Teachers’ Beliefs and Competency Level of Technology Integration in Teaching Mathematics among Selected Public Junior High Schools in Sulu
DOI:
https://doi.org/10.62596/y77yqd19Keywords:
Technology Integration, Teachers’ Beliefs, Mathematics Education, ICT Competency, Secondary EducationAbstract
This study examined teachers’ beliefs and their level of competency in using technology for mathematics instruction among selected public junior high schools in Jolo, Sulu during the School Year 2025–2026. A descriptive–correlational design with a quantitative approach was employed, involving 100 teacher-respondents selected through purposive sampling. Data were gathered using a validated questionnaire adapted from Thurn (2017) and analyzed through both descriptive and inferential statistical methods, including t-test, one-way analysis of variance (ANOVA), and Pearson correlation. The results indicate that teachers demonstrate positive perceptions of technology integration and a high level of competency in its use. Significant differences were observed when respondents were grouped according to age, educational attainment, and length of service, while gender showed no significant variation except in one domain. Furthermore, a significant positive relationship was identified between teachers’ beliefs and their level of competency. Overall, the findings emphasize the need to strengthen both teachers’ attitudes and skills through continuous professional development and institutional support to enhance the effective integration of technology in mathematics instruction.
References
Agustina, D., Robandi, B., & Muryanto, R. (2024). The role of teachers’ effective communication in increasing students’ learning motivation in high school. Proceeding of International Conference on Education, Language, Literacies, and Literary Studies (ICONELS), 1, 11–23. https://doi.org/10.63011/pnp.v1i2.28 DOI: https://doi.org/10.63011/pnp.v1i2.28
Alcantara, E. C., et al. (2020). Teaching and learning with technology: Ramification of ICT integration in mathematics education. Southeast Asia Mathematics Education Journal, 10(1). DOI: https://doi.org/10.46517/seamej.v10i1.83
Babbie, E., & Mouton, J. (2001). The practice of social research. Oxford University Press.
Barton, E. A., & Dexter, S. (2019). Sources of teachers’ self-efficacy for technology integration from formal, informal, and independent professional learning. Education Tech Research and Development, 68, 89–108. https://doi.org/10.1007/s11423-019-09671-6 DOI: https://doi.org/10.1007/s11423-019-09671-6
Belbase, S. (2024). Teacher belief, knowledge, and practice: A trichotomy of mathematics teacher education. Pragyaratna: A Peer-Reviewed, Open Access Journal. https://doi.org/10.3126/pragyaratna.v6i2.70992 DOI: https://doi.org/10.3126/pragyaratna.v6i2.70992
Bless, C., & Higson-Smith, C. (1995). Fundamentals of social work research: A guide for students and beginning practitioners (2nd ed.). Juta.
Cardino, J. M., Jr., & Ortega-Dela Cruz, R. A. (2020). Understanding of learning styles and teaching strategies towards improving the teaching and learning of mathematics. LUMAT: International Journal on Math, Science and Technology Education. DOI: https://doi.org/10.31129/LUMAT.8.1.1348
Cardona, R. S. (2020). The enablers and outcomes of research productivity among junior high school mathematics teachers: A structural model. EURASIA Journal of Mathematics, Science and Technology Education, 16(11), em1901. DOI: https://doi.org/10.29333/ejmste/8563
Carver, L. B. (2016). Teacher perception of barriers and benefits in K–12 technology usage. The Turkish Online Journal of Educational Technology, 15(1). DOI: https://doi.org/10.21125/inted.2016.1845
Comeros, N. A., Cuilan, J. T., & Chavez, J. V. (2024). Parental discretionary influence on their children’s manner of learning English language. Forum for Linguistic Studies, 6(4), 284–299. https://doi.org/10.30564/fls.v6i4.6656 DOI: https://doi.org/10.30564/fls.v6i4.6656
Das, K. (2019). Role of ICT for better mathematics teaching. Shanlax International Journal of Education, 7(4), 19–28. DOI: https://doi.org/10.34293/education.v7i4.641
DeCoito, I., & Richardson, T. (2018). Teachers and technology: Present practice and future directions. Contemporary Issues in Technology and Teacher Education, 18(2), 362–378.
Dela Fuente, J. A., & Biñas, L. C. (2020). Teachers’ competence in ICT as an educational tool in teaching. Journal of Research in Education, Science and Technology, 5(2), 61–76.
Dinc, E. (2019). Prospective teachers’ perceptions of barriers to technology integration in education. Contemporary Educational Technology, 10(4), 381–398. DOI: https://doi.org/10.30935/cet.634187
Domingo, M. G., & Gargante, A. B. (2016). Exploring the use of educational technology in primary education. Computers in Human Behavior, 56, 21–28. DOI: https://doi.org/10.1016/j.chb.2015.11.023
Eickelmann, B., & Vennemann, M. (2017). Teachers’ attitudes and beliefs regarding ICT in teaching and learning in European countries. European Educational Research Journal, 16(6), 733–761. https://doi.org/10.1177/1474904117725899 DOI: https://doi.org/10.1177/1474904117725899
Esposito, A. G., Lee, K. A., & Gunarathne, B. K. (2024). Building knowledge across language systems. Education Sciences, 14(10), 1053. https://doi.org/10.3390/educsci14101053 DOI: https://doi.org/10.3390/educsci14101053
Etcuban, J. O., & Pantinople, L. D. (2018). The effects of mobile application in teaching high school mathematics. International Electronic Journal of Mathematics Education, 13(3), 249–259. DOI: https://doi.org/10.12973/iejme/3906
Gargaro, F. D. (2024). Advantages and disadvantages of technology in the mathematics classroom. Transformations, 10(1).
