Home⇛Journal of Interdisciplinary Perspectives⇛vol. 3 no. 7 (2025)

Mathematics Teachers' Competence and the Barriers they Face in Integrating ICT

Gemille T. Manaban | Brando A. Piñero | Maria Chona Z. Futalan

Discipline: Education

 

Abstract:

Integrating Information and Communication Technology (ICT) into elementary mathematics instruction remains challenging due to varying teacher competence levels and persistent barriers. This study assessed the ICT competence of elementary mathematics teachers in the Schools Division of Bais City and how barriers hinder ICT integration in mathematics instruction. A descriptive-correlational research design was employed, involving 165 teachers selected through stratified random sampling. Data were gathered using a standardized questionnaire aligned with national ICT competency standards, covering four domains: technology operations, social and ethical practices, pedagogy, and the professional domain. Data were analyzed using descriptive and non-parametric statistical methods. Results revealed high ICT competence in technology operations and concepts (x?= 3.43), as well as social and ethical practices (x?= 3.45), but moderate in pedagogy (x?= 3.26) and professional domain (x?= 3.06). Significant barriers included poor internet connectivity (x?= 3.58) and limited access to resources (x?= 3.45), both classified as “barriers.” In contrast, limited time (x?= 3.39), insufficient ICT training (x?= 3.38), lack of technical support (x?= 3.37), limited ability to manipulate ICT tools (x?= 3.35), and resistance to change (x?= 2.89) were considered “somewhat of a barrier.” The findings indicated no significant relationship between teachers’ ICT competence and the extent of the effect of these barriers. Furthermore, teachers aged 25-34 and those who attended four or more ICT training sessions showed significantly higher ICT competence. No significant differences in ICT competence were found based on teachers’ sex or years of teaching experience.



References:

  1. Alcantara, E. C., Veriña, R. U., & Niem, M. M. (2020). Teaching and learning with technology: Ramification of ICT integration in mathematics education. Southeast Asian Mathematics Education Journal, 10(1), 83. https://doi.org/10.46517/seamej.v10i1.83 
  2. Alghasab, M. B., Alfadley, A., & Aladwani, A. M. (2020). Factors affecting technology integration in EFL classrooms: The case of Kuwaiti government primary schools. Journal of Education and Learning, 9(4), 10–20. https://doi.org/10.5539/jel.v9n4p10 
  3. Alieto, E., Abequibel-Encarnacion, B., Estigoy, E., Balasa, K., Eijansantos, A., & Torres-Toukoumidis, A. (2024). Teaching inside a digital classroom: A quantitative analysis of attitude, technological competence, and access among teachers across subject disciplines. Heliyon, 10, e24282. https://doi.org/10.1016/j.heliyon.2024.e24282 
  4. Al-Sherideh, A. S., Maabreh, K., Maabreh, M., Al Mousa, M. R., & Asassfeh, M. (2023). Assessing the impact and effectiveness of cybersecurity measures in e-learning on students and educators: A case study. International Journal of Advanced Computer Science and Applications, 14(5), 158-164. https://doi.org/10.14569/IJACSA.2023.0140516 
  5. Amini, C. M., & Oluyide, O. P. (2020). Analysis of ICT competencies among distance learning students in selected study centres of the National Open University of Nigeria. Journal of Learning for Development, 7(1), 78-89. Retrieved from https://oasis.col.org/bitstream/handle/11599/3632/2020_Amini_Oluyide_JL4D_Vol7No1.pdf?sequence=1 
  6. Barrett, P., Treves, A., Shmis, T., Ambasz, D., & Ustinova, M. (2019). The impact of school infrastructure on learning: A synthesis of the evidence. World Bank Group. https://doi.org/10.1596/978-1-4648-1378-8 
  7. Bowen, L., Pinargote, M., Meza, J., & Ventura, S. (2020). Trends in the use of Artificial Intelligence techniques for peer assessment. ACM International Conference Proceeding Series. https://doi. org/10.1145/3410352.3410837
  8. Burrows, A. C., Borowczak, M., & Mugayitoglu, B. (2021). Computer science beyond coding: Partnering to create teacher cybersecurity microcredentials. Education sciences, 12(1), 4. https://doi.org/10.3390/educsci12010004 
  9. Dahal, N., Manandhar, N. K., Luitel, L., Luitel, B. C., Pant, B. P., & Shrestha, I. M. (2022). ICT tools for remote teaching and learning mathematics: A proposal for autonomy and engagements. Advances in Mobile Learning Educational Research, 2(1), 289-296. https://doi.org/10.25082/AMLER.2022.01.013 
  10. Das, K. (2019). Role of ICT for better mathematics teaching. Shanlax International Journal of Education, 7(4), 19–28. https://doi.org/10.34293/education.v7i4.641 
  11. De Juana-Espinosa, S. A., Brotons, M., Sabater, V., & Stankeviciute, Z. (2023). An analysis of best practices to enhance higher education teaching staff digital and multimedia skills. Human Systems Management, 42(2), 193–207. https://doi.org/10.3233/HSM-220060 
  12. Dela Fuente, J. A., & Biñas, L. C. (2020). Teachers’ competence in information and communications technology (ICT) as an educational tool in teaching: An empirical analysis for program intervention. Journal of Research in Education, Science and Technology, 5(2), 61-76. Retrieved from https://www.researchgate.net/publication/350466721
  13. Espinosa, A. A., Gomez, M. A. C., Miranda, P. A., David, A. P., Abulon, E. L. R., Hermosisima, M. V. C., Quinosa Jr, E. A., Soliman, A. A., De Vera, J. L., Claros, I. H. A., Cruz, H. G. M., & Gonzales, N. S. J. (2023). Technology in education: A case study on the Philippines. Philippine Normal University. https://doi.org/10.54676/XKHI4627 
  14. Gamit, A. M. (2023). ICT integration in elementary school for mathematics subject. International Journal of Learning, Teaching and Educational Research, 22(2), 432-465. https://doi.org/10.26803/ijlter.22.2.24 
  15. Gasigwa, T., Maniraho, J. F. & Habimana, O. (2022). Effectiveness of excel software integration in teaching and learning Statistics on students’ performance in selected Kicukiro District Upper Secondary Schools in Rwanda. Journal of Research Innovation and Implications in Education, 6(3), 194 – 200. Retrieved from https://tinyurl.com/578563bb 
  16. Guillo, R. M., & Guillo, R. M. (2017). Assessment of information communication technology (ICT) competency of teachers and students at Batangas State University. International Journal of Contemporary Applied Sciences, 4(4).
  17. Gumiero, B. S., & Pazuch, V. (2024). Digital technologies and mathematics teaching: An analysis of teacher professional knowledge. Pedagogical Research, 9(2), em0200. https://doi.org/10.29333/pr/14342
  18. Hero, J. L. (2020). Teachers’ preparedness and acceptance of information and communication technology (ICT) integration and its effect on their ICT integration practices. Puissant, 1, 59-76. Retrieved from https://files.eric.ed.gov/fulltext/ED608807.pdf 
