TECHNOLOGY – DRIVEN LESSON AND ACADEMIC PERFORMANCE OF THE

FIRST YEAR TEACHER EDUCATION STUDENTS OF ROMBLON STATE

UNIVERSITY – SAN FERNANDO CAMPUS AS
LEARNING RESOURCES FOR ACQUIRING SKILLS
IN MATHEMATICS: AN EVALUATION

An Undergraduate Thesis Presented to the Faculty of Teacher Education Department

Romblon State University - San Fernando Campus San Fernando, Romblon. In Partial
Fulfillment of the Requirements for the Degree of

BACHELOR OF SECONDARY EDUCATION

(Major in Mathematics)

John Michael A. Perez

Maria Famela R. Romero
Joceil R. Vicentuan

March 2022
 CHAPTER 1
INTRODUCTION
This chapter includes the background and rationale of the study, statement of the
problem, significance of the study and the scope and delimitation of the study.

Background and Rationale of the Study

Mathematics has always been associated as a difficult and tedious subject to
learn. Mathematics emerges as early civilization. Our ancestors were already familiar
with Geometry and other field of Mathematics as history explains. The importance of
Mathematics could be traced not only before but until today. It is a dream for every
Filipino to have a child equipped with quality education. Many occupation use
Mathematics, these careers for which a strong background in Math is necessary
equipment. Careers such as teaching, researchers, engineering, actual work in the
insurance industry, computer programming and accounting as well as career in
statistical analysis in many different fields can be interesting and challenging for people
who want to go beyond the Mathematics they learned in school. It is believed that
education is the only wealth that cannot be taken away from anybody.
Mathematics skills and knowledge must be acquired due to their significance in
everyday life, professional growth, and as a foundation for scientific and technological
development. As a result, acquiring Mathematics knowledge and skills is critical. Many
students indicated having difficulty acquiring the necessary Mathematical knowledge
and skills. Troubles in learning Mathematics manifest themselves in a variety of ways,
including poor Mathematics performance, poor usage of Mathematical concepts, a lack
of Math skills, and ineffectiveness in Mathematics problem-solving.
Problem solving is considered one of the essential cognitive activities used in
daily life contexts; and Mathematical problem solving is seen as the most important part
in the field of Mathematics. The most common challenges students experienced in Math
were lack of self-esteem while working on problem solving, difficulty understanding the
concepts of Mathematical language, and lack of analytical and critical thinking skills.
Many students with learning disabilities struggle to acquire math skills especially
problems where they perform poorly so much more in today's technology-driven lesson
and online educational setting, leading to poor academic performance in terms of grade.
With this Math deficiencies it exhibit traits that predispose them to Math difficulties.
To excel in mathematics, first-year students must acquire a variety of
mathematical skills such as problem-solving, analytical, and critical skills. Deficiency in
these skills leads to difficulties as well as poor mathematical achievement. So, using the
technology-driven lesson, which becomes popular as a wide-ranging influence for the
teaching and learning process, the researchers come up to a study that evaluates its
effectiveness as a learning resource for acquiring Math skills.
Statement of the Problem
This research study attempts to evaluate the technology-driven lesson and
academic performance of the first year students of Teacher Education Department of
Romblon State University – San Fernando Campus as learning resources for acquiring
skills in Mathematics.
Specially, the researchers sought to answers the following questions;
1. What is the demographic profile of the respondents in terms of:
1.1 Age;
1.2 Sex;
1.3 Estimated monthly family income, and
1.4 Academic program?
2. What technology integration strategy is/are used in teaching Mathematics?
3. What is the effectiveness of technology-driven lessons in academic performance of
the students in terms of:
3.1 Problem solving skills;
3.2 Critical thinking skills, and
3.3 Analytical thinking skills?
4. What is the level of academic achievement of the respondents in terms of grade in
Mathematics in Modern World?
5. Is there a significant difference in the academic achievement of the respondents in
terms of:
5.1 Age;
5.2 Sex;
5.3 Estimated monthly family income, and
5.4 Academic program?
6. Is there significant relationship between the performance of the students in terms
acquiring skills (problem-solving skills, critical thinking skills and analytical thinking
skills) and the academic achievement of the students in terms of their grade?
7. What is the possible proposed output after the results of the study?

Significance of the Study

One cannot deny the importance of mathematics in our daily life, and it is a must
that are proficient in using and applying its concepts. Every student, teachers, parents,
school administrators and even future researcher would benefit from the results of this
study.
School Administrators. This research will help the school in promoting
programs and seminars. It will result in heightening the mathematical skill of students to
become an efficient part of the class. The faculty staff will also benefit in terms of
achieving their optimum development. It will serve as a barometer for necessary
adjustments in the implementation of the math subject in the current curriculum. This
study can also be utilized in performing assessment of the students’ performances.
Faculty/Teachers. This study will benefit them to be aware of the learning
progress of their students. It will enable them to identify the strengths and weaknesses
of their students. This will lead to continuous study of different strategies especially in
improving learners’ academic performance in mathematics. It can also enhance the
utilization of the various methods and strategies to make math learning fun and
enjoyable. As a result, it can optimize the students’ performances in the subject.
Students. This research will help them to be able to assess their own
performances. It will lead them to identify their strengths and weaknesses in acquiring
higher-order thinking skills in Mathematics. It can empower themselves by having
confidence. Hence, it can further develop their strengths. Consequently, it can aid them
in overcoming their weaknesses. It can also eliminate or lessen the scarecrow mentality
regarding math.
Parents. This research will guide them the importance of utilizing technology-
driven lessons and its necessities in education system of the students.
Researchers. The findings of this study will adequately supply further
information and will serve as a credible reference to help them support their research
studies. It can spark future queries that might need a deep understanding. This can
explicitly expand their knowledge about the relationship of the technology-driven lesson
as learning resources for acquiring skills in Mathematics and students’ academic
achievement. It can also inspire future researchers in answering future questions as the
world of education is subjected to constant change. Furthermore, it can make a great
impact to the students’ mind in searching answers to their never-ending problems, as
any other field encounters.
Scope and Delimitation of the Study
The coverage of this research study was focused mainly on evaluation of the
effectiveness of the technology-driven lessons in academic performance as learning
resources for acquiring skills in Mathematics.
This study was conducted to sixty-nine (69) students of Teacher Education
Department of Romblon State University – San Fernando Campus out of eighty-four
(84) total population; 57 are secondary education students and 12 are technical-
vocational teacher education students. The study was done during the second semester
of the Academic Year 2021-2022.

CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the review of related literature and studies, conceptual and
theoretical framework and the operational definition of terms used in the study.

Technology – Driven Lesson

According to Salamat et.al. (2018), “Technology – driven learning can refer to the
situation where the interaction between the students and the teacher is done through
online system. Students received training and taught through online system and teacher
may also in the same building with them”
Based on the study of Usher and Barak (2020), schools and other learning
spaces were forced to migrate to full technology-driven learning as the world continues
the battle to control the vicious spread of the virus. Technology-driven lesson refers to a
learning environment that uses the Internet and other technological devices and tools
for synchronous and asynchronous instructional delivery and management of academic
programs. Singh and Thurman (2019) asserted that synchronous technology-driven
learning involves real-time interactions between the teacher and the students, while
asynchronous online learning occurs without a strict schedule for different students.
Within the context of the COVID-19 pandemic, technology-driven lesson has taken the
status of interim remote teaching that serves as a response to an exigency. However,
the migration to a new learning space has faced several major concerns relating to
policy, pedagogy, and logistics, affect the students’ academic performance in online
classes during the pandemic of Covid-19.
In another study, Tang et al. (2020) examined the efficacy of different online
teaching modes among engineering students. Using a questionnaire, the results
revealed that students were dissatisfied with online learning in general, particularly in
the aspect of communication and question-and-answer modes. Nonetheless, the
combined model of online teaching with flipped classrooms improved students’
attention, academic performance, and course evaluation. A parallel study was
undertaken by Hew et al. (2020), who transformed conventional flipped classrooms into
fully online flipped classes through a cloud-based video conferencing app. Their findings
suggested that these two types of learning environments were equally effective. They
also offered ways on how to effectively adopt videoconferencing-assisted online flipped
classrooms. Unlike the two studies, Suryaman et al. (2020) looked into how learning
occurred at home during the pandemic. Their findings showed that students faced many
obstacles in a home learning environment, such as lack of mastery of technology, high
Internet cost, and limited interaction/ socialization between and among students.
Furthermore, Khalil et al. (2020) qualitatively explored the efficacy of
synchronized online learning in a medical school in Saudi Arabia. The results indicated
that students generally perceive synchronous online learning positively, particularly in
terms of time management and efficacy. However, they also reported technical (internet
connectivity and poor utility of tools), methodological (content delivery), and behavioral
(individual personality) challenges. Their findings also highlighted the failure of the
technology-driven lesson to address the needs of courses that require hands-on
practice despite efforts to adopt virtual laboratories. In a parallel study, Adarkwa (2021)
examined students’ technology-driven learning experience during the pandemic using a
narrative inquiry approach. The findings indicated that Ghanaian students considered
online learning as ineffective due to several challenges that they encountered. Among
these were lacks of social interaction among students, poor communication, lack of ICT
resources, and poor learning outcomes.

Problem – Solving Skills

According to Irwanto et al. (2018), problem-solving consists of actions performed
by exploring a starting path in a problem statement to reach the expected goal. In this
regard, problem-solving in Maths lessons, as in many disciplines, has an impact and
reflection on individuals' real lives. The more equipped students become with problem-
solving skills through the lessons, the more successfully they deal with and solve
complex problems in their real-life outside of school.
In addition, Gravemeijer et al. (2017) defined Mathematics problem solving as a
central component of mathematics teaching, as well as an important component of
preparing students to work in modern society. Indeed, problem-solving instruction
allows students to apply their knowledge of mathematical concepts, integrate and
connect separate pieces of mathematical knowledge, and develop deeper concepts and
understanding of mathematics as a subject. According to some researchers,
mathematics is a science of problem-solving and developing theories and methods for
problem-solving.
In aspects of problem-solving skills, Güneri et al. (2017) specified an
environment in which a Mathematical culture can be mentioned, where different
solutions can be used at the same time, different strategies can be defined, and
problem discussions can be held, demonstrating the importance of problem-solving.
Furthermore, they emphasize that course plan design has a significant impact on
course-related activities that teach students how to think mathematically.
Moreover, Saputro et al. (2019) state that problem solving is essential in
mathematics education, occurring at the heart of the teaching process. Furthermore,
previous research has found a link between students' problem-solving performance and
their academic achievement in the classroom. This connection is emphasized by R.
"You don't know anything until you practice," a quote by R. P. Feynman because
problem solving allows students to put their newly acquired knowledge to the test. In
addition, when problem solving, students conduct research to develop new techniques
and paths to a solution that use previously learned knowledge rather than previously
learned rules.
Furthermore, Güner and Akyus (2017) emphasized that a person with problem-
solving skills grows up to be a self-confident person who can think creatively and
independently. As a result, it is possible to assert that individuals can easily overcome
any problem that arises against a society formed by people who have grown up in this
manner. Specifically, in mathematics education and teaching to be implemented using a
constructivist learning approach, the goal should be to raise individuals to develop
problem-solving, creative, and reasoning skills rather than a memorization system.

