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THE UTILIZATION OF EDUCATIONAL TECHNOLOGY IN ENHANCING


MATHEMATICS LEARNING IN K-12 CLASSROOMS IN BATANGAS
NATIONAL HIGH SCHOOL: GUIDE IN DEVELOPING STUDENT
ENHANCEMENT ACTIVITIES
Ian Kristopher D. Macalindong, Ma. Angelica F.Manalo,
Romuel F.Panggo, and Berlyn A.Sandoval
Bachelor of Secondary Education Major in Mathematics
College of Education
University of Batangas
ABSTRACT
Educational technology serves as the teachers support in
implemention of a lesson. Moreover, educational technology serves as the
basis of the teachers. This research aimed to identify the educational
technology used by the teachers in Batangas National High School in
teaching mathematics, to determine the effects of using the educational
technology in K-12 classroom, to identify the issues and concerns
encountered by the teachers in using educational technology and to propose
educational technology that may enrich the teaching and learning of
mathematics. It utilized the descriptive method having questionnaire as the
means of data collection. The weighted mean was given appropriate verbal
interpretation. Results show that the use of chalkboards and/or glass boards
were the most often educational technology used. It was also found out that
educational technology had positive outcomes in the teaching and learning
of Mathematics by arousing and sustaining students interest. Lack of
facilities and availability of materials were the primary issues encountered by
the teachers in using educational technology. The proponents recommend
the use of eXeLearning as one of the instructional materials that can be used
in the teaching and learning of Mathematics.
Keywords: Educational Technology, Teaching, Learning, Mathematics,
K-12 Classrooms, Utilization, Effectiveness

1.0 Introduction
Education is a dynamic and lifelong process. It never ceases but
continues to be modernized and be internationally recognized. Curriculum has
been flexible throughout the years, and now in the advent of K-12 curriculum,

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new changes are expected to happen. New teaching strategies and models,
effective teaching styles, efficient teachings instruction, and good communication
skills has been observed upon the birth of K-12 curriculum. There is a great need
for efficient teaching strategies and education
should meet the needs of variety of
1
learners and therefore educational technology is important in meeting these
needs. Also, the academic setting requires individuals to possess technological
literacy to become globally competitive professionals in the near future.
As

stated

by

Uyquiengco

(2015),

the

recent

change

in

the

Philippineseducational system was implemented in 2011. President Aquino


signed the K to 12 curriculum into law in 2013, adding three years to the
countrys basic education curriculum. The new K-12 curriculum guide required all
Filipino students to have one year of kindergarten, six years of elementary
schooling (grades 1 to 6), four years of junior high school (grades 7 to 10), and
two years of senior high school (grades 11 to 12). Prior to the laws
implementation, Philippines was among the three countries in the world and the
only one in Asia that still had 10 years in basic education. This fact was
considered a disadvantage for the Filipino students in competing in an
increasingly global job market.
Filipino graduates with previously 10 years of basic education, have been
criticized in terms of their level of competency. Thus, Philippines have adopted
the K to 12 curriculum to address the problem. The adoption of the new

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curriculum was expected to enhance the quality of basic education in the country
and to help students to be prepared in facing the demands of the 21st century.
This law is also in fact in line with Article XIV, Section 2(1) of the 1987 Philippine
Constitution which states that The State
2 shall establish, maintain, and support
a complete, adequate, and integrated system of education relevant to the needs
of the people and society. (Braza and Supapo, 2014)
According to Sec. Luistro (2012), the Department of Education has been
conducting mass training for public schools and some private schools about K-12
Curriculum. It has been a very good start but DepEd concluded that the
availability of instructional materials, specifically updated references, was the
most frequent concern regarding the implementation.
Mathematics has always played a vital role in education. Mathematics
teachers should therefore be adept at teaching the subject and must be equipped
with the necessary skills or strategies needed. Moreover, it is crucial that their
classroom goals are based on the current curriculum. Knowing its framework
enables the teacher to develop and adapt lessons to suit the needs of the
learners in this globally competitive world. (Braza and Supapo, 2014)
Mathematics teachers are experiencing major changes not only in the
content, but also in the manner of instruction. Mathematics used to consist a
collection of facts and skills to be memorized or mastered by a relatively
homogeneous group of students taught using a lecture approach. Now, teachers

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are called to teach new, more challenging Mathematics to a very diverse


audience using active learning approaches designed to develop understanding.
Through the innovations in fields of Mathematics as well as in the
educational setting in the Philippines, there is a need for teachers and students
to be globally prepared in order to adapt
to such changes. One ability that
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teachers must possess is the effective use of educational technology in
classrooms. However, there are still some teachers who lack knowledge about
the different materials to be employed in the teaching and learning process.
Objectives of the Study:
Generally, this study identified the utilization of educational technology in
enhancing Mathematics learning in K-12 classrooms.
The study aimed to:
1. Describe the profile of the respondents in terms of age, gender orientation,
religion, highest educational attainment, and length of service.
2. Identify the educational technology employed by the respondents in the
delivery of Mathematics instruction.
3. Determine the effects of using educational technology in the delivery of
the respondents in teaching Mathematics.
4. Identify the issues and concerns encountered by the respondents, relative
to the use of educational technology in teaching mathematics.
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5. Propose instructional material that may enrich the teaching and learning of
Mathematics in high school.

Conceptual Framework
INPUT

PROCESS

OUTPUT

Demographic Profile of the Respondents

he utilization of educational technology


Age
in enhancing the teaching and learning Mathematics in K-12 classrooms and the ins
Gender Orientation
Religion
Proposed
Highest Educational Attainment
(Aided by Survey - Questionnaire) Enriched Instructional
Length of Service
Materials
Types of Educational Technology employed by the teachers

FEEDBACK LOOP

Figure 1. Research Paradigm of the Utilization of Educational Technology in


Enhancing Mathematics Learning in K-12 Classrooms

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In Figure 1, input shows the profile of the respondents in terms of age,


gender orientation, religion, highest educational attainment and length of service.
It consists of the types of educational technology employed by the teachers. The
analysis of the effects of educational technology in the teaching and learning
process was aided by the survey-questionnaire. A proposed enriched
instructional material for the output was presented after the process of gathering
information.

Background of the Study


Modern times has bought new inventions and technologies, such as
printing, recording, photography, cinematography, radio, television, and the
computer, which can contribute to the vast array of resources for the modern
teacher. There is a relative effectiveness of these tools---otherwise known as
educational technology---as compared to conventional instruction. The teacher
therefore must be wise in understanding the role and use of these machines and
technology, while providing the learning environment attuned to the sophistication
of the times. (Pila, et.al., 2013)
Various technologies deliver different kinds of content and serve different
purposes in the classroom. For example, word processing and e-mail promote
communication

skills;

database

and

spreadsheet

programs

promote

organizational skills; and modeling software promotes the understanding of

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science and math concepts. It is important to consider how these electronic


technologies differ and what characteristics make them important as vehicles for
education (Becker, 2007).
Each technology is likely to play a different role in students' learning.
Rather than trying to describe the impact
6 of all technologies as if they were the
same, two general distinctions can be made. Students can learn "from"
computerswhere technology is used essentially as tutors and serves to
increase students basic skills and knowledge; and can learn "with" computers
where technology is used as a tool that can be applied to a variety of goals in the
learning process and can serve as a resource to help develop higher order
thinking, creativity and research skills (Reeves, 1998; Ringstaff& Kelley, 2002).
In the studies of Pila, et al. (2013) and Garofalo, J., (2000), in selecting
media for instruction, the teacher must first determine exactly what his objectives
are and then select the most appropriate types of media for the task. The
preparation of secondary mathematics teachers who are able to use technology
to enhance students' learning of mathematics is not a trivial matter. PSTs need to
develop technology skills, enhance and extend their knowledge of mathematics
with technological tools, and become critical developers and users of technologyenabled pedagogy.
In the study of Javier and Yolonda (2005) and Becker (1994), living in the
age of technology means that Information Technology (IT) plays an important role

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in the present-day education. Various technologies deliver different kinds of


content and serve different purposes in the classroom. These make information a
fast global phenomenon, making these 7available and using them help facilitate
and enhance learning. Unfortunately, it is observed that students in the
Philippines are not maximizing the use of these facilities and gadgets due to
financial reason. It is important to consider how these electronic technologies
differ and what characteristics make them important as
vehicles for education.
Studies of Reeves (1998), and Ringstaff and Kelley (2002) contradict with
the study of Murphy et al (2001). This is evident in the first set of studies that
each technology is likely to play a different role in students' learning. Rather than
trying to describe the impact of all technologies as if they were the same,
researchers need to think about what kind of technologies are being used in the
classroom and for what purposes. Two general distinctions can be made.
Students can learn "from" computerswhere technology used essentially as
tutors and serves to increase students basic skills and knowledge; and can learn
"with" computerswhere technology is used a tool that can be applied to a
variety of goals in the learning process and can serve as a resource to help
develop higher order thinking, creativity and research skills while on the second
study, technologies were viewed as the main source or medium of instruction in
the teaching and learning process inside a classroom setting.
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In the works of Nelson, Christopher, and Mims (2009), Pierce and Stacey,
(2010), Gadanidis and Geiger (2010) and Project Tomorrow (2011), Mathematics
is viewed to be taught easier with the aid of technologies and multimedia
instruction. Experiences of the learners are enriched through the help of the
information and communication technology tools that can be developed by the
teacher to facilitate the exchange of information as part of the teaching and
learning process.
2.0 Methodology
The research paper used descriptive method in nature which was focused
on the effects of educational technology in teaching and learning mathematics
among secondary schools in K-12 classrooms. This type of research answers the
questions and describes the nature of phenomenon. In order to clarify some
concepts regarding the research study, experts were consulted. For the purpose
of verifying the study, data were collected through library and internet research
and a survey questionnaire. Forty teachers from Batangas National High School
were chosen by the proponents to be the respondents.The respondents of the
study were the Mathematics teachers who answered the questionnaire to gather
the needed data for the study.
Finally, the gathered data were analyzed and interpreted through
employment of statistical tools such as, simple percentage for the respondent's
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profile; weighted mean to measure the general response of the survey samples
whether they agree to the given statement or not; and Spearmans ranking for
descriptive statistic which shows positional importance of an item of object
discussed and tested by the proponents. After examining all the gathered data,
the research study revealed the important findings that were observed and tested
by the proponents.
3.0 Results and Discussion
The subsequent sections discuss the effectiveness of using educational
technology in Mathematics teaching and learning in Batangas National High
School.
1. Profile the respondents
The following are the profile of the respondents in terms of age, gender
orientation, religion, highest educational attainment, and length of service.
Table 1
Frequency and Percentage Distribution of the Respondents in Terms of Age
(n=40)
Age
21-25 years old
26-30 years old
31-35 years old
36-40 years old
41-45 years old
46-50 years old
51-55 years old
56-60 years old
Total

Frequency
1
13
6
6
4
5
3
2
40
10

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Percentage
2.50
32.50
15.00
15.00
10.00
12.50
7.50
5.00
100.00

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Table 1 reveals the frequency and percentage distribution of respondents


as to age. From a total of forty (40) respondents, 13 or 32.5% were between 2630 years old, 6 or 15.0% were between 31-35 and 36-40 years old, 5 or 12.5%
were between 46-50 years old, 3 or 7.5% were between 51-55 years old, 2 or
5.0% were between 56-60 years old and the remaining 1 or 2.5% was between
21-25 years old.
According to Graziano (2005), on the first year of teaching, the teachers
quit for several reasons, not because of the salary. More frequently, the reason
was dissatisfaction with administrative support (38%) or workplace condition
(32%). According to the NCESs 2001 survey of 8400 public and private school
teachers, poor administrative support, lack of influence within the school system
classroom intrusion, and adequate time were mentioned by teachers leaving low
income schools where working conditions were more stressful; salary, on the
other hand, was one one reason that affect teachers leaving at fluent schools.
Table 2
Frequency and Percentage Distribution of the Respondents in Terms of Gender
(n=40)
Gender
Male
Female
Total

Frequency
8
32
40

Percentage
20.00
80.00
100.00

Table 2 reveals the frequency and percentage distribution of the


respondents as to gender. It shows that from 40 respondents, 32 or 80% were
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female while the other 8 or 20% were male.


The data indicates that most of the respondents were female. According to
Rich (2014), across the country, teaching is an overwhelmingly female
profession. Moreover, according to Education department data, up from about
two-thirds three decades ago, the disparity is most pronounced in elementary
and in middle schools, where more than 80 percent of teachers were women.
Table 3
Frequency and Percentage Distribution of the Respondents in Terms of Religion
(n=40)
Religion
Roman Catholic
Protestant
Born Again Christian
Total

Frequency
37
1
2
40

Percentage
92.50
2.50
5.00
100.00

Table 3 reveals the frequency and percentage distribution of the


respondents as to religion. From a total of 40 respondents, 37 or 92.5% were
Roman Catholic, 2 or 5.0% were Born Again Christian and the remaining 1 or
2.5% was Protestant.
According to Philippine religion statistics (2000), 80.9% in Batangas City
were Roman Catholic, 5% were Muslim, 4.5% were Protestant, 2.8% were
Iglesia ni Kristo,2.3% were Born Again Christian, 2% were Evangelical, 1.8%
were other religion, 0.6% were unspecified, and the remaining 0.1% don't have
religion.
Table 4
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Frequency and Percentage Distribution of the Respondents in Terms of


Educational Attainment
(n=40)
Educational Attainment
College Graduate
Master's Degree Holder
CAR
with MA units
Total

Frequency
25
9
5
1
40

Percentage
62.50
22.50
12.50
2.50
100.00

Table 4 reveals the frequency and percentage distribution of respondents


as to educational attainment. It shows that from 40 respondents, 25 or 62.5%
were college graduate, 9 or 22.5% were masters degree holder, 5 or 12.5% were
CAR and the remaining 1 or 2.5% was with MA units.
The data presents that majority of teachers in Batangas National High
School were college graduates. According to U.S. Bureau of Labor Statistics
(2016), secondary education teachers work in high schools, where they teach
students a particular subject area, such as History, English, Science or
Mathematics. All public school teachers must possess a teaching license, which
can only be obtained after the completion of a bachelor's degree program. Most
aspiring secondary school teachers obtain a degree in the field they wish to
study, while concurrently taking education classes and completing a student
teaching experience. Some states may require a master's for certain programs.

Table 5
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Frequency and Percentage Distribution of the Respondents in Terms of Service
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(n=40)
Service
1-5 years
6-10 years
11-15 years
16-20 years
21-25 years
26-30 years
31 years and above
Total

Frequency
17
10
3
3
2
4
1
40

Percentage
42.50
25.00
7.50
7.50
5.00
10.00
2.50
100.00

Table 5 shows the frequency and percentage distribution of respondents


as to years in service. From a total of (40) forty respondents, 17 or 42.5% were
1-5 years in service, 10 or 25.0% were 6-10 years in service, 3 or 7.5% were 1115 years and 16-20 years in service, 4 or 10.0% were 26-30 years in service, 2
or 5.0% were 21-25 years in service and the remaining 1 or 2.5% was in service
for 31 years and above.
According to New Teacher Center (2014), over one million teachers move
in and out of schools annually, and between 40 and 50 percent quit within five
years. The high turnover rates are sometimes due to layoffs. Ingersoll, an
education professor at University of Pennsylvania cited that the primary reason
they leave is because theyre dissatisfied. Teachers leave because of inadequate
administrative support and isolated working conditions, among other things.
These losses disproportionately affect high-poverty, urban and rural schools,
where teaching staffs often lack experience.
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2. Educational Technology

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The following are the educational technology employed by the


respondents in the delivery of Mathematics instruction.
Table 6
Frequency and Percentage Distribution of the Respondents in Terms of Using
Educational Technology in Mathematics Teaching
(n=40)
Technology

Frequency

Percentage

Word Processing

13

32.50%

Workbooks

29

72.50%

Reference books

37

92.50%

Magazine Articles

12.50%

Newspapers

7.50%

Chalk board/ Glass board

38

95.00%

LCD Projections

15

37.50%

Opaque Projections

0.00%

Overhead Projections

5.00%

Tape Recorders

0.00%

Radio

0.00%

Phonographs

2.50%

Television

7.50%

Computer Software

22.50%

E-books

10.00%

Diagrams

23

57.50%

Experimental Models

10.00%

Photographs/Illustrations

33

82.50%

Recording

2.50%

Printing

25

62.50%

Maps and Globes

17

42.50%

Posters

15

37.50%

Modelling software

0.00%

Bulletin Boards

16

40.00%

Museums

0.00%

Spread sheet programs

15.00%

Filmstrips

0.00%

Models

15

37.50%

Motion pictures

2.50%

Videotape

2.50%

Fieldtrips

18

45.00%

Resource person

2.50%

Slide Presentation(PowerPoint)
*multiple responses allowed

20

50.00%

15

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Table 6 reveals the frequency and percentage distribution of respondents


in terms of using educational technology in Mathematics teaching. It shows that
from 40 respondents, chalk board/ glass board was the most useful educational
technology in teaching with a frequency of 38 and a percentage of 95. Majority of
the respondents used the chalk board/ glass board to ensure that text and
presenter remain visible throughout. And it is an easy way to present the lesson
and it helps the students to easily understand what the teacher discusses.
According to Nancy(2016), although students love to write their answer on the
board and they would all be eager to participate in doing so, theyve learned to
work the system to generate as little work as possible. From a total of 40
respondents, 37 or 92.5% used reference book as their educational technology in
Mathematics teaching. Most of them rely on reference book for more information
and technique.
Photographs and illustration were third to the highest educational
technology used in teaching with a frequency of 33 and a percentage of 82.5 to
explain complex process. They must work through formulae. Because of them,
lectures are easy to watch, the text or sketch stays visible as it is produced, and
the lecturers face remains a natural part of the presentation.
Next item was the workbook with a frequency of 29 and a percentage of
72.5. The respondents considered this educational technology as as an
application to assess the learning of the students. It provides valuable

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opportunities to perform numeric operations or balance equations. According to


Wyels (2016), worksheet is an effective tool in ongoing efforts encouraging
students to engage their brains during class. Worksheets used in class can also
help direct students' learning out-of-class.
16 Last item was printing with a frequency
of 25 and a percentage of 62.5 which was an invaluable tool for the classroom.
Printing offers a means for tracking how well students are learning and
understanding the subject matter that you are teaching.
As shown in the table, the respondents seldom use opaque projectors,
tape recorders, radio, modelling software, museum and filmstrip as their
instructional materials with a frequency and percentage of 0. They considered
this educational technology not suited in teaching Mathematics and they need to
motivate the students to encourage them to learn effectively from radio
programmes. The classroom needs to be organized to provide the optimum
conditions for listening.
According to Dr. Istodic, the role of educational technology in teaching is
of great importance because of the use of information and communication
technologies. There are different opinions among teachers in the field of social
and technical sciences. Educational technology is still not being applied
sufficiently because of lack of school equipment, necessary resources and
insufficient qualification of teachers for the implementation of these technologies.

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3. Effects of using Educational Technology


The following are the effects of using educational technology in the
delivery of the respondents in teaching Mathematics.
Table 7
Mean Distribution of Responses as regards to the Effects of Using Educational
Technology in Mathematics Teaching
Effects of Using Educational Technology
Mathematics Teaching
1. Establish a positive classroom management.

in

WM

SD

VI

4.55

0.64

1. Arouse and sustain students interest.

4.58

0.64

3. Begin lessons by giving clear instruction.

4.50

0.64

4. Have partners in teaching.


5. Internalize skills and concepts among students.
6. Stimulate better and provide mental imagery.
7. Make abstract ideas more concrete among students.
8. Reinforcing students learning will be possible.
9. Provide varied experiences.
10. Make learning more permanent.
11. Motivate students in learning of mathematics.
12. Accomplish more complex task among students.
13. Make students work cooperatively and it provides
peer tutoring.
14. Design skills and improved students attention.
15. Execute students technical skills.
16. Apply mathematics into real-world situations.
17. Perform multi-tasking activities among students.
18. Enhance students critical thinking skill.
19. Overcome difficulties in learning mathematics.
20. Increase the use of outside resources.
Composite Mean

4.05
4.25
4.20
4.30
4.33
4.30
4.28
4.45
4.08
4.28

0.81
0.63
0.61
0.56
0.57
0.56
0.68
0.64
0.73
0.55

Strongly
Agree
Strongly
Agree
Strongly
Agree
Agree
Agree
Agree
Agree
Agree
Agree
Agree
Agree
Agree
Agree

4.30
4.28
4.35
4.25
4.33
4.18
4.05
4.29

0.69
0.72
0.58
0.59
0.66
0.68
0.93
0.50

Agree
Agree
Agree
Agree
Agree
Agree
Agree
Agree

Legend: WM - Weighted Mean, SD Standard Deviation, VI Verbal Interpretation

This table presents the effects of using educational technology in


Mathematics teaching. It is shown from Table 7 that the respondents who use

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educational technology arouse and sustained the students interest (4.58),


established a positive classroom management (4.55), began a lesson by giving
clear instruction

(4.50),

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motivated students from learning Mathematics and

applied Mathematics in real world context (4.35).


Furthermore, the table also shows the effects of using educational
technology in Mathematics teaching in terms of reinforcing students learning
(4.33), enhancing students critical thinking skills (4.33), making abstract ideas
more concrete among his/her students (4.30), designing skills and improving
students attention (4.30) and providing varied experiences (4.30).
Moreover, the respondents agreed that educational technology makes
learning more permanent (4.28); makes students work cooperatively and
provides peer tutoring (4.28); executes students technical skills (4.28);
internalizes skills and concepts among students (4.25) and performs multitasking activities among students.
Likewise, the respondents also agreed that it stimulates better provides a
mental imagery (4.20), overcomes difficulties in learning mathematics (4.18),
accomplishes more complex task (4.08), increases outside resources (4.05) and
serves as partners in teaching (4.05).
According to the findings, item number two (2) got the highest weighted
mean of 4.58 with a verbal interpretation as strongly agree. Majority of the
respondents agreed that educational technology employed by respondents

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arouse the interest of the students in Mathematics learning. With educational


technology, the classroom is a happier place. Students are excited about being
able to use technology and therefore are more apt to learn. Students become
more responsible. Technology helps students
take more control over their own
19
learning. They learn how to make their own decisions and think for themselves.
Students can have access to digital textbooks that are constantly updated and
often more vivid, hepful, creative, and a lot cheaper than those old heavy books.
(Wainwright, 2012)
The respondents strongly agreed that educational technology is
establishing a positive classroom management (4.56). Majority of the
respondents agreed that the educational technology nowadays makes everything
easy and effective. It helps teachers in managing their classroom very efficiently.
In addition, the most important thing is that a teacher needs to have selfconfidence. He has to believe in himself to influence students in a great manner.
The way you present yourself with confidence surely matters. The teacher plays
an essential role in every students education, behavior and development. In the
present competitive environment, its a tough task for a teacher to manage a
classroom by concentrating on every student so that the use of educational
technology really helps a lot. (Bhaskar, 2013)
Teachers strongly agreed that they could begin lessons by giving clear
instruction through educational technology (4.50). This may be due to the

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increased availability of computer technology and internet resources inside the


school. In addition, an even greater avenue for instruction could be attained.
Teachers also use educational technology
as partners in implementing their
20
lessons to make the implementation easier in terms of getting the attention of the
students might and making teaching fresh and up-to-date.
Teachers also agreed that they accomplish more complex task with the
help of educational technology (4.08). The advantage of the educational
technology is making the tasks faster and easier because it can provide all of the
teachers needs and it can make the teachers discussion more effective and
more interesting to the students.
Based on the findings, teachers observed an increased use of outside
resources as a benefit of using technology. Educational technology also serves
as teachers partner in the classroom. This effect is obvious in classrooms that
incorporated telecommunication activities. Teachers in the observed classes and
activities are able to handle more complex assignments and do more with higherorder skills because of the support and capabilities provided by technology.
Students, by using various educational technologies, stimulate thinking skills,
develop their mental imagery, and perform multi-tasking activites.
4. Issues and Concerns
The following are the issues and concerns encountered by the
respondents, relative to use of educational technology in teaching Mathematics.
21
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Table 8
Mean Distribution of Responses as Regards to the Issues and Concerns
Encountered By Teachers in Using Educational Technology
Issues and Concerns
1. The teachers are not aware in using
educational technology.
2. The teachers are not exposed in network
activities.
3. The teachers are experiencing lack of facilities.
4. The teachers lack the availability of the
materials.
5. The teachers budget is insufficient.
6. The teachers transition of basic education to
K-12 curriculum.
7. The teachers dont have time to explore
educational technology.
8. The teachers are not equipped with the
necessary skills or strategies needed.
9. The teachers use of educational technology
inside the classroom is very seldom.
10. The teachers references are not up-to-date.
Composite Mean

WM
1.95

SD
1.20

VI
Disagree

2.40

0.90

Disagree

3.85
3.85

1.16
1.03

Agree
Agree

4.35
3.20

1.14
0.82

Agree
Moderately Agree

2.73

0.91

Moderately Agree

2.60

0.84

Moderately Agree

3.18

1.06

Moderately Agree

2.10
3.02

1.19
0.71

Disagree
Moderately Agree

Legend: WM - Weighted Mean, SD Standard Deviation, VI Verbal Interpretation

This table presents the issues and concerns encountered by teachers in


using educational technology. It shows that teachers agreed that they are having
insufficient budget (4.35), experiencing lack of facilities (3.85) and non-availability
of materials (3.85).
According to Conley (2010), without adequate hardware, software, internet
access, and the like, teachers and media specialists may find it difficult to truly
integrate technology. For schools and teachers with limited budgets, this may
seem to be an insurmountable issue. Educators can also find lack of access to
technology a barrier. When the school does not have appropriate amounts and
suitable types of technology in locations where teachers and students can use
22
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them in appropriate ways, then the technology is meaningless.


Likewise, teachers moderately agreed that their transition of basic
education to K-12 curriculum (3.20), very seldom use of educational technology
inside the classroom (3.18), inadequate time to explore it (2.73), and unequipped
use of necessary skills or strategies (2.60) are some of the issues they
encountered in using educational technology in teaching mathematics.
Integrating technology into a curriculum can be truly time-consuming,
especially when it must be aligned with curriculum, standards and other
goals. Educators must spend hours previewing websites, gaining familiarity with
hardware

and

software,

and

acquainting

themselves

with

various

programs. Teachers who are willing to work longer hours to do this often pay a
personal price in burn out and an eventual exit from the
school (Hew & Brush, 2006).
Furthermore, the table shows that teachers were exposed in network
activities (2.40), their references were up-to-date (2.10), and they were aware of
using technology (1.95). The findings indicate that mathematics teachers in
Batangas National High School have a very positive attitude towards educational
technology. They are inclined to use it in teaching mathematics. Technology
provides numerous tools that teachers can use in and out of the classroom to
enhance

student

learning.

