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Enorme, Czarina
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Education

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A Systematic Literature Review on ICT Integration: Opportunities and Challenges in Teaching Mathematics Enorme, Czarina; Santidad, Judy; Ledesma, Chrizl; Dioneda, Mary; Borja, Joanna
International Journal on Integrated Education Vol. 7 No. 4 (2024): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v7i4.5327

Abstract

Integrating information and communication technology in modern education is very instrumental in changing the way mathematics is taught and learned. Research in the Philippines explores how ICT is integrated into the country's teaching of math, outlining opportunities and challenges for Filipino teachers and students. This study used a systematic literature review with the aid of the PRISMA framework. A total of 22,800 scholarly articles in Google Scholar was reduced to 994 after title and keyword screening. After the final analysis, 12 articles met all criteria. Literature review shows that integrating ICT into math education offers an incredible number of benefits such as increased student engagement, new pedagogies, improved classroom management, flexibility in learning and teaching, and enhanced assessment. ICT improves contact between teachers and students as it creates possibilities for computer-supported collaborative learning using tools such as virtual manipulatives and simulations to deepen understanding of skills referred to as higher-order thinking. Several challenges still exist despite the benefits. Most schools lack proper ICT infrastructure: reliable internet and enough devices. The budget makes it hard to acquire equipment or relevant software needed for such instruction. Some teachers are not confident and need training in using ICT, and technical support is not adequate. These will only lead to uneven use of ICT in classrooms, hence limiting the possible impact on mathematics teaching. Infrastructural improvements, funds, and training of teachers, when coupled with technical support, might propel more efficient integration of ICT in math instructions within Philippine education. These will build vibrant learning environments that pave the way for learners toward success in a world increasingly dominated by digital technology.
A Proposed Matatag-Aligned Learning Activity Sheet for English Asynchronous Learning Modality Enorme, Czarina; Punzalan, Randy
International Journal on Integrated Education Vol. 8 No. 4 (2025): International Journal on Integrated Education (IJIE)
Publisher : Researchparks Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31149/ijie.v8i4.5468

Abstract

Incorporating curriculum-relevant materials into asynchronous learning settings is key to enhancing grammar instruction, especially in the case of the MATATAG curriculum. This study examined the effectiveness of MATATAG-Aligned Learning Activity Sheets (LAS) in improving grammar competence among Grade 4 students of Santa Rosa Elementary School Central II. A quasi-experimental design was implemented, with one group utilizing improved MATATAG-Aligned Learning Activity Sheets (LAS) as the experimental group and another group utilizing conventional approaches as the control group. Grammar subject areas such as verbs, verb tenses, verb voices, adjectives, and complex sentences were emphasized. The post-test and pre-test scores were also compared, and Key Informant Interviews (KII) were conducted with English teachers. The results showed remarkable improvements in four grammar areas for students using the MATATAG-aligned Learning Activity Sheets (LAS). At the same time, both groups had a general decrease in scores during the post-test. Complex sentences were still the most challenging area, and there was no improvement. Teachers indicated more content, interactive teaching, and more formal teaching of complex concepts. The research finds that although MATATAG-aligned Learning Activity Sheets (LAS) can support learning grammar, their full potential is reached with instruction support, better design, and the use of technology. LAS can complement asynchronous English teaching and learning through better teacher training and resource creation.
Co-Authors Borja, Joanna Dioneda, Mary Ledesma, Chrizl Punzalan, Randy Santidad, Judy