Analytical Thinking Skills

According to Bairagya and Joy (2021), analytical thinking skill is one of the
higher-order thinking skills. It should be developed in students learning activities that
can provide meaningful experiences to accommodate these skills. Students must be
able to solve problems in learning with the results of their analytical thoughts. Permana
et al. (2019) and Wilkin (2017) asserted that this ability will be supported by the skills to
analyze the information and data used to find solutions to these problems. Thus, an
analytical skill is an important indicator in developing critical thinking skills.
Bairagya and Joy (2021) and Wendt and Ase (2017) also stated that analyzing is
an activity in the form of breaking down material into parts and determining how the
parts are connected between parts to create a concept. Someone who can think
analytically will have the ability to research and describe the facts of a problem.
Moreover, Belecina and Ocampo (2018) and Ricco et al. (2020) also added that
students can think wisely and smartly in solving problems by analyzing, remembering,
and using information. Furthermore, with analytical thinking skills, students can find
relationships between various concepts or information and be able to describe them
well.
 Furthermore, a research of Firdaus (2019) suggests the characteristic profile of
analytical thinking in mathematics problem-solving. According to this research,
analytical thinking helps break down a concept in Math, scrutinize it, and then develop a
solution based on logic. To line up in brevity, Math standards require analytical thinking
to help understand a concept to its fullest.

Critical Thinking Skills

According to Saputri et al. (2019) and Susilawati et al. (2020), critical thinking
skills are one of the higher–order thinking skills needed to be acquired in Mathematics.
Critical thinking skill is an active process and way of thinking regularly to understand the
information in depth. By using these skills, students are encouraged to find the truth of
the information obtained. Ghazivakili et al. (2017) stated that critical thinking includes
mental activities in terms of solving problems, analyzing assumptions, providing
rationale, evaluating, conducting investigations, and making decisions. Maryuningsih et
al. (2019) asserted that critical thinking skills must be developed because they are not
innate and do not develop naturally. Changwong et al. (2018) also added that these
skills can be developed by getting used to activities that encourage students to think.
Thinking critically in the learning process is very important to train students’ critical
thinking. Belecina and Ocampo (2018) asserted critical thinking is a process that must
involve analytical skills. Critical thinking skills provide appropriate direction for students
to solve problems more accurately by linking with various relevant concepts.
Based on the study of Firdaus et al. (2017), allowing students to solve open-
ended questions related to daily life or their own experience is an effective way to
develop mathematical critical thinking skills and achievement among secondary
students.
In addition, Winarso and Hardyanti (2019), found that using open-ended
questions can develop critical thinking skills in Mathematics in low-achieving students.
The question can also be stimulate students’ participation and can elicit feedback on
students’ understanding and thinking. The developed critical thinking skills also affect
students’ performance differently, and high achieving students can develop critical
thinking skills in Mathematics more easily that low-achieving students.

Academic Performance/Achievement in Mathematics

A study of Ganley (2018) found that there is only a minor gender difference even
though there are distinctions in mathematics achievement between girls and boys of
high school and college-age, and when doing certain varieties of math. Boys' and girls'
mean performance scores differ by about 0.1 to 0.3 standard deviations—very small
differences with a lot of overlap between boys' and girls' math skills. As a result, even
when the largest gender differences are considered, boys and girls are much more
similar than different in math performance. Furthermore, even when differences are
discovered, it is critical to remember that they are based on the averages of the two
groups and are not deterministic of any individual student's performance.
Moreover, Gobena (2018) found out from their study that data from an
observational checklist revealed a positive relationship between family income and
students' academic performance. In support of this finding, Ahawo (2017) investigated
that in modern society, the impact of families took an advantaged role in students'
academic achievements. Furthermore, Omoraka (2017) observed that students from
prosperous families have distinct physical and sociological necessities that, when met,
empower positively their Mathematics academic accomplishment. As a result, it was
discovered that the socio-economic status of a family influences students' academic
achievement at any level of education in some cases.