Genc, M., & Erbas, A. K. (2019). Secondary mathematics teachers’ conceptions of mathematical literacy. International Journal of Education in Mathematics, Science and Technology, 7(3), 222–237.
George, A., & Sanders, M. (2017). Evaluating the potential of teacher-designed technology-based tasks. Education and Information Technologies. https://doi.org/10.1007/s10639-017-9609-y DOI: https://doi.org/10.1007/s10639-017-9609-y
Gumal, A. A. (2016). Factors affecting the teaching of public high school mathematics teachers. International Journal of Learning, Teaching and Educational Research, 15(4), 51–59.
Hamuddin, B., Ramadhani, M., & Ningrum, F. (2025). The impact of home language and literacy environment on children’s learning outcomes. Script Journal, 10, 138–163. https://doi.org/10.24903/sj.v10i1.2001 DOI: https://doi.org/10.24903/sj.v10i1.2001
Han, I., Shin, W. S., & Ko, Y. (2017). The effect of student teaching experience and teacher beliefs on self-efficacy. Teachers and Teaching, 23(7), 829–842. https://doi.org/10.1080/13540602.2017.1322057 DOI: https://doi.org/10.1080/13540602.2017.1322057
Hero, J. L., et al. (2021). Mastering innovations in the lens of ICT competence. International Journal of Multidisciplinary Applied Business and Education Research, 2(4), 285–295. DOI: https://doi.org/10.11594/ijmaber.02.04.02
Joo, Y. J., Park, S., & Lim, E. (2018). Factors influencing pre-service teachers’ intention to use technology. Educational Technology & Society, 21(3), 48–59.
Macaso, K. M. J., & Dagahoy, R. G. (2022). Predictors of performance in mathematics. Journal of Social, Humanity, and Education, 2(4), 311–326. DOI: https://doi.org/10.35912/jshe.v2i4.990
Machado, L. J., & Chung, C. J. (2015). Integrating technology: The principals’ role and effect. International Education Studies, 8(5). DOI: https://doi.org/10.5539/ies.v8n5p43
Malubay, J., & Daguplo, M. S. (2018). Characterizing mathematics teachers’ technological pedagogical content knowledge. European Journal of Education Studies.
Mania, S., & Alam, S. (2021). Teachers’ perception toward ethnomathematics. International Journal of Education in Mathematics, Science and Technology, 9(2), 282–298. DOI: https://doi.org/10.46328/ijemst.1551
Mapolelo, D. C., & Akinsola, M. K. (2015). Preparation of mathematics teachers. American Journal of Educational Research, 3(4), 505–513.
Mensah, F. S. (2017). Ghanaian mathematics teachers’ use of ICT. Global Journal of Human Social Science, 17(8), 31–41.
Moila, M. M. (2024). Teacher’s competence in the use of technology. Pythagoras, 45(1). DOI: https://doi.org/10.4102/PYTHAGORAS.v45i1.754
Muhtarom, M., Juniati, D., & Siswono, T. Y. E. (2019). Examining prospective teacher beliefs. Journal on Mathematics Education, 10(2), 185–202. DOI: https://doi.org/10.22342/jme.10.2.7326.185-202
Omidire, M. F., Ayob-Essop, S., & Muhammed, S. A. (2025). Teachers’ experiences of developing comprehension skills. Journal of Multilingual and Multicultural Development, 1–18. https://doi.org/10.1080/01434632.2025.2584936 DOI: https://doi.org/10.1080/01434632.2025.2584936
Perienen, A. (2018). Frameworks for ICT integration in mathematics education. EURASIA Journal of Mathematics, Science and Technology Education, 16(6). DOI: https://doi.org/10.29333/ejmste/7803
Sadaf, Y., & Johnson, B. L. (2017). Teachers' beliefs about integrating digital literacy. Journal of Digital Learning in Teacher Education. DOI: https://doi.org/10.1080/21532974.2017.1347534
Sallimah, S. (2016). Examining the influence of teachers’ beliefs toward technology integration. International Journal of Information and Learning Technology, 33(1), 17–35. DOI: https://doi.org/10.1108/IJILT-10-2015-0032
Sasota, R. S., et al. (2021). Will–skill–tool model of technology integration. Journal of Computers in Education, 8(3), 443–464. DOI: https://doi.org/10.1007/s40692-021-00185-w
Sun, B., & O’Brien, B. (2024). The interplay of home language use and literacy skills. Reading and Writing, 38, 1715–1745. https://doi.org/10.1007/s11145-024-10591-y DOI: https://doi.org/10.1007/s11145-024-10591-y
Walizadah, F. (2025). The role of mother tongue in education. Journal of Learning and Development Studies, 5, 40–48. https://doi.org/10.32996/jlds.2025.5.1.5 DOI: https://doi.org/10.32996/jlds.2025.5.1.5
Weinhand, R., et al. (2021). Integrating technologies into teaching mathematics. Eurasia Journal of Mathematics, Science and Technology Education, 17(12). DOI: https://doi.org/10.29333/ejmste/11428
William, B., Afeez, T., & Lara, D. (2025). Language of instruction: Examining its influence on literacy outcomes.
Yaniawati, P., et al. (2020). Integration of e-learning for mathematics. iJET, 15(6). DOI: https://doi.org/10.3991/ijet.v15i06.11915
Young, J. R., Young, J., Hamilton, C., & Pratt, S. (2019). Evaluating the effects of professional development. REDIMAT, 8(3), 312–338. DOI: https://doi.org/10.17583/redimat.2019.3065
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Journal of Education and Academic Settings
This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