(https://www.smu.edu/Provost/CTE/Resources/

Technology, 2016)
23
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4.0 Conclusion and Direction for Future Use


The following conclusions were drawn based on the findings:
1. Most of the teachers in the Batangas National High School were
between 26 to 30 years old, female, Roman Catholic, College
graduates, and had 1 to 5 years of service in teaching.
2. Chalkboards and/or glass boards, reference books, photographs and
illustrations, workbooks, and printings were the educational technology
most often used.
3. Educational technology arouses and sustains students interest in
learning Mathematics, establishes a positive classroom management,
and helps the teacher begin the lessons by giving clear instructions.
4. Insufficient budget, lack of facilities, and non-availability of materials
were the primary issues encountered by the mathematics teachers in
using educational technology.
5. A teaching material was proposed based on the findings.

Based on the conclusions, the following recommendations are hereby offered:


1. Adoption of the teaching material proposed in enriching
Mathematics teaching and learning.
2. Teachers need to integrate other kinds of educational technology.
3. Teachers need to develop their skills in using educational
technology.
24

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4. Educational trainings and seminars about K-12 curriculum should


be continued.
5. Future researches on the same topic may be conducted.

PROPOSED INSTRUCTIONAL MATERIAL


Findings states that teachers need
25 to use other educational technology
that will enrich the teaching and learning of Mathematics.
This instructional material aims to:
Help teachers to become more systematic in teaching;
Promote to teachers and students the use of technology;
Assist the absent students to cope with the lesson and also to comply with
the activity;
Enrich the needs of the teachers in teaching; and
Develop the teaching style.
eXeLearning
The eLearning XHTML editor (eXe) is a web-based authoring environment
designed to assist teachers in the design, development and publishing of webbased learning and teaching materials without the need to become proficient in
HTML, XML or complicated web-publishing applications. The Web is a
revolutionary educational tool because it presents teachers and learners with a

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technology that simultaneously provides something to talk about (content) and


the means to hold the conversation (interaction).
eXe provides the teacher with both a range of activities to choose and
present as a sequence to create a tutorial. A tutorial might, for example, start with
objectives and pre-knowledge; followed by reading activities, links to external
web pages, articles (which are presented inside the tutorial window), or
Wikipedia. Opportunities for formative assessment include SCORM quiz, multiple
choice, multiple-select, Cloze (fill in the gap). The tools are well thought out and
easy to use.
eXe has been developed to overcome a number of identified limitations of
other web editing tools:
Traditionally web-authoring software usually entails a steep learning curve;
they lack the ability to be instinctive and are not designed specifically for
publishing learning content. Consequently, teachers have not been
inclined to adopt these technologies for publishing online learning content.
eXe aims to provide an intuitive, easy-to-use tool that will enable teachers
to publish professional web pages for learning;
Currently, learning management systems do not offer sophisticated
authoring tools for web content (when compared to the capabilities of webauthoring software or the skills of an experienced web developer). eXe is
a tool that provides professional web-publishing capabilities that will be
easily referenced or imported by standards compliant learning
management systems;
Most content management and learning management systems utilize a
centralized web server model thus requiring connectivity for authoring.
This is limiting for authors with low bandwidth connectivity or no
connectivity at all. eXe will be 26
developed as an offline authoring tool
without the requirement for connectivity.
Many content and learning management systems do not provide an
intuitive wysiwyg environment where authors can see what their content
will look like in a browser when published, especially when working offline.
eXe will mimic wysiwig functionality enabling users to see what the
content will look like when published online.
The advantages of eXe
Provides a collection of tools to create sequences of on-line learning
activities;
Activities can be arranged in any order and sequences can be branched;
Simple editing dialogue that allows clean paste from Word;
It can display equations and images, without needing to use HTML or web
authoring tools;

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Easy linkage to external websites;


Easy creation of simple Multiple Choices Questions (MCQs) and quizzes;
Choice of a range of available style sheets (appearances);
Exporting of materials as HTML files for use in a VLE.

Setting-up eXe on local computers:


eXe is open source and can be freely downloaded from:
www.exelearning.org/FrontPage
Describe how eXe creates the package file.
1 Get organized by creating a folder for this project.
2 Either use Flash to create swf files of the two templates or download them
from the links on the right. Use right-click to download them or they will
load in your browser.
3 Give the files meaningful names and drag them into your project folder.
4 Back in eXe, click on File > Save As and save the project in your folder
e.g. as test_package. It is a good idea to avoid spaces in filenames
wherever possible when you intend to upload files to the web.
5 Now, to edit the Home page. Click on the page name in
the Outline window to select it and then click on the Rename button above
it. Enter an appropriate name e.g. A Homework.
6 Next look down to the iDevices window and select Free Text. An editor
appears on the Authoring page.
7 Enter a short introduction to the activity and some instructions for the
student. Note that you can add images, videos and format the text using
the toolbar at the top of the editor.
8 Click on the green tick at the bottom
27 of the editor when you are finished.
9 You can go back and alter the page at any time by clicking on the paper
and pencil icon below the text. This takes you back to the edit window.
10 Save the project.
This process is commonly the same for all the iDevices in the list.
Now we will create a new page and insert one of our Flash movies onto it.
1 Click onto the title page, in this case a homework.
2 Click on the add page button at the top of the outline window.
3 The outline tree will show the new page as a branch from the title page.
Now to add the cloze activity to the new page.
1 Click on the new page to select it.
2 Use the rename button to rename the page.
3 Select the activity iDevice.
4 An edit window will appear on the page.

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5 Click into the title box at the top and add a title or short description for the
task.
6 Click on the insert / edit embedded media button in the toolbar (the film
icon circled on the screenshot above).
7 Set the media type to shockwave flash.
8 Use the browse button (circled red on the screenshot right) to find the
cloze flash file in your project folder. Make sure that you select the .swf.
9 Set the dimensions of the movie. If you are not sure about the size, try 640
x 480 or 800 x 600.
10 Click on the advanced tab at the top of the insert window.
11 Check that the auto play option is ticked.
12 Click on the insert button to add the movie and go back to the edit view of
the page. The Flash movie should be displayed and you can check if the
size seems to be appropriate.
13 Finally, click on the green tick button to close the editing view and
complete the page.
14 Save the project.
To complete the job, use the instruction above to create a new page attached to
the title page, rename it and insert the drag and drop flash movie.
You might want to have a play at inserting more pages to see what the other
iDevices look like.
One point to note is that the Scorm Quiz is the only one that reports the score
back to the LMS.
eXe is quite happy for you to insert activities
28 gererated by other applications.
You should then save the eXe file one last time.
Okay, the final job is to generate the LMS friendly package to upload and try out.
1 In eXe, select File > Export > SCORM 1.2.
2 Use the file dialog that appears to save the package file in your project
folder. The program will automatically add the extension .zip to the
filename you choose. Again, it is good practise to avoid spaces in the
filename.
3 eXe takes all the references to the Flash files and anything else you have
inserted onto its pages and puts everything into the zip. You don't need to
worry about keeping the files in the same location nor do you need to
upload them separately. You only need to upload the zip file to your LMS.

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Math Helper Lite


Description
Math Helper Lite is a free downloadable app for solving mathematical
problems for for Algebra I, Algebra II, Calculus, and Math for secondary and
university students. This Math Helper Lite app allows the users not only to see
the answer and also the detailed step-by-step solution so that you may learn how
to do the problems rather than just getting the answers. This application is not
only for student but also for teacher.
Scope
Linear Algebra - Operations with matrices
Linear algebra - Solving systems of linear equations
Vector algebra - Vectors
Vector algebra Shapes
Mathematical analysis Derivatives
The theory of probability
The number and sequence
Function plotter
Derivatives, limits, geometric shapes, the task of statistics, matrices,
systems of equations and vectors
Procedure
Users indicate a problem, enter the conditions, and get the solution and
systematic explanation. Whether the user need math help with derivatives, limits,
geometric shapes and figures, the task of statistics, matrices, systems of
equations, graphs of functions, mathematical analysis, linear algebra probability
theory, vectors, or any other algebra problem.
29
Areas needed to be upgraded
Step-by-step integrator
Limits and series expansion
Numbers and polynomials division and multiplication
Implement a new design and add 50+ new problems
New applications, like Formulae reference for university and symbolic
calculators
An improved derivative calculator
A brand new design interface
Localization for Russian, English, Italian, French, German, and
Portuguese
The application is equipped with a convenient multi-function calculator and
extensive theoretical guide

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Geogebra
Description
GeoGebra (www.geogebra.org) is free dynamic mathematics software for
all levels of education that composed geometry, algebra, spreadsheets, graphing,
statistics and calculus in one easy-to-use package. Interactive learning, teaching
and evaluation resources created with GeoGebra can be used and shared by
everyone at www.geogebratube.org.
GeoGebra is one of the most preferred dynamic mathematics software. It
supports STEM education and innovations in teaching and learning around the
world. It has also received various awards in educational software.
The advantages of using Geogebra are as follows:
Free to use software for learning, teaching and evaluation
Fully interactive, easy-to-use interface with many powerful features
Access to an ever-expanding pool of resources at www.geogebratube.org
Available in many languages
A fun way to really see and experience mathematics and science
Adaptable to any curriculum or project
Used by millions of people around the world
Procedure
Step 1: Go to http://www.geogebra.org and click download.
Step 2: There are 3 options for installing Geogebra.
1. Webstart - This is the option to choose if Geogebra will be used offline. It
requires installing the software and asking help for the school's IT
department about getting the setup.
2. Applet Start It allows using Geogebra fully in the web browser as long as
there is an internet connection. 30
3. Offline Install - Use this option to download a Geogebra installer and share
with other if they do not have Internet access.
Step 3: Open Geogebra. It will always look the same in every computer.
Step 4: Making a point. Geogebra opens up with a nice graph all ready to be
used. Click on the New Point Button and then click anywhere on the graph.
Step 5: Making a line. Click the appropriately named "Line through Two Points"
button on the right of the new point button. Then click on Point A and then Point
B on the graph. A new line is formed labeled "a" (labels can be changed
afterwards).
Step 6: Making a perpendicular line. Click the next button to the right called
"Perpendicular Line". It asks to click on a point and a line, so click on either Point

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A, Point B, or create a Point C with the add a new point button from step 4. Then
click on Line A.
Step 7: Once it have printed out a worksheet or drawn something on the board, it
is done and it is difficult if not impossible to play around with it.

REFERENCES
31

A. Books
Corpuz, B. (2014),Principles of Teaching 2. Quezon City: Lorimar Publishing,
Inc.
Corpuz, B. and Lucido, P. (2012), Educational Technology 1. Quezon City:
Lorimar
Publishing, Inc.
Lucas, M. and Corpuz B. (2014), Facilitating Learning. Quezon City:
Lorimar Publishing, Inc.
Pila, R. et al. (2013),The Role of Educational Technology in Education. Anvil
Publishing, Inc.

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B. Journals
Becker, H. et al. (2007), Internet use by teachers: Conditions of professional
use
and teacher-directed student use.Irvine, CA: Center for Research on
Information Technology and Organizations.
Education Quarterly. (2009),Educational Technology. Vol. 67 (1), 79-91 U.P.
College
of Education.
C. Unpublished Research Materials
Arce, S. (2005), Performance in Mathematics of Grade VI Pupils: Input to
Proposed
Instructional Materials for Remedial Teaching. Unpublished Graduate
Thesis,
University of Batangas, Batangas City.
De Castro, A. Computer Resources in Teaching Mathematics in Selected
Private
Elementary Schools in Batangas City. Unpublished Graduate Thesis,
University of Batangas, Batangas City.
Dimaano, M. (2009), Proposed Interactive Multimedia Lessons for High
School
Economics Subject. Unpublished Graduate Thesis, University of
Batangas, Batangas City.
Tarcelo, L. (2001),Use of supplementary Instructional Materials
inMathematics for
32
Grade V and VI in the Division of Batangas. Unpublished Graduate
Thesis, University of Batangas, Batangas City.
D. Online Sources
http://wikieducator.org/Authoring_with_eXe/Lesson_1_-_Understanding_eXe
http://archive.alt.ac.uk/alt.newsweaver.co.uk/newsweaver.co.uk/alt/e_article0013
2278264e4.html?x=b11,0,w
http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te600.htm
http://www.nctm.org/Standards-and-Positions/Position-Statements/Technologyin-Teaching-and-Learning-Mathematics/
http://www.prenhall.com/divisions/ect/app/martinez/pages/Chapter%201.pdf.

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www.elsevier.com/locate/EDUREV
http://www.irrodl.org/index.php/irrodl/article/view/792/1486
http://www.edweek.org/ew/articles/2015/04/01/to-teach-math-study-readinginstruction.html
http://ph.theasianparent.com/advantages-new-k-12-curriculum/
http://www.academia.edu/4661905/INSTRUCTIONAL_MEDIA_FOR_EFFECTIV
E_TEACHING_AND_LEARNING
http://encyclopedia2.thefreedictionary.com/Instructional+Materials
http://lexialearning.com/resources/whitepapers/teacher-effectiveness
http://www.ascd.org/publications/books/109011/chapters/Supporting-theClassroom-with-Materials-for-Instruction.aspx
http://ph.theasianparent.com/advantages-new-k-12-curriculum/3/
http://www.smartparenting.com.ph/kids/preschooler/k-12-101-a-primer-on-thenew-philippine-education-curriculum/page/1
http://cianeko.hubpages.com/hub/The-Implementation-o-the-K-12-Program-inthe-Philippine-Basic-Education-Curriculum
http://www.accralaw.com/publications/10-%E2%80%9Ck-12%E2%80%9D
https://sites.google.com/site/thedigitallibrarian/barriers-to-integrating-technology
https://www.smu.edu/Provost/CTE/Resources/Technology
http://hechingerreport.org/half-teachers-leave-job-five-years-heres/
http://www.nationmaster.com/country-info/profiles/Philippines/Religion
http://study.com/secondary_education_teacher.html
http://www.maa.org/programs/faculty-and-departments/curriculum-departmentguidelines-recommendations/innovative-teaching-exchange/in-class-worksheets
33
www.brokenairplane.com/2011/01/geogebra-download-tutorial-math-free.html
http://m.negentropy.store.aptoide.com/app/market/math.helper.lite/3034/3670116/
MathHelper+Lite
http://zeedroid.blogspot.com/2015/10/math-helper-3.html
http://www.kscience.co.uk/animation_toolkit/LMS/exelearning.htm

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34
APPENDIX
A
LETTER TO THE PRINCIPAL

January 11, 2016


Dr. Lorna M. Ochoa
Principal
Batangas National High School
Dear Maam,
We are Third Year Education students of this university and are currently
conducting a research study entitled The Utilization of Educational Technology
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in Enhancing Mathematics Learning in K-12 Classrooms in Batangas National


High School: Guide in Developing Student Enhancement Activities
In connection with this, we are requesting your permission to distribute
questionnaires to your Mathematics teachers. We assure you that every data
acquired will be treated with full confidentiality. We are hoping for your
consideration.
Thank you very much and God bless!
Respectfully yours,
Macalindong, Ian Kristopher D.
Manalo, Ma. Angelica F.
Panggo, Romuel F.
Sandoval, Berlyn A.
Researchers

Noted by:

PROF. RICHARD HERNANDEZ


Research Adviser
35
APPENDIX
B
LETTER TO THE RESPONDENTS

January 11, 2016


Dear Respondents,
Good day!
We are Third Year Education students of this university and are currently
conducting a research study entitled The Utilization of Educational Technology
in Enhancing Mathematics Learning in K-12 Classrooms in Batangas National
High School: Guide in Developing Student Enhancement Activities

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Relative to this, may we humbly ask your time and cooperation in answering
this questionnaire. Rest assured that your answer will be treated with utmost
confidentiality and will be used for research purposes only.
Thank you and God bless!
-Researchers

36
APPENDIX
C
QUESTIONANNAIRE

I. Profile of the Respondents


Instruction: Read the following carefully and put a check mark () on the option
that reveal your status.
1.1 Age (in years)
( ) 21 25
( ) 26 30
( ) 31 35
( ) 36 40
( ) 41 45

(
(
(
(

) 46 - 50
) 51 - 55
) 56 - 60
) 61 and above

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1.2 Gender Orientation


( ) Male
1.3 Religion
( ) Roman Catholic
( ) Protestant
( ) Born Again

( ) Female

( ) Adventist
( ) Muslim
( ) Others, please specify
___________________________

1.4 Highest Educational Attainment


( ) College Graduate
( ) Doctorate Degree Holder
( ) Vocational Graduate ( ) Others, please specify
( ) Masters Degree Holder
__________________________
1.5 Length of Service (in years)
( )15
( ) 21 - 25
( ) 6 10
( ) 26 - 30
( ) 11 15
( ) 31 and above
( ) 16 20

II. Educational Technology Employed37


by Teachers in Teaching Mathematics
Instruction: Put a check mark () in the educational technology you are using in
the classroom.
____ Word Processing
____ Workbooks
____ Reference books
____ Magazine Articles
____ Newspapers
____ Chalk board/ Glass board
____ LCD Projections
____ Opaque Projections
____ Overhead Projections

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____ Recording
____ Printing
____ Maps and Globes
____ Posters
____ Modelling software
____ Bulletin Boards
____ Museums
____ Spreadsheet programs
____ Filmstrips

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____ Tape Recorders


____ Radio
____ Phonographs
____ Television
____ Computer Software
____ E-books
Presentation(PowerPoint)
____ Diagrams
____ Experimental Models
______________________
____ Photographs/Illustrations
______________________

____ Models
____ Motion pictures
____ Videotape
____ Fieldtrips
____ Resource person
____Slide
____Others (please specify)

III. Effects of Educational Technology38


on the Teaching of Mathematics
Instruction: The following are the effects of educational technology on teaching of
mathematics. Place a check mark on the numbered column that corresponds to
your opinion. Please be guided by the following scoring.
Scale
Verbal Interpretation
5
Strongly Agree
4
Agree
3
Moderately Agree
2
Disagree
1
Strongly Disagree
Educational Technology employed by the
5
4
3
teachers in teaching mathematics was able to...
1. Establish a positive classroom management.

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39

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1. Arouse and sustain students interest.


3. Begin lessons by giving clear instruction.
4. Have partners in teaching.
5. Internalize skills and concepts among students.
6. Stimulate better and provide a mental imagery.
7. Make abstract ideas more concrete among his/her
students.
8. Reinforcing students learning will be possible.
9. Provide varied experiences.
10. Make learning more permanent.
11. Motivate students in learning of mathematics.
12. Accomplish more complex task among students.
13. Make students work cooperatively and it provides
peer tutoring.
14. Design skills and improved students attention.
15. Execute students technical skills.
16. Apply mathematics into real-world situations.
17. Perform multi-tasking activities among students.
18. Enhance students critical thinking skill.
19. Overcome difficulties in learning mathematics.
20. Increase the use of outside resources.
IV. Effects of Educational Technology on the Teaching of Mathematics
Directions: The following are the issues and concerns encountered by
mathematics teachers related to educational technology. Place a check mark
on the numbered column that corresponds to your opinion. Please be guided
by the following scoring.
Scale
Verbal Interpretation
5
Strongly Agree
4
Agree
3
Moderately Agree
2
Disagree
1
Strongly Disagree
Issues and Concerns
5
4
3
1. The teachers are not aware in using educational
technology.
2. The teachers are not expose in network activity.
3. The teachers are experiencing lack of facilities.

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4. The teachers lack the availability of the materials.


5. The teachers budget is insufficient.
6. The teachers transition of basic education to K-12
curriculum.
7.
The teachers dont have time to explore
educational technology.
8. The teachers are not equipped with the necessary
skills or strategies needed.
9. The teachers use of educational technology inside
the classroom is very seldom.
10. The teachers references are not up-to-date.

CURRICULUM VITAE
40

I.
Personal Background
Name: Ian Kristopher D. Macalindong
Age: 18
Birthday: June 14, 1997
Sex: Male
Religion: Roman Catholic
Name of Father: Rexy S. Macalindong
Name of Mother: Rita D. Macalindong
Course: BSED-Mathematics
Address: Tuy, Batangas

II.

Educational Attainment

Primary:
Gregorio Paradero Elementary School
Secondary: Our Lady of Peace Academy
Tertiary:
University of Batangas

Campuses: Hilltop | MH del Pilar | Pallocan East | Pallocan West | Lipa


Telephone Numbers: +63 43 723 1446 | 980 0041
Website: www.ub.edu.ph

Year
2003-2009
2009-2013
2013-present

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III.
Organization/s
Future Educators Union

41
CURRICULUM
VITAE

I.
Personal Background
Name: Ma. Angelica F. Manalo
Age: 19
Birthday: August 7, 1996
Sex: Female
Religion: Protestant
Name of Father: Angelito L. Manalo
Name of Mother: Ma. Victoria F. Manalo (+)
Course: BSED-Mathematics
Address: Vergara Street, Batangas City
II.

Educational Attainment

Primary:
Batangas City South Elementary School
Secondary: University of Batangas
Tertiary:
University of Batangas
III.

Organization/s

Campuses: Hilltop | MH del Pilar | Pallocan East | Pallocan West | Lipa


Telephone Numbers: +63 43 723 1446 | 980 0041
Website: www.ub.edu.ph

Year
2003-2009
2009-2013
2013-present

Yyy

Future Educators Union


University of Batangas Chorale

42
CURRICULUM
VITAE

I.
Personal Background
Name: Romuel F. Panggo
Age:19
Birthday: September 9, 1996
Sex: Male
Religion: Roman Catholic
Name of Father: Petronilo M. Panggo
Name of Mother: Irene F. Panggo
Course: BSED-Mathematics
Address:San Isidro, Puerto Galera, Oriental Mindoro

II.

Educational Attainment

Primary:
Secondary:
Tertiary:

San Isidro Elementary School


Puerto Galera Academy
University of Batangas

Campuses: Hilltop | MH del Pilar | Pallocan East | Pallocan West | Lipa


Telephone Numbers: +63 43 723 1446 | 980 0041
Website: www.ub.edu.ph

Year
2003-2009
2009-2013
2013-present

Yyy

III.
Organization/s
Future Educators Union
University of Batangas Dance Company

43 VITAE
CURRICULUM

I.
Personal Background
Name:Berlyn A. Sandoval
Age:22
Birthday: November 27, 1993
Sex: Female
Religion: Roman Catholic
Name of Father: Carlito C. Sandoval
Name of Mother: Placida A. Sandoval
Course: BSED-Mathematics
Address:Sta. Maria, Bauan,Batangas City
II.

Educational Attainment

Primary:
Sta. Maria-San Pedro Elementary School
Secondary: Bauan TechnicalHighschool
Tertiary:
University of Batangas
III.

Organization/s

Campuses: Hilltop | MH del Pilar | Pallocan East | Pallocan West | Lipa


Telephone Numbers: +63 43 723 1446 | 980 0041
Website: www.ub.edu.ph

Year
2000-2006
2006-2010
2013-present

Yyy

Future Educators Union

44 TECHNOLOGY IN ENHANCING
THE UTILIZATION OF EDUCATIONAL
MATHEMATICS LEARNING IN K-12 CLASSROOMS IN BATANGAS
NATIONAL HIGHSCHOOL: GUIDE IN DEVELOPING
STUDENT ENHANCEMENT ACTIVITIES

An Undergraduate Thesis Presented to the


Faculty of the College of Education
University of Batangas

In Partial Fulfillment on the Requirements


For the Degree of Bachelor of Secondary
Education Major in Mathematics

Campuses: Hilltop | MH del Pilar | Pallocan East | Pallocan West | Lipa


Telephone Numbers: +63 43 723 1446 | 980 0041
Website: www.ub.edu.ph

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By
Macalindong, Ian Kristopher D.
Manalo, Ma. Angelica F.
Panggo, Romuel F.
Sandoval, Berlyn A.

March, 2016

APPROVAL SHEET
This thesis entitled, The Utilization of Educational Technology in
Enhancing Mathematics Learning in K-12 Classrooms in Batangas National High
School: Guide in Developing Student Enhancement Activities prepared and
submitted by Ian Kristopher D. Macalindong, Ma. Angelica F.Manalo, Romuel
F.Panggo, and Berlyn A.Sandoval, in partial fulfilment of the requirements for the
degree of Bachelor of Secondary Education Major in Mathematics has been
examined and recommended for oral examination.
________________________
Mr. Richard A. Hernandez
Panel of Examiners
Approved by the committee and oral examination with a grade of passed
on March 11, 2016.

Campuses: Hilltop | MH del Pilar | Pallocan East | Pallocan West | Lipa


Telephone Numbers: +63 43 723 1446 | 980 0041
Website: www.ub.edu.ph

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_______________________
Dr. Edward E. Babasa
_____________________
Dr. Angela C. Napa

______________________
Mr. Christer A. Lopez

Approved and accepted to the partial fulfillment of the requirement


on the degree of Bachelor of Secondary Education Major in Mathematics.
______________________
Dr. Edward E. Babasa
Dean, College of Education

DEDICATION
ii

This humble work always reminds us of


a challenging phase in our life.
To our beloved families:
Our parents, brothers, and sisters
Whose help and guidance have encourage us
to strive further in our study;
to our friends, who inspired us a lot to pursue this study,
lastly to our Almighty God, Whom praise and
honor, for His incomparable compassion and love
may His name be glorified and exalted forever.

Campuses: Hilltop | MH del Pilar | Pallocan East | Pallocan West | Lipa


Telephone Numbers: +63 43 723 1446 | 980 0041
Website: www.ub.edu.ph

Yyy

ACKNOWLEGDEMENT
iv
The researchers wish to convey their deepest gratitude and sincerest
appreciation to the following person who helped in the accomplishment of this
study:
Dr. Richard Hernandez, our adviser, for the guidance, supervision and
constructive criticism in the preparation of this study;
Dr. Edward E. Babasa, Dean of College of Education, for his moral
support and encouragement to finish our research;
Dr. Romell A. Ramos, statistician at the University of Batangas, for his
technical assistance and support in finishing this study;
Dr. Priscilla Mizpah Santillana, grammarian at the University of Batangas,
for helping us in making our research possible;

Campuses: Hilltop | MH del Pilar | Pallocan East | Pallocan West | Lipa


Telephone Numbers: +63 43 723 1446 | 980 0041
Website: www.ub.edu.ph

Yyy

The respondents for accomplishing the questionnaire which contributed to


the completion of this study;
The researchers' family and friends for their love, concern, and unqualified
support; and
Above all, to the Almighty Father who gave us strength, faith and patience
to face all the hardships and challenges in the preparation and completion of this
study.

TABLE OF CONTENTS
iii

Title Page.. i
Approval Sheet. ii
Acknowlegdement iii
Dedication..... iv
Table of Contents..... v
Abstract.. 1
1.0 Introduction. 1
Objectives Of The Study.. 4
Conceptual Framework. 5
Background of the Study.. 6
2.0 Methodology 9
3.0 Results and Discussion. 10
Campuses: Hilltop | MH del Pilar | Pallocan East | Pallocan West | Lipa
Telephone Numbers: +63 43 723 1446 | 980 0041
Website: www.ub.edu.ph

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4.0 Conclusion and Direction For Future Use. 24


Proposed Instructional Material. 26
References 32
Appendices 35
Curriculum Vitae 41

Campuses: Hilltop | MH del Pilar | Pallocan East | Pallocan West | Lipa


Telephone Numbers: +63 43 723 1446 | 980 0041
Website: www.ub.edu.ph