utilization of Educational Technology in

Enhancing Mathematics Leaning in !"#$ Classooms in Batangas %ational &igh

'chool( )uide in *e+elo,ing 'tudent Enhancement Acti+ities prepared and

submitted b* an 1ristopher ( Macalindon). Ma( ;n)elica A(Manalo. omuel

A(Pan))o. and /erl*n ;(0andoal. in partial -ul-ilment o- the re5uirements -or the

de)ree o- /achelor o- 0econdar* Education MaBor in Mathematics has been

eamined and recommended -or oral eamination(

Mr& Ri'$ar) A& H%rnan)%

Pan%( "0 Ea,in%r

;pproed b* the committee and oral eamination 'ith a )rade o- passed

on March ##. "(


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Dr& E)4ar) E& Ba3aa

Dr& An*%(a C& Na#a Mr& C$ri!%r A& L"#%

;pproed and accepted to the partial -ul-illment o- the re5uirement

on the de)ree o- /achelor o- 0econdar* Education MaBor in Mathematics(

Dr& E)4ar) E& Ba3aaD%an+ C"((%*% "0 E)'a!i"n

DEDICATION

This humble 'or7 al'a*s reminds us o-

a challen)in) phase in our li-e(

To our beloed -amilies:Fur parents. brothers. and sisters

Whose help and )uidance hae encoura)e us

to strie -urther in our stud*

to our -riends. 'ho inspired us a lot to pursue this stud*.

lastl* to our ;lmi)ht* God. Whom praise and

honor. -or His incomparable compassion and loe

ma* His name be )lori-ied and ealted -oreer(

ii


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ACKNO?LEGDEMENT

The researchers 'ish to cone* their deepest )ratitude and sincerest

appreciation to the -ollo'in) person 'ho helped in the accomplishment o- this

stud*:

r( ichard Hernande4. our adiser. -or the )uidance. superision and

constructie criticism in the preparation o- this stud*

r( Ed'ard E( /abasa. ean o- Colle)e o- Education. -or his moral

support and encoura)ement to -inish our research

r( omell ;( amos. statistician at the


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The respondents -or accomplishin) the 5uestionnaire 'hich contributed to

the completion o- this stud*

The researchersI -amil* and -riends -or their loe. concern. and un5uali-ied

support and

;boe all. to the ;lmi)ht* Aather 'ho )ae us stren)th. -aith and patience

to -ace all the hardships and challen)es in the preparation and completion o- this

stud*(

TABLE OF CONTENTS

Title Pa)eZZZZZZZZZZZZZZZZZZZZZZZZZZZ(ZZ( i ;pproal 0heetZZZZZZZZZZZZZZZZZZZZZZZZZ(ZZ ii

;c7no'le)dementZZZZZZZZZZZZZZZZZZZZZZZZZZ iii

edicationZZZZZZZZZZZZZZZZZZZZZZZZZ((ZZZ((( i

Table o- ContentsZZZZZZZZZZZZZZZZZZZ(ZZZ(((ZZZ(

;bstractZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZ(( #

#(& ntroductionZZZZZZZZZZZZZZZZZZZZZZZZZZZ( #

FbBecties F- The 0tud*ZZZZZZZZZZZZZZZZZZZZ((

Conceptual Arame'or7ZZZZZZZZZZZZZZZZZZZ(ZZ >

/ac7)round o- the 0tud*ZZZZZZZZZZZZZZZZZZZZ(( 6

"(& Methodolo)*ZZZZZZZZZZZZZZZZZZZZZZZZZZZ $

3(& esults and iscussionZZZZZZZZZZZZZZZZZZ(ZZZZ #&

iii


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(& Conclusion and irection Aor Auture

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