  19. Hossain, M. J., Howe, C., Fedorowicz, A. M., & Wu, S. (2024). Academic integrity and copyright literacy policy and instruction in K-12 schools: A global study from the perspective of school library professionals. International Journal of Educational Research, 119, 101150. https://doi.org/10.1016/j.ijer.2024.101150 
  20. IIEP-UNESCO. (2021). Information and communication technology (ICT) in education. IIEP-UNESCO Learning Portal. https://tinyurl.com/3dry3c95 
  21. Kalmuratova, K. (2024). Impact of digital learning tools on student engagement and academic performance. Modern Education and Development, 17(1), 6-8. https://scientific-jl.org/mod/article/view/7640 
  22. Kennedy, G. (2023). Major obstacles in ICT integration in education. Journal of Educational Technology Development and Exchange, 16(2), 125-139. https://doi.org/10.18785/jetde.1602.03
  23. Mijares, B. F. (2022). Teachers’ information and communication technology competencies: The basis for a competency-based training plan. American Journal of Education and Technology, 1(3), 22-29. https://doi.org/10.54536/ajet.v1i3.7622 
  24. Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
  25. Nobis, M. L., Jr. (2021). Digital literacy of mathematics teachers in state universities and colleges (SUCs). Asian Journal of Research in Education and Social Sciences, 3(2), 99-113. http://myjms.mohe.gov.my/index.php/ajress
  26. Noveloa, D. (2022). Enhancing ICT competency in the new normal. International Journal of Educational Research Open, 3, Article 100072. https://doi.org/10.1016/j.ijedro.2022.100072 
  27. Official Gazette. (1996, July 22). RA 8293 - Intellectual Property Code. Retrieved from https://www.officialgazette.gov.ph/downloads/1997/06jun/19970606-RA8293-FVR.pdf
  28. Official Gazette. (2011, July 25). RA 10175: Cybercrime Prevention Act. Retrieved from https://www.officialgazette.gov.ph/downloads/2012/09sep/20120912-RA10175-BSA.pdf
  29. Oloyede, G., & Ogunwale, G. J. (2022). Digital productivity tools as a necessity in education, research and career in the 21st century. University of Ibadan. https://doi.org/10.22624/AIMS/ABMIC2022P1
  30. Pasayloon, C. M. (2023). Technological capability and teaching proficiency of mathematics teachers in using information and communications technology-based instruction (Master’s thesis). Holy Trinity College of General Santos City, General Santos City, Philippines. Retrieved from https://eric.ed.gov/?id=ED647585
  31. Republic Act No. 8792. (2000). Electronic Commerce Act of 2000. Retrieved from https://www.dti.gov.ph/sdm_downloads/ra-8792-electronic-commerce-act/
  32. Roy, Shambhavi; Daniel, Clinton; and Agrawal, Manish, “Fundamentals of Information Technology” (2023). FUNDAMENTALS OF INFORMATION TECHNOLOGY: Textbook – English. 19. https://digitalcommons.usf.edu/dit_tb_eng/19
  33. Sauro, J., & Lewis, J. (2023). How to estimate the standard deviation for rating scales. Retrieved from https://measuringu.com/estimate-standard-deviation/.
  34. Szymkowiak, A., Melović, B., Dabić, M., Jeganathan, K., & Kundi, G. S. (2021). Information technology and Gen Z: The role of teachers, the internet, and technology in the education of young people. Technology in Society, 65, 101565. https://doi.org/10.1016/j.techsoc.2021.101565
  35. Philippine Star. (2023, August 29). Philippines ranks in bottom 10 in reading, math, science in 2022 PISA test. Retrieved from www.philstar.com
  36. Tzafilkou, K., Perifanou, M., & Economides, A. A. (2023). Negative emotions, cognitive load, acceptance, and self-perceived learning outcome in emergency remote education during COVID-19. 
  37. Education and Information Technologies. https://doi.org/10.1007/s10639-021-10604-1
  38. UNESCO. (2018). ICT competency framework for teachers. United Nations Educational, Scientific and Cultural Organization. https://unesdoc.unesco.org/ark:/48223/pf0000265721
  39. UNESCO. (2022). Information and communication technology (ICT) in education. UNESCO IIEP Learning Portal. https://tinyurl.com/3dry3c95 
  40. United Nations. (2015). Transforming our world: The 2030 agenda for sustainable development. https://sdgs.un.org/2030agenda 
  41. Wahyuni, P., & Kusumawati, M. (2021). The use of Microsoft Office 365 in mathematics learning during the COVID-19 pandemic. Proceedings of the International Conference on Science and Engineering. Retrieved from https://eudl.eu/doi/10.4108/eai.18-11-2020.2311806 
  42. World Economic Forum. (2023, April 28). The future of learning: How AI is revolutionizing education 4.0. https://tinyurl.com/47xy7u5h
  43. Zamir, S., & Ali, H. (2023). Prospective teachers’ perceptions, reliance, and barriers to ICT integration in mathematics learning. Journal of Education and Educational Development, 10(1), 7-25. https://doi.org/10.22555/joeed.v10i1.757 

Tools


Copyright © 2025  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic