GROUP 1 RESEARCH PPT.pptx

LEVELS OF MATHEMATICS TEACHERS’
ICT COMPETENCIES TO INTEGRATE THE
MOBILE AND SOFTWARE APPLICATION IN
THE BLENDED LEARNING APPROACH
ALCANTARA, JANELLE
AZUR, VANESSA
BIGATA, JASON
BORILLA, JAYVEE

CHAPTER I: INTRODUCTION
 In the twenty-first century, the presence of technology has helped
a lot especially in the field of education. In today's educational
environment, technological development is an integral part of the
learning process especially in the new normal setup.
 ICT contributed a very significant role especially in the field of
education especially in evaluating and enhancing the use of
technology in the teaching and learning process.
 ICT integration is a pivotal in teaching mathematics because it
will help teachers to deliver the topics and concepts in a way that
will motivates students to learn, support independent learning
and to have a high level of mathematics achievement.

CHAPTER I: INTRODUCTION
 It is critical for the successful integration of ICT in Mathematics
education that teachers are aware of the existing Mobile and Software
applications that can be used in the classroom.
 The commission on information and Communications technology
generated list of the National ICT competency standard (NICS) for
teachers. NICS for teacher have four domain namely: (a)
TECHNOLOGY OPERATIONS AND CONCEPTS, (b) SOCIAL AND
ETHICAL, (c) PEDAGOGICAL, and (d) PROFESSIONAL.
 The ability of teachers to use technology platforms greatly determines
the success of blended learning. For this reason enhancing the
capability of the teachers to effectively use technology specifically
Mobile and Software applications is very important.

STATEMENT OF THE PROBLEM
There is a need to To Evaluate the ICT competency level of
Mathematics Teachers to integrate the mobile and software
application in the blended learning approach. The main or central
question of this research asks:
1. What Generic Software Applications do the Junior High School
Mathematics teachers know? What are their functions?
2. What Mathematics Mobile and Software Applications do the
Junior High School Mathematics teachers know? What are its
functions?
3. What is the ICT competency level of Mathematics teachers to
integrate mobile and software applications in the blended
learning approach according to their perception?

SCOPE AND DELIMITATION
 This study focused on the evaluation of the ICT competency
level of Mathematics Teachers to integrate the mobile and
software application in the blended learning approach.
 The respondents of this study were the Junior High School
Mathematics teachers in the 2 public High Schools in Naga
City Division namely: Camarines Sur National High School
and Naga City Science High School.

ASSUMPTIONS OF THE STUDY
The following are the assumptions made in this study:
1. The researchers will have much information about this study and
it will be fully understood by the reader.
2. The participants will fully understand the questions that are
being administered.
3. The respondents of the study will honestly provide their level of
ICT competencies.
4. The result of this study will be considered as an evaluation for
Mathematics teacher ICT competencies.
5. The administrators will use this study to initiate plans that will
improve mathematics teachers ICT competencies.

HYPHOTHESIS
 HO= Mathematics teachers' ICT competency level for integrating
mobile and software applications in blended learning is less than
3.40
 H1= Mathematics teachers' ICT competency level for integrating
mobile and software applications in blended learning is greater
than 3.40

DEFINITION OF TERMS
Blended Learning refers to face-to-face with any or a mix of online
distance learning, modular distance learning, and TV/Radio-Based
Instruction (Malipot, 2021).
Competency is a knowledge, skill, ability, or characteristic
associated with high performance on a job. Some definitions of
competency include motives, beliefs, and values. Competencies can
also help distinguish high performance from average and low
performance; a desirable quality or behavior; a performance
indicator.
COVID-19 a mild to severe respiratory illness that is caused by a
coronavirus is transmitted chiefly by contact with infectious
material or with objects or surfaces contaminated by the causative
virus, and is characterized especially by fever, cough, and shortness
of breath and may progress to pneumonia and respiratory failure.

