Technology Tools in Teaching-learning Mathematics of Key Stage 2
Abstract
This study assessed the technology tools used in teaching-learning Mathematics among Key Stage 2 teachers in three selected public elementary schools in Carmen III District, Bohol Province during the School Year 2025–2026. Specifically, it described the demographic profile of the teacher-respondents in terms of age, gender, designation or rank, highest educational attainment, and years in teaching; determined the extent of technology utilization in terms of faculty readiness, current teaching practices, institutional IT infrastructure, and student performance; assessed learners' academic performance in selected Mathematics competencies; examined the significant relationship between technology tools and learners' academic performance; and identified the concerns encountered by teachers in utilizing technology in Mathematics instruction. The study employed a quantitative descriptive-correlational research design involving thirty (30) teacher-respondents selected from the participating public elementary schools. Data were gathered using a researcher-made questionnaire and analyzed using frequency, percentage, weighted mean, and the Pearson Product-Moment Correlation Coefficient. Findings revealed that the respondents were predominantly female, aged 31–40 years, Teacher I, Bachelor's degree holders, and had ten years or more of teaching experience. Teachers demonstrated a High Extent of faculty readiness (4.41), current teaching practices (4.43), and institutional IT infrastructure (4.07), while student performance obtained an overall mean of 4.25 (Agree). Learners generally achieved Very Satisfactory performance in the selected Mathematics competencies. Correlation analysis revealed a statistically significant positive relationship between technology tools and learners' academic performance (r = 0.684, p = 0.000), indicating that greater utilization of technology was associated with higher Mathematics achievement. The major concerns identified by teachers included lack of ICT resources, poor internet connectivity, limited faculty training, and time constraints. Based on these findings, an Instructional Guide on Technology Integration in Teaching-Learning Mathematics was developed to strengthen teachers' technological competencies, improve instructional practices, and enhance learners' academic performance in Mathematics.