Mathematics Teachers' Competence and the Barriers they Face in Integrating ICT
DOI:
https://doi.org/10.69569/jip.2025.299Keywords:
Elementary mathematics teachers, ICT competence, ICT integration barriers, National ICT competency standards, Technology in educationAbstract
Integrating Information and Communication Technology (ICT) into elementary mathematics instruction remains challenging due to varying teacher competence levels and persistent barriers. This study assessed the ICT competence of elementary mathematics teachers in the Schools Division of Bais City and how barriers hinder ICT integration in mathematics instruction. A descriptive-correlational research design was employed, involving 165 teachers selected through stratified random sampling. Data were gathered using a standardized questionnaire aligned with national ICT competency standards, covering four domains: technology operations, social and ethical practices, pedagogy, and the professional domain. Data were analyzed using descriptive and non-parametric statistical methods. Results revealed high ICT competence in technology operations and concepts (x̄ = 3.43), as well as social and ethical practices (x̄ = 3.45), but moderate in pedagogy (x̄ = 3.26) and professional domain (x̄ = 3.06). Significant barriers included poor internet connectivity (x̄ = 3.58) and limited access to resources (x̄ = 3.45), both classified as “barriers.” In contrast, limited time (x̄ = 3.39), insufficient ICT training (x̄ = 3.38), lack of technical support (x̄ = 3.37), limited ability to manipulate ICT tools (x̄ = 3.35), and resistance to change (x̄ = 2.89) were considered “somewhat of a barrier.” The findings indicated no significant relationship between teachers’ ICT competence and the extent of the effect of these barriers. Furthermore, teachers aged 25-34 and those who attended four or more ICT training sessions showed significantly higher ICT competence. No significant differences in ICT competence were found based on teachers’ sex or years of teaching experience.
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