DEFINITION OF TERMS
Generic Software is an off-the-shelf product designed for many
consumers and can meet many clients’ general requirements. It is
made for a wide range of users.
ICT Competency as the confident and critical use of electronic media
for work, leisure and communication. These competencies are related
to logical and critical thinking, to high-level information management
skills, and to well-developed communication skills (Hwa, 2016).
Mathematical Software deals with software designed for
mathematical applications such Photomath, Octave, and Geogebra,
and Mathway (Rice, 2014).
Mobile Applications is a software application developed specifically
for use on small, wireless computing devices, such as smartphones
and tablets, rather than desktop or laptop computers (Wigmore,
2013).

DEFINITION OF TERMS
National ICT Competency Standards for Teachers (NICS-
TEACHER) is DepEd and CICT initiative to identify and describe the
basic competencies that enable teachers to use information and
communications technology in teaching and learning.
Software Applications directs the computer to execute commands
given by the user and may be said to include any program that
processes data for a user (Encyclopedia Britannica, 2020).

CHAPTER II: REVIEW OF
RELATED LITERATURE AND
STUDIES

Literature Review Topics
 Competency
 Teacher Competency
 ICT Competency
 National ICT Competency Standards (NICS) for
Teachers
 UNESCO ICT Competency Framework for Teachers
 Mobile Applications
 Software Applications

Competency
 According to the National Educational Technology Standards for
Teachers, it has been defined that a competency is a knowledge,
skill, ability, or characteristic associated with high performance
on a job.
 Competency include motives, beliefs, and values. Competencies
can also help distinguish high performance from average and low
performance; a desirable quality or behavior; a performance
indicator.

Teacher Competency
 O’Flaherty (2018), in her blog about Teacher Competency
Frameworks: What do we know, and what should we know?
mentioned that the teacher competency comprises of a number of
competencies, which can be the knowledge, skills and attitudes
that enable an educator to develop effective teaching practices.
 Ciuzas (2013), in his journal about the Importance of Teacher
Competencies to the Formation of Studies National Identity
emphasized that the importance of competency is to allow the
teacher to become professional in teaching a particular subject,
enables him to organize the educational process and feel
comfortable in a professional environment.

ICT Competency
 Hwa (2016), defined that ICT competency as the confident and
critical use of electronic media for work, leisure and
communication. These competencies are related to logical and
critical thinking, to high-level information management skills, and
to well-developed communication skills.
 ICT competency standards focus the efforts of government in its
engagement with industry sectors and the general population
through its training and education initiatives.
 At the private sector level, ICT competency standards become the
framework both for businesses and individuals to refer to in their
manpower practices and skills acquisition respectively.

National ICT Competency
Standards (NICS) for Teachers
 In the article National ICT Competency Standards (NICS) for
Teachers (2020), stated that some of the competencies of the
teachers are expected to be acquired during the pre-service
training while the rest are long-term competencies that teachers
will have to acquire in-service.

UNESCO ICT Competency
Framework for Teachers
 According to UNESCO ICT Competency Framework for Teachers
highlights the role that technology can play in supporting six
major education (understanding ICT in education, curriculum
and assessment, pedagogy, ICT, organization and administration,
and teacher’s professional learning) focus areas across three
phases (technology literacy, knowledge deepening and knowledge
creation) of knowledge acquisition.

Mobile Applications
 Wigmore (2013), defined that mobile app is a software application
developed specifically for use on small, wireless computing
devices, such as smartphones and tablets, rather than desktop or
laptop computers.
 Calder et al. (2018), discussed the use of Apps in primary school
mathematics programs. It reports teacher and student
perspectives on how they used a range of digital tools within the
apps to solve problems.
 Roy (2017), stated that the advantages of mobile apps in
education that the student can get access to any information from
anywhere. It reduces the chance of visiting a library and
searching for the data.

Software Applications
 Encyclopedia Britannica (2020), defined application software directs the
computer to execute commands given by the user and may be said to
include any program that processes data for a user. Application software
thus includes word processors, spreadsheets, database management,
inventory and payroll programs, and many other applications.
 According to the article What Software Programs are Typically Used by
Teachers? (2021), Many schools have transitioned to course management
software that allows teachers to create slideshows, interactive review
games, and rich media presentations, all of which can be automated and
interactive and this includes the Google Apps and Microsoft Outlook Web
Access.
 Jayraj (2021) said that the importance of educational apps has been
rising consistently since the start of the pandemic. To help assist all
teachers, the apps that need a teacher to conduct classes for their
students are WhatsApp, Google Classroom, Slack, Additio, Dropbox,
Remind, Kahoot, and Zoom.

Review of Related Studies
 According to Joshi et al. (2021), the result of the study showed
that Mathematics teachers’ ICT competency level was found to be
proficient in the fundamental concept of computers and the use
of the Internet. Own laptop, Internet use, work experience,
knowledge of software and hardware were significant predictors
for the ICT competency of teachers. The overall findings clarify
that ICT enhancement programs are needed for Mathematics
teachers.
 Anshiono, Murungi, and Mwoma (2018), studied the influence of
teachers' ICT competencies in the classroom use of ICT while
teaching Mathematics. Most of the teachers reported that they
had a low level of competency in using ICT facilities to upgrade
instructional materials, determine the mathematical needs of
students, and develop appropriate mathematics activities.

 Celetaria (2018), investigated the Mathematics and Science teachers’
competency to integrate ICT in the classroom of the schools in Bula
District, Division of Camarines Sur. They show competence to four
dimensions of ICT competence based on National ICT Competency
Standards (NICS) for Teachers. The study revealed the willingness of
the teachers to integrate ICT in the classroom which was
demonstrated by their ICT competency along with Technology
Operations and Concepts, Social/Ethical, Pedagogical, and
Professional Dimensions.
 Base on the findings and conclusions of the study of Celetaria (2018),
she recommended the school ICT coordinators with the support of
school administrators are encouraged to provide professional
development activities to upgrade teachers' ICT knowledge and skills.
Focus on the utilization of ICT tools. A training workshop that focuses
on pedagogical and professional dimensions initiated by ICT
Coordinators should be conducted. A similar study considering other
factors that may affect the integration of ICT in the classroom.

 Ectuban and Pantinople (2018), the researchers concluded that
the use of the mobile application in teaching mathematics to
Grade 8 students of a public national high school, Cebu City,
Philippines had helped enhance students' achievement and
learning.
 According to Caluza et al. (2017), the study aimed to assess the
level of ICT competencies of public-school teachers at San Jose
Central Elementary School, Division of Tacloban City, Philippines.
The results showed that most of the teachers have basic
knowledge of ICT and need improvement. More training is hereby
needed to the teachers for them to integrate ICT in teaching and
other related task assigned to them to uplift and enhance the
quality of education of the said public elementary school.

 Hinze and co-researchers (2017), discussed the results of the data
analysis indicate that among respondents’ apps are primarily used for
communication, data storage, and collaborative work. Half of the
respondents reported not using any apps for academic purposes, citing
a lack of knowledge about possible uses. In teaching practice, apps
were reported to be used as a means to push information to students
like for distributing reading materials and other teaching resources.
 Based on the study of Drossel and Eickelmann (2017), the result of
their study shows that teachers who participate in professional
development use computers more frequently in class, put more
emphasis on teaching ICT skills and have a stronger sense of ICT self-
efficacy.
 Ghavifekr et al., (2016) mentioned that the key issues and challenges
found to be significant in using ICT tools by teachers are the limited
accessibility and network connection, limited technical support, lack of
effective training, limited time and lack of teacher’s competency.

 Ezeugwu and co-researchers (2016), assessed the ICT competencies
possessed by mathematics teachers in public Senior Secondary Schools in
Abuja, the capital tertiary of Nigeria. The results obtained that most of the
mathematics teachers in the public senior secondary need to have self-
efficacy. Training, amongst some others, was recommended as a solution
for the improvement of mathematics teachers' ICT competencies.
 The study of Marcial and Rama (2015) presents the landscape of ICT
competency of faculty in the teacher education institutions in the central
region of the Philippines. The result implies that the teacher educators are
integrative, student-centered and collaborative using the necessary tools.
It is concluded that there is a slight technology infusion into the teaching
instruction among teacher educators in Region 7. There is a need to
improve the level of competency among the teacher educators, particularly
skills in using complex and pervasive ICT tools to achieve innovative
teaching and learning.