Synthesis of Related Literature and Studies

The review of related literature and different studies presented technology –
driven lesson and the three acquiring skills: problem-solving skills, analytical thinking
skills and critical thinking skills and give varied result to the relationship of the variables.
There is no doubt that 21st-century skills can be acquired and taught through
Mathematics, since teachers can actively engage students and learners in complex
Mathematical tasks and develop students’ strategic thinking, which impacts both
personal and professional circumstances. However, with the use of technology-driven
lesson as medium of teaching and learning process since face-to-face classes are
prohibited, it is inferred that its impact on acquiring skills in Mathematics had been
affected. As a result of a study of Singh and Thurman (2019), shifting to a new learning
space has faced several major concerns relating to policy, pedagogy, and logistics,
affect the students’ academic performance in online classes during the pandemic of
Covid-19. Hence, the use of technology-driven lesson had great impact on the cycle of
teaching and learning needed to acquire the skills in Mathematics.
In the same way, a study of Tang et al. (2019) also revealed that students were
dissatisfied with online learning which means that students are getting not enough
education or insufficient learning with technology-driven lesson. Concepts and lessons
had not been clearly addressed during the discussion. And that also this issue had
impacted acquiring skills in Mathematics.
In the contrary, the findings of a parallel study of Hew et al. (2020) suggested
that conventional flipped classrooms and online flipped classes through a cloud-based
video conferencing app as learning environments were equally effective. They also
offered ways on how to effectively adopt videoconferencing-assisted online flipped
classrooms. High achieving students somehow easily cope with online classes which
seemed to enable them to acquire skills in Mathematics.
Meanwhile, Saputro et al. (2019) provides that problem solving is critical in
Mathematics education taking place at the core of the teaching processes wherein it
has shown that students’ problem-solving performance is in connection with their
academic achievement in the lessons. In addition, to Bairagya and Joy (2021), and
Saputri et al. (2019) and Susilawati et al. (2020) stated critical thinking skills and
analytical thinking skills are also one of the higher order thinking skills needed to
acquire in Mathematics. Critical thinking skills include mental activities in terms of
solving problems and analyzing assumptions. However, with technology-driven lesson,
students would be challenge in terms of acquiring these skills. With the study of
Suryaman et al. (2020), the findings showed that students faced many obstacles in a
home learning environment, such as lack of mastery of technology, high Internet cost,
and limited interaction/ socialization between and among students. Thus, this also
emphasize that even fast learner students could be affected in various terms since
unstable network connection could happen anytime, also limited interaction means short
conversation or exchange of thoughts or ideas with classmates and peers are limited.
Nevertheless, Math teachers have to use innovative sustainable teaching
strategies most especially in using technology-driven lesson, and in this respect they
need to define problems and assignments differently.
The critical review of the related literature and studies presented reveals that
technology-driven lesson as learning resources is one of the most valuable factors
affecting the academic performance of the students in terms of acquiring skills in
Mathematics. While the academic performance of the students in terms of problem
solving skills, analytical and critical thinking skills has to do with the academic
achievement of the students, wherein, then better they perform, the more they can
achieve

Theoretical Framework
This study is anchored on the theories advocated by Gardner’s Multiple
Intelligence Theory and the Kolb’s Learning Styles, updated by McLeod and Bandura’s
Social Learning Theory, and Mishra and Koehler’s Technological Pedagogical Content
Knowledge Framework.
One of the theories which are relevant to the study is the Multiple Intelligence
Theory by Howard Gardner. Different theorists and educationists have defined multiple
intelligences in their own way. Howard Gardner of Harvard has identified seven distinct
intelligences. This theory has emerged from recent cognitive research and documents
the extent to which students possess different kinds of minds and therefore learn,
remember, perform, and understand in different ways.
This theory is relevant to the present study because Mathematics is conceptual
and theoretical. It is taught traditionally by inductive or deductive approach which is
mostly teacher-directed. As the course of teaching shifted to student-centered one,
researchers seek to discern the implication of multiple intelligences to mathematics
instruction. As it may imply, it also may formulate various ways on how the teachers can
apply this to ascend academic performance of the learners.
Another theory that is relevant to the present study is the Learning Style Theory
of David Kolb. Kolb has published his learning styles model in 1984 from which he
developed his learning style inventory. Kolb's experiential learning theory works on two
levels: a four-stage cycle of learning and four separate learning styles. Much of Kolb’s
theory is concerned with the learner’s internal cognitive processes. Kolb states that
learning involves the acquisition of abstract concepts that can be applied flexibly in a
range of situations. In Kolb’s theory, the impetus for the development of new concepts is
provided by new experiences.
This theory is relevant to the present study because educators should ensure
that activities are designed and carried out in ways that offer each learner the chance to
engage in the manner that suits them best. Also, individuals can be helped to learn
more effectively by the identification of their lesser preferred learning styles and the
strengthening of these through the application of the experiential learning cycle. Ideally,
activities and material should be developed in ways that draw on abilities from each
stage of the experiential learning cycle and take the students through the whole process
in sequence.
 Moreover, a theory that is relevant to this present study is the Social Learning
Theory by Albert Bandura. It has become perhaps the most influential theory of learning
and development. While rooted in many of the basic concepts of traditional learning
theory, Bandura believed that direct reinforcement could not account for all types of
learning. While the behavioral theories of learning suggested that all learning was the
result of associations formed by conditioning, reinforcement, and punishment,
Bandura's social learning theory proposed that learning can also occur simply by
observing the actions of others. His theory added a social element, arguing that people
can learn new information and behaviors by watching other people. Known as
observational learning or modeling, this type of learning can be used to explain a wide
variety of behaviors.
This theory is related to this study because learning would be exceedingly
laborious, not to mention hazardous, if people had to rely solely on the effects of their
own actions to inform them what to do. Fortunately, most human behavior is learned
observationally through modeling: from observing others one forms an idea of how new
behaviors are performed, and on later occasions this coded information serves as a
guide for action. As educators, it can be used to maximize the ability of instruction to
last in learners’ minds especially in a learning area which is commonly feared by most
of the learners. Furthermore, TPACK framework which was introduced by Punya Mishra
and Matthew J. Koehler of Michigan State University is relevant to the present study.
TPACK refers to the knowledge and competencies at work in the complex profession of
teaching as seen through the Technological, Pedagogical, and Content Knowledge
infrastructure. The implications of those conditions created once technology is factored
into the equation are closely aligned with the interdependent relationships between
these competencies. According to Mishra and Koehler, for the essence of TPACK to be
fully realized, the competencies inherent in the three core knowledge areas must work
in tandem with pedagogical content knowledge, technological content knowledge, and
technological pedagogical content knowledge. Fluency within and between these core
domains is essentially required for successful technology adoption within the curriculum.
This theory is relevant with the present study since it takes into account the
various types of knowledge required and how teachers can cultivate this knowledge,
hence, TPACK framework becomes a fruitful way to consider how teachers can
integrate educational technology into the classroom. It helps the teachers as it
incorporates the growing demand on the use of technology in the educational
environment as well as continuing the focus on how they teach. Therefore, it sets up
education for the future as well as setting up the students for their future.

Hypotheses of the Study

1. There is no significant difference in the academic achievement of the respondents in
terms of:
1.1 Age;
1.2 Sex;
1.3 Estimated monthly family income, and
1.4 Academic program.
2. There is no significant relationship between the performance of the students in terms
acquiring skills (problem-solving skills, critical thinking skills and analytical thinking
skills) and the academic achievement of the students in terms of their grade.

Conceptual Framework
The researchers formulate a conceptual framework based from the objective of
the study, in which technology – driven lesson as learning resources is a factor affecting
the academic performance of the students in acquiring skills in Mathematics.

Academic Performance of

the Students in Acquiring

Skills in Mathematics as to:

Technology - Driven Lesson
1. Problem Solving Skills
as Learning Resources
2. Analytical Thinking Skills

3. Critical Thinking Skills

Fig 2.1 Conceptual Framework

The research paradigm above illustrates the relationship of technology – driven
lesson as learning resources and students’ academic performance in acquiring skills in
mathematics in terms of problem solving, analytical, and critical thinking skill.

Operational Definition of Terms

For better appreciation and understanding of this study, the researchers defined
key terms according to the way it was used in the study.
Academic Achievement. It refers to the grades of the respondents in Mathematics in
the Modern World subject in the 1st semester
Analytical Thinking Skills. It refers to the ability of the students to deconstruct
information into smaller categories, easily find solutions and draw conclusions from
them.
Critical Thinking Skills. It refers to the ability that allows students to think about how
they utilize their discipline of Mathematical skills.
Effectiveness. It refers to the intended or expected result. In this study, it is the degree
of learners’ academic performance as a result of technology-driven lesson as learning
resources for acquiring skills in Mathematics.
Learning Resources. It refers to the materials, things, ways and means that can be
accessed or use for teaching.
Mathematics. It refers to the area of study that focuses on the analysis of concepts
such as numbers, equations and associated structures, shapes and spaces wherein
they are take place, and quantities and their modifications. In this study, it refers to the
subject being studied. It is the focus discipline of the study.
Problem-solving Skills. It refers to the ability of the students to formulate a variety of
unique ways to solve a problem..
Technology-Driven Lesson. It refers to the learning via electronic technology including
the Internet, and video conferencing, chat rooms, webcast, etc. In this study, it refers to
the use of technology for online class through social media platforms.

CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the research design, research locale and time of the study,
population and sampling, respondents of the study, research instrument, formulation of
instrument, validation of instruments, and statistical treatment of the data.

Research Design
The researchers used a correlational research design in determining the
relationship between the acquiring skills and the academic performance of the students
with technology-driven lesson as learning resources. According to Bhandari (2021), a
correlational research design examines relationships between variables without
enabling the researchers to control or manipulate any of them. A correlation is an
analysis of the strength and/or direction of a connection between two (or more)
variables. The correlation’s direction can either be negative or positive.

Research Locale and Time of the Study

The study will be conducted in the premises of Romblon State University – San
Fernando Campus, specifically in Teacher Education Department which is located at
Poblacion, San Fernando, Romblon, on the second semester of the academic year
2021-2022.

Figure 3.1. Map of the location of Romblon State University-San Fernando

Respondents of the Study
The respondents of the study include 69 first year teacher education students of
Romblon State University – San Fernando Campus in academic year 2021-2022.
Specifically, it will be composed of 12 technical-vocational teacher education students
and 57 secondary education students. The researchers chose them as the respondents
since they are capable to answer the survey and they have sufficient knowledge,
information and capabilities since they are students having Mathematics in Modern
World subject.

Research Instrument
The researchers used a survey questionnaire as the research instrument for the
study. The first part was about the demographic profile and the academic achievement
in terms of grades attained in Mathematics, specifically in Mathematics in Modern
World, in the previous semester of the respondents. The second was for the evaluation
on the effectiveness of technology-driven lesson as learning resources for acquiring
skills in Mathematics, wherein, it will be composed of three categories. The first
category was for assessing the respondents’ analytical skills, second was for
assessment on logical skills, and third was assessment on problems solving skills of the
students in Mathematics.

Formulation of Research Instrument

The instrument was formulated by the researchers themselves based on the
specific questions under the statement of the problem. The survey questionnaire was
constructed according to the objectives of the study and its specific questions. The draft
was presented to the adviser, panelists, and authorized personnel for further
corrections, comments and suggestions for more improvement.

Validation of Research Instrument

To ensure that the instrument was error-free, it was carefully double-checked and
submitted to the adviser and panelists for further corrections and validity.
Data Gathering Procedure
After the validation of the instrument, the researchers sent a communication
letter to the Dean of Instruction/Campus Dean and to the chairman of the Teacher
Education Department asking permission to conduct the survey. Then the researchers
proceed to gathering of the data which are needed to complete the study.
The researchers conducted a survey on 2nd week of March 2022. The directions
in the survey questionnaire were explained to all the respondents to gather the needed
information. After the respondents answered the questionnaire, it was retrieved at once
for tallying the data consolidation.

