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The Academe

Volume no. 22 | 2022
Issue no. 1


Title
SAMR-BASED ICT INTEGRATION PRACTICES IN TEACHING HIGH SCHOOL MATHEMATICS THROUGH INQUIRY-BASED LEARNING
Author
Cecile T. Bacroya; Dr. Elizabeth Socorro P. Carandang
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Abstract
The ubiquity of technology with increasing levels of interoperability and connectivity addresses its need to maximize its use for more meaningful and productive teaching and learning activities that could enhance the development of two important mathematical skills: critical thinking and problem-solving. The purpose of this study is to assess the teacher’s SAMR-based use of technology in teaching mathematics through inquiry-based learning. A descriptive research design is utilized with a researcher-made questionnaire as the main data-gathering instrument. The respondents involved are 51 junior high school mathematics and 623 student respondents from the Municipality of Rosario, province of Batangas, selected through a purposive and random sampling technique, respectively. Using the descriptive statistics - mean and standard deviation, results have shown that the use of technology in teaching high school mathematics using inquiry-based learning was at the enhancement stage, specifically at the Substitution level and Augmentation level, at most. The teachers integrate technology with and without functional improvement in supporting the teaching and learning process. The findings also revealed that the implementation of SAMR-based ICT integration practices turned out to be effective as it enhances teachers’ professional development and productivity, and improves students’ learning abilities. Major issues and challenges were: limited technical support and network connection, lack of effective training for teachers, limited infrastructure, and students’ low ICT literacy skills. As such, the study has created sample lesson exemplars that includes SAMR-based and inquiry-based learning activities to enhance the ICT integration practices in mathematics teaching while fulfilling the lessons’ objectives.
Keywords
ICT integration, substitution, augmentation, modification, and redefinition (SAMR – Model), inquiry–based learning, high school mathematics
References
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