 The study conducted by Cakir and Onal (2015) found out that
Mathematics teachers recognize that they are competent in using
information technology in education. And to increase the
Mathematics teacher’s competencies in using IT operating
systems, using word processing and spreadsheet programs, and
the Internet to the highest level the schools should be improved
their technological equipment’s.
 The study conducted of Howard and Mozejlo (2013), they found
out that teachers increase their confident in using laptops and
have positive beliefs about their teaching and workplace over the
four years. This was reflected that teachers increase their
frequency of different ICT-related tasks which will be resulting to
be highly engage in operating computers and become a digital
literate.

 In the study of Bhalla (2013), findings revealed that teachers
often used computers and other technologies to update subject
knowledge and teaching skills, develop lesson plans, prepare
additional instructional material, notify relevant information via
internet, prepare question banks.
 They sometimes used computers for showing something in the
class, showcasing students work on school-website, preparing
test papers, simulations, games, student’s assignments.
 They had either rarely or never used computers for presenting
entire lesson, student’s classroom presentations, tutorials,
sharing information with parents, publishing homework, giving
tests to students – either offline or online, maintaining student’s
records, and individualized instructions.

THEORETICAL PARADIGM
 The National Competency Standards for Teachers (NICS-
TEACHER) is DepEd and CICT initiative to identify and describe
the basic competencies that enable teachers to use information
and communications technology in teaching and learning. The
NICS-TEACHER has categorized the competencies on four
domains - Technology Operations and Concepts, Social and
Ethical, Pedagogical, and Professional.
 TPACK model stands for Technological Pedagogical Content
Knowledge. It is a theory that was developed to explain the set of
knowledge that teachers need to teach their students a subject,
teach effectively, and use technology. Integrates the three
domains of knowledge such as technological knowledge,
pedagogical knowledge, and content knowledge.

THEORETICAL PARADIGM
 (SAMR) Substitution, Augmentation, Modification, and
Redefinition. This model emphasizes on how Mathematics
teachers should use mobile and software application in the
blended learning approach.
 International Society for Technology in Education (ISTE)
formulated five technology standards for school teachers. Use
technology, focuses on advanced learning experiences through
technological tools, Emphasizes the modeling activities by using
technological tools, promoting digital citizenship and highlights
teachers’ professional and leadership development.

CHAPTER III: RESEARCH
METHODOLOGY

RESEARCH DESIGN
 The researcher employed descriptive research design. According to
Kumar (2014), descriptive type of research attempts to describe
systematically a situation, problem or phenomenon.
 Describe what is prevalent with respect to the issue or problem under
study.
 The methods involved range from the survey which describes the
status quo, the correlation study which investigates the relationship
between variables, to developmental studies which seek to determine
changes over time.
 Involves the statement of the problem, identification of information
needed to solve the problem, selection or development of instruments
for gathering the information, identification of target population and
determination of sampling procedure, determining the design of
procedure for information collection, collection of information,
analysis of information and making generalizations.

RESPONDENTS
NAME OF SCHOOL RESPONDENTS
Camarines Sur National High School 34
Naga City Science High School 3
TOTAL 37

DATA GATHERING PROCEDURE
 The researcher requested permission from the Schools Division
Superintendent, and the School Heads of the secondary schools
that was included in our study to allow us conduct the study.
 The researchers made a Courtesy Call to the School Head and
Secretary of CAMHI and were directed to the Guidance Office. The
Guidance Counselor contacted the Math Department Head and
was asked to facilitate the data gathering for the research. After
which, the link was via messenger of the Self-Evaluation
Questionnaires to the Mathematics Department Head and such
was forwarded to the Mathematics teachers of CAMHI.
 The researchers requested the Math Department Head to have a
message and send it to the respondents encouraging them to read
the items carefully before selecting their chosen answer.

DATA GATHERING PROCEDURE
 The researchers also gave a contact number and email account in
case there would be questions from the respondents.
Subsequently, there was weekly follow up for an update was
made by the researchers through the Math Department Head via
messenger to determine as to how many respondents have
already responded to the questionnaire using Google Form and
ask to follow up the remaining respondents in their convenient
time to answer. For almost a month, 37 responds were gathered
out of 40 supposed respondents.
 In Naga City Science High School, the researchers met the School
Head and provided a hard copy of the Self Evaluation
Questionnaire. The School Head then gave the date as to when to
comeback for getting the answered self-evaluation questionnaire.
Out of four (4) respondents, the researcher got back three (3)
answered questionnaires.