Statistical Treatment of Data

After the data has been gathered it was encoded, tallied and tabulated for
statistical analysis using the Statistical Package for Social Sciences (SPSS) software.
In this study, the statistical tools that were used are:
1. Frequency, Percentage and Ranking
 In describing the demographic profile and level of academic achievement of
students in Mathematics, the frequency, percentage and ranking will be used.
2. T-test
T-test for dependent sample will be used in determining the significant difference
in the academic achievement of the respondents in terms of sex, age, estimated
monthly family income, and academic program.
3. Pearson r (Pearson Product Moment Coefficient Correlation)
Pearson r will be used in testing the significant relationship between the
performance of the students in terms of problem-solving skills, critical thinking skills and
analytical thinking skills; and the academic achievement of the students in terms of their
grade.
The value of the Pearson r can be interpreted as follows: (according to Garrett).
Correlation Coefficient Descriptive Equivalent
±1.00 Perfect Correlation
±0.71 – ± 0.99 Very High Correlation
±0.50 – ±0.70 High Correlation
±0.25 – ± 0.49 Moderately Small Correlation
±0.01 – ±0.24 Very Small Correlation
0 No Correlation
*Note: Values could either be positive or negative.

On the other hand, the rejection or acceptance of a null hypothesis was based on
5% level of significance. If the value is less than or equal to 0.05, then there is a
significant difference or relationship; hence, the null hypothesis was rejected.
Otherwise, there is no significant difference or relationship and the null hypothesis was
accepted.

CHAPTER IV
RESULTS AND DISCUSSION
This chapter presents the results, analysis and interpretation of the data gathered
from the instrument being utilized in the study based on the specific problem. The data
gathered from sixty-nine (69) respondents were presented and analyzed in a tabular
form with respective interpretation.

Table 4.1
Demographic Profile of the Respondents
Profile ƒ % R
Age
24 yrs. old and above 1 1.45 3
21 – 23 yrs. old 3 4.35 2
18 – 20 yrs. old 65 94.2 1
Sex
Male 22 31.88 2
Female 47 68.12 1
Estimated Monthly Family Income
12,001 and above 2 2.9 6
10,001 – 12,000 10 14.49 5
8,001 – 10,000 15 21.74 2
6,001 – 8,000 18 26.09 1
4,001 – 6,000 13 18.84 3
4,000 and below 11 15.94 4
Academic Program
Technical – Vocational Education 22 31.88 2
Secondary Education 47 68.12 1
Notes: There were 69 respondents considered in all variables.
Estimated monthly family income was in Philippine peso.

Table 4.1 indicates the demographic profile of the respondents as to age, sex,
estimated monthly family income and academic program.
The analysis of the data revealed that majority (94.2%) of the respondents were
in the right age bracket (18 – 20 years old) as expected with respect to their year level
and most of them were females (68.12%) in which primarily belong to low – income
families (26.09%) earning with at most Php8,000.00 in a month. Most of the
respondents were secondary education students (68.12%).

Table 4.2
Technology Integration Strategy/ies Used in Teaching Mathematics
Technology integration strategy ƒ
1. Powerpoint 0
2. Flipgrid 0
3. Google Form 0
4. Google Classroom 0
5. Zoom 0
6. Plickers 0
7. Doceri 0
8. Pear Deck 0
9. Gamification 0
10. Pod Cast 0

Table 4.2 indicates the technology integration strategies that might be used
during Mathematics discussion.
The data shows that the respondents did not encounter any technology
integration strategy during math discussions. This means that the educator does not
use any technology-driven lesson at all.

Table 4.3
Level of Students’ Mathematics Performance in Acquiring Skills
Grades Ƒ %
100 5 7.25
96.67 4 5.8
 93.33 11 15.94
90 12 17.39
86.67 6 8.7
83.33 12 17.39
80 14 20.28
76.67 5 7.25
Notes: There were 69 respondents considered in all variables.

Table 4.3 indicates the level of students’ Mathematics performance in acquiring

skills.
The data shows that almost half of the students’ grade are 86.67 and below
(53.62%). This implies that the performance of the students in the three higher-order
thinking skills (problem-solving skills, critical thinking skill and analytical thinking skills) is
connected with their academic achievement.

Table 4.4
Level of Academic Achievement in Mathematics
Grade Range ƒ %
93-95 6 8.7
90-92 22 31.88
86-89 40 57.97
83-85 1 1.45
Notes: There were 69 respondents considered in all variables.

Table 4.4 indicates the level of academic achievement of the first year teacher
education students in terms of their grade in Mathematics in Modern World subject. It
shows that most of the respondents’ grades were 86-89 (57.97%). This means that the
students’ academic achievements lies at retention grade as to being teacher education
students means not having grades less than 86.

Table 4.5
Difference Analysis for Academic Achievement in terms of Age
Variable 18-20 21 – 23 24& up F(3,66 p n 2p
M SD M SD M SD )

Academic 4.49 .687 5 0 5 0 1.060 .35 .03

Achievement 2 1
Notes: Mean (M), Standard Deviation (SD), F – test (F), probability (p), Partial Eta
Squared (n2p).

Table 4.5 shows that the age groups (18-20; 21-23; 24 & above) did not differ
significantly as students’ academic achievement, t (66) = 1.060, p = .352. It means the
students achieved their grade regardless of age. This result means the null hypothesis
was confirmed. This also signifies that the students’ academic performance in
Mathematics do not vary in all ages. Therefore, there is no significant difference in the
academic achievement of the respondents in terms of age.

Table 4.6
Difference Analysis for Academic Achievement in Terms of Sex
Variable Male Females t(67) p d
M SD M SD
Academic Achievement 4.45 .739 4.55 .653 .561 .577 .109
Notes: Mean (M), Standard Deviation (SD), t-test (t), probability (p), Cohen’s d (d).

Table 4.6 indicates the difference analysis for academic achievement in terms of
sex.
The result revealed that the groups (Males, Females) did not differ significantly
as to their academic achievement, t (67) = .561, p = .577. The academic achievement of
male students does not statistically differ from the academic achievement of female
students. This result means the null hypothesis will not be rejected.
This implies that all gender or group classifications (Males, Females) performed
equally well in mathematics academe. According to Ganley (2018), when it comes to
math performance, it is still unclear whether boys or girls perform better, with the results
indicating that there is only a small gender difference in Mathematics academic
performance. Therefore, there is no significant difference in the academic achievement
of the respondents in terms of sex.

Table 4.7
Difference Analysis for Academic Achievement as to Estimated Monthly Family Income
Variable F(6, 63) p n 2p
Academic Achievement 6.180 <.05 .329
Notes: F-test (F), Probability (p), Partial Eta Squared (n 2p).

Table 4.7 indicates the difference analysis for academic achievement as to

estimated monthly family income.
The analysis of data revealed that there was a significant difference among the
income brackets on academic achievement level of the respondents, F (6, 63) = 6.180,
p < .05. The null hypothesis was rejected. A portion of (32.9%) in the variability of the
academic achievement of the respondents was attributed to monthly family income (n2p
= .329), while the remaining part to other factors. The significant income brackets are
Php 4,000.00 & below vs. Php 8,001.00 – Php 10,000.00 and Php 4,001.00 – Php.
6,000.00 vs. Php 8,001.00 – Php 10,000.00.
This also implies that academic achievement of the students differs as to their
estimated family income. Similarly, Omoraka (2017) observed that students from
prosperous families have empowered positively their Mathematics academic
accomplishment. Therefore, it was discovered there is a significant difference in the
academic achievement of the respondents in terms of estimated family income.
Table 4.7
Difference Analysis for Academic Achievement in terms of Academic Program
Variable Tech-Voc. Secondary t(67) p d
Ed.
M SD M SD
Academic Achievement 5 .447 4.43 .678 2.66 .010 .410
Notes: Mean (M), Standard Deviation (SD), t-test (t), probability (p), Cohen’s d (d).

Table 4.7 indicates the difference analysis for academic achievement in terms of
academic program.
The results revealed that the groups (Tech-Voc. Education; Secondary
Education) differ significantly as to their academic achievement, t (67) = 2.66, p = .010.
The academic achievement of students from tech-voc. program differs from the
students from secondary education program. This result means the null hypothesis was
rejected. This also implies that students from different academic program have different
capabilities when it comes to Mathematics and that their performances maybe
influenced by their distinct field of studies.

Table 4.8
Descriptive Statistics and Correlations for Students’ Performance and Academic
Achievement in Math
Variable n M SD SP AA p r2
Students’ Performance (SP) 69 4.84 2.04 - .763 <.05 .5822
Academic Achievement 69 4.52 .678 - -
(AA)
Notes: Students’ Performance (SP), Academic Achievement (AA), Mean (M), Standard
Deviation (SD), Probability (p), Coefficient of Determination (r 2).

Table 4.8 indicates the descriptive statistics and correlation for students’
performance and academic achievement in Math.
The analysis of data revealed that the students’ performance has a strong
positive relationship to academic achievement, r (68) = .763. There is a significant
relationship found (p = .763). It means the null hypothesis was rejected. The effect size
(r2 = .5822) indicated that the academic achievement of a student has accounted for a
portion (58.22%) of the variability in math performance. The remaining portion can be
attributed to other factors that relates to academic achievement.
The result signifies that acquiring skills (problem solving skills, critical thinking
skills and analytical thinking skills) has been shown to be associated with average
performance in Mathematics that influences academic achievement of the students in
terms of their grades in Math.
 CHAPTER V
SUMMARY, CONCLUSION, AND RECOMMENDATION
This chapter presents the summary of findings, conclusions and recommendation
provided by the researchers in relation with the study.

