Advanced International Journal for Research

E-ISSN: 3048-7641   •   Impact Factor: 9.11

A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

Call for Paper Volume 7, Issue 4 (July-August 2026) Submit your research before last 3 days of August to publish your research paper in the issue of July-August.
Submit Research Paper Join as a Reviewer

Plagiarism is checked by the leading plagiarism checker TurnItIn

Call for Paper

Volume 7 Issue 4
July-August 2026

Submit your research paper

Indexing Partners
Academia Advanced Sciences Index Bielefeld Academic Search Engine CiteSeer DRJI Google Scholar Independent Search Engine & Directory Network ISI (International Scientific Indexing) Issuu Mendeley Research Networks
RefSeek ResearcherId - Thomson Reuters ResearchGate Scirus Scribd Semantic Scholar Wiki for Call for Papers WorldCat Zenodo

Technology Tools in Teaching-learning Mathematics of Key Stage 2

Author(s) Ms. MARIA MELBA G LABRADOR, Ms. HELEN T INFANSO, Ms. JUDITH P CUAS
Country Philippines
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.
Keywords technology integration, Mathematics education, Key Stage 2, technology tools, academic performance, faculty readiness, instructional technology, elementary education
Field Sociology > Education
Published In Volume 7, Issue 4, July-August 2026
Published On 2026-08-22
View / Download PDF File

Share this



E-ISSN 3048-7641
CrossRef

CrossRef DOI is assigned to each research paper published in our journal.

AIJFR DOI prefix is
10.63363/aijfr

Downloads
Research Paper Format Copyright Permission Form and Undertaking Form Cover Page Vol 7 Isu 4Cover Page Vol 7 Isu 3Cover Page Vol 7 Isu 2

All research papers published on this website are licensed under Creative Commons Attribution-ShareAlike 4.0 International License, and all rights belong to their respective authors/researchers.

CC-BY-SA Open Access

About AIJFR
Fees & Payment
Current Issue
Publication Archive 		Submit Research Paper
Track Submission Status
Publication Guidelines
Publication Ethics
Peer Review & Plagiarism 		Join as a Reviewer
Editors & Reviewers
Reviewer Referral Program
Get Reviewer Membership Certi. 		Website/Journal Policies
Usage Policy
Content Policies
Privacy Policy
Contact Us +91-9898-79-39-59 editor@aijfr.com