STATISTICAL TREATMENT
 Descriptive statistics like frequency counting, percentage, and
weighted mean was utilized to quantify the teachers’ level of
mathematics teachers ICT competency to integrate mobile and
software application in the blended learning approach.
 In data gathering and tallying, simple frequency distribution and
percentage were utilized.

CHAPTER IV: RESULTS AND
DISCUSSION

PHASE 1: WHAT GENERIC SOFTWARE APPLICATIONS DO
THE JUNIOR HIGH SCHOOL MATHEMATICS TEACHERS
KNOW? WHAT ARE ITS FUNCTIONS?

PHASE 2: WHAT MATHEMATICS MOBILE AND SOFTWARE
APPLICATION DO THE JUNIOR HIGH SCHOOL MATHEMATICS
TEACHERS KNOW? WHAT ARE ITS FUNCTIONS?

PHASE 3: ACCORDING TO THEIR PERCEPTION, WHAT IS THE ICT COMPETENCY
LEVEL OF MATHEMATICS TEACHERS TO INTEGRATE MOBILE AND SOFTWARE
APPLICATION IN THE BLENDED LEARNING APPROACH?
Standard 1: Demonstrate knowledge and skills in basic computer
operations and other information devices including basic
troubleshooting and maintenance.
AVERAGE
COMPETENCY
LEVEL
DESCRIPTION
RANK
Identify and define the functions of the main components (i.e., monitor,
CPU, keyboards, mouse) of the computer.
4.513513514 Very High Level 1
Identify and define the functions of computer peripherals (i.e., printer,
scanner, modem, digital camera, speaker, etc.)
Properly connect main components. Configure peripherals and install
drivers when required.
3.837837838 High Level 6
Configure computer settings of various software and hardware. 3.621621622 High Level 7
Understand the basic functions of the operating system. 3.891891892 High Level 5
Organize and manage computer files, folders, directories. 4.189189189 High Level 4
Use storage devices (i.e., hard disk, diskette, CD, Flash memory etc.)
for storing and sharing computer files. Create back-ups of important
files.
Protect the computers from virus, spyware, adware, malware, hackers,
etc.
3.594594595 High Level 8
Use online and offline help facilities for troubleshooting, maintenance
and update of application.
3.405405405 High Level 9
GRAND AVERAGE: 3.957957958 High Level
DOMAIN A: STANDARD 1

Standard 2: Use appropriate office and teaching productivity tools AVERAGE
COMPETENCY LEVEL
DESCRIPTION
RANK
Use a word processor to enter and edit text and images. 4.405405405 Very High Level 2
Format text, control margins, layout and tables. 4.513513514 Very High Level 1
Print, store and retrieve text documents from a word processor. 4.297297297 Very High Level 4
Use a calculation spreadsheet to enter data, sort data and format cells into tables. 4.27027027 Very High Level 5
Make computation, use formula and create graphs using spreadsheets. 4.162162162 High Level 7
Print and store data tales using a spreadsheet application. 3.972972973 High Level 12
Use presentation package to add text and sequence a presentation. 4.108108108 High Level 9
Enhance slide presentations by adding sound, customizing animation and inserting
images.
4.135135135 High Level 8
Print presentation hand-outs and store slide presentations. 4.324324324 Very High Level 3
Make effective class presentation using the slides and LCD projectors. 4.27027027 Very High Level 5
To acquire digital images and other media from web sites, CD, flashdrives etc. 4.081081081 High Level 10
Crop, scale, color correct and enhance digital images. 4.081081081 High Level 10
Play various media files using appropriate media players. 3.837837838 High Level 13
Stitch together video footages and soundtracks and add simple enhancements-
transitions, titles, etc.
3.621621622 High Level 16
Attach and configure scanners, cameras, cell phones to acquire digital images. 3.783783784 High Level 15
Store digital images using optical media (CD, DVD, flash disk) and online
repositories.
3.837837838 High Level 13

Standard 3: Understand and effectively use the
Internet and Network applications and resources
AVERAGE
COMPETENCY LEVEL
DESCRIPTION
RANK
Connