Mathematics Self-Concept, Technology-Enhanced Learning and Mathematics Literacy of Grade 10 Students

Abstract

This study examined the influence of mathematics self-concept and technology-enhanced learning on the mathematics literacy of Grade 10 students and explored the relationships among these variables. Using a descriptive-correlational design, the study involved Grade 10 students enrolled in the Science, Technology, and Vocational Education Program in a public secondary school in Negros Occidental. Data were collected through researcher-made and standardized questionnaires. Findings showed that most respondents were female, came from low-income households, and had access to digital devices and internet connectivity. Students demonstrated a high level of mathematics self-concept and technology-enhanced learning, while their mathematics literacy was at a moderate level. They performed better in interpreting and evaluating mathematical information than in formulating and applying mathematical concepts. The results further revealed a significant relationship between mathematics self-concept and mathematics literacy, whereas technology-enhanced learning was not significantly related to mathematics literacy. The findings highlight the importance of strengthening students’ confidence and positive self-beliefs in mathematics while ensuring that technology is effectively integrated into instruction to enhance mathematics literacy.