Integration of ICT In the Teaching of Mathematics Subject in Tinglayan District, Schools Division of Kalinga

CARMELA B MANGAWANG; Ehrol Calbayan Bayed

doi:10.36948/ijfmr.2026.v08i03.79984

Integration of ICT In the Teaching of Mathematics Subject in Tinglayan District, Schools Division of Kalinga

Author(s)	CARMELA B MANGAWANG, Ehrol Calbayan Bayed
Country	Philippines
Abstract	This study investigated the perceptions of elementary teachers toward the integration of Information and Communication Technology (ICT) in Mathematics instruction in Tinglayan District, Schools Division of Kalinga, a geographically isolated and disadvantaged area (GIDA). Recognizing the growing importance of ICT in enhancing teaching and learning, particularly in Mathematics where abstract concepts often challenge learners, the study explored teachers’ perceptions, the extent of ICT integration, challenges encountered, and differences in perceptions based on selected profile variables. A descriptive-correlational research design was employed involving 121 elementary teachers from twenty-one public elementary schools in the district. Data were gathered using a structured survey questionnaire adapted from validated instruments and supplemented by informal interviews to provide contextual insights. Statistical tools such as descriptive statistics, t-test, One-Way ANOVA, Kruskal-Wallis H test, Mann-Whitney U test, and Pearson Product Moment Correlation were utilized in analyzing the data. Findings revealed that ICT resources in the district were moderately sufficient, with notable inadequacies in student computers or tablets, mathematics software and educational applications, and backup power sources. Despite these limitations, teachers generally expressed positive perceptions toward ICT integration, recognizing its usefulness, ease of use, and relevance in improving learner engagement and achievement in Mathematics. The extent of ICT integration in instruction was assessed to a great extent. The study further revealed that there were generally no significant differences in teachers’ perceptions and extent of ICT integration when grouped according to sex, age, educational attainment, years of teaching experience, and grade level taught, except for the relevance dimension which showed a significant difference based on sex. Major challenges identified by teachers included insufficient ICT training, low student digital literacy, unreliable internet connectivity, and lack of culturally and contextually relevant digital Mathematics resources. Moreover, a significant positive relationship was found between teachers’ perceptions of ICT usefulness and the extent of ICT integration in Mathematics instruction. The study highlights the importance of sustained support systems, continuous capacity-building programs, improved ICT infrastructure, and the development of localized digital learning resources to strengthen ICT integration in geographically isolated schools. The findings provide valuable insights for the Department of Education, school administrators, and future researchers in addressing the digital divide and promoting more effective, inclusive, and technology-enhanced Mathematics education in remote learning environments.
Keywords	T integration, Mathematics instruction, teacher perceptions, GIDA schools, elementary education, Kalinga, Philippines
Field	Mathematics
Published In	Volume 8, Issue 3, May-June 2026
Published On	2026-05-30
DOI	https://doi.org/10.36948/ijfmr.2026.v08i03.79984

View / Download PDF File

E-ISSN 2582-2160

doi

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

IJFMR DOI prefix is
10.36948/ijfmr

Downloads

Research Paper Format Copyright Permission Form and Undertaking Form Cover Page Vol 8 Isu 3 Cover Page Vol 8 Isu 2 Cover Page Vol 8 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

About IJFMR 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		+91-9687-828-838	editor@ijfmr.com

International Journal For Multidisciplinary Research

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

Integration of ICT In the Teaching of Mathematics Subject in Tinglayan District, Schools Division of Kalinga

Share this