Summary of the Findings

Based from the data gathered, the researchers found that the demographic
profile of the respondents shows that out of 69 respondents, 1 of them aged 24 years
old and above, 3 of them aged ranging 21 – 23 years old, and 50 of them aged ranging
18 – 20 years old; in which 22 are males and 47 are females. Additionally, the results
shows that 2 of the respondents belong to high – income families earning Php12,001.00
and above per month, 10 of them belong to families earning Php10,001.00 – Php12,000
estimated monthly income, 15 of them belong to families earning Php8,001.00 –
Php10,000.00 estimated monthly income, 18 of them belong to families earning
Php6,001.00 – Php8,000.00 estimated monthly income, 13 of them belong to families
earning Php4,001 – Php6,000.00 estimated monthly income, and 11 of them belong to
low – income families earning Php4,000.00 and below per month. In terms of academic
program, out of 69 total respondents, 22 of them are technical – vocational education
student and 47 of them are secondary education students.
However, the results of gathered data revealed that there is no technology
integration strategy used at all. This means that there is no technology – driven lesson
involved and observed by the respondents during class discussion in Mathematics in
Modern World subject. Therefore, the researchers cannot find the effectiveness of
technology driven lesson as learning resources for acquiring skills in Mathematics
(problem – solving skills, critical thinking skills, and analytical thinking skills).
On the other hand, the researchers did analyze the performance of the
respondents in three higher–order thinking skills in Mathematics with the absence of
technology – driven lesson. The data shows that out of 69 respondents, 5 of them got
highest grade (100), 4 of them got 96.67, 11 of them got 93.33, 12 of them got 90, 6
them got 86.67, 12 of them got 83.33, 14 of got 80, and 5 of them got lowest grade
(76.67).
In addition, the data gathered in academic achievement of the respondents in
terms of their grade in Mathematics in Modern World subject in previous semester
shows that 6 of the respondents got higher grades (93 – 95), 22 of them got grades
ranging 90 – 92, 40 of them got grades ranging 86 – 89, and only 1 got lower grade (83
– 85).
Moreover, the difference analysis for academic achievement in terms of age
revealed that the age groups (18-20; 21-23; 24 & above) did not differ significantly as
students’ academic achievement, t (66) = 1.060, p = .352. It means the students
achieved their grade regardless of age. This result means the there is no significant
difference in academic performance of students in terms of age. Similarly, difference
analysis for academic achievement in terms of sex showed that the groups (Males,
Females) did not differ significantly as to their academic achievement, t (67) = .561, p
= .577. The academic achievement of male students does not statistically differ from the
academic achievement of female students. This result also means that there is no
significant difference in academic performance of the students in terms of sex. On the
contrary, difference analysis for academic achievement in terms of estimated monthly
family income resulted to have significant difference among the income brackets on
academic achievement level of the respondents, F (6, 63) = 6.180, p < .05. A portion of
(32.9%) in the variability of the academic achievement of the respondents was
attributed to monthly family income (n2p = .329), while the remaining part to other
factors. The significant income brackets are Php 4,000.00 & below vs. Php 8,001.00 –
Php 10,000.00 and Php 4,001.00 – Php. 6,000.00 vs. Php 8,001.00 – Php 10,000.00.
Same as well with difference analysis for academic achievement in terms of academic
program which indicates that the groups (Tech-Voc. Education; Secondary Education)
differ significantly as to their academic achievement, t (67) = 2.66, p = .010. The
academic achievement of students from tech-voc. program differs from the students
from secondary education program.
Furthermore, the descriptive statistics and correlations for students’ performance
and academic achievement in Math revealed that the students’ performance has a
strong positive relationship to academic achievement, r (68) = .763. There is a
significant relationship found (p = .763). It means the null hypothesis was rejected. The
effect size (r2 = .5822) indicated that the academic achievement of a student has
accounted for a portion (58.22%) of the variability in math performance. The remaining
portion can be attributed to other factors that relates to academic achievement.

Conclusions
Based from the results, the following conclusions were drawn:
Majority of the respondents were in the right age bracket (18 – 20 years old) as
expected with respect to their year level and most of them were females in which
primarily belong to low – income families earning with at most Php8,000.00 in a month.
It also indicates that most of them were secondary education students. The data
showed that the students never observe or encounter any technology integration
strategy used during Mathematics discussion, therefore, there is no technology – driven
lesson used at all. Thus, the effectiveness of technology – driven lesson cannot be
determine and is not applicable as factor in acquiring skills of the students in
Mathematics. On the other hand, the researchers still did an evaluation on the
performance of the students as if they acquire higher – order thinking skills in
Mathematics with the absence of technology – driven lesson. The results showed that
almost half of the students’ grade are 86.67 and below which implies that the
performance of the students in the three higher-order thinking skills (problem-solving
skills, critical thinking skill and analytical thinking skills) is connected with their academic
achievement. The data gathered also showed that most of the respondents’ grades
were ranging 86-89 in term of their academic achievement in Mathematics in the
Modern World subject.
According to the data collected, there is no significant difference in academic
performance of the students in terms of age and sex. The age groups (18-20; 21-23; 24
& above) and the groups (Males, Females) did not differ significantly as students’
academic achievement. It means the students achieved their grade regardless of age
and sex. This result means that there is no significant difference in academic
achievement of the students in terms of age and sex. This also signifies that the
students’ academic performance in Mathematics do not vary in all ages and sex.
However, in terms of estimated monthly family income and academic program, the
result revealed that there is significant difference in the students’ academic
achievement. A portion of (32.9%) in the variability of the academic achievement of the
respondents was attributed to monthly family income, while the remaining part to other
factors and academic achievement of students from tech-voc. program differs from the
students from secondary education program.
Furthermore, the analyzed gathered data revealed that the students’
performance has a strong positive relationship to academic achievement. The effect
size (r2 = .5822) indicated that the academic achievement of a student has accounted
for a portion (58.22%) of the variability in math performance. The remaining portion can
be attributed to other factors that relates to academic achievement. Thus, there is a
strong positive relationship between the students’ performance in acquiring skills and
academic achievement in Mathematics.

Recommendation
Based from the survey, the following are recommended:
1. The teacher should use the technology integration strategies needed for
synchronous and asynchronous class discussion in order to be able to find means of
making their teaching effective. They should create such an environment, which is
favorable for the development of acquiring skills, keeping in view individual
differences of the students.
2. Students must be aware of their strengths and weaknesses, as well as their learning
progress, and use it to enhance their learning capabilities in acquiring higher – order
thinking skills (problem solving skills, critical thinking skills, and analytical thinking
skills) in Mathematics.
3. The school administrators should conduct survey regarding to the other factors that
can contribute to the learning of their students. Also to monitor their professors,
faculties, and staffs to make sure that everyone is giving their best efforts and
teaching methods in providing quality education to the students.
4. Future researchers may also use this study to a larger sample to generate better
results in evaluating technology – driven lesson and academic achievement of the
student as learning resources for acquiring skills in Mathematics. More implications
of technology integration strategy to acquire higher – order thinking skills in
Mathematics, more chances of having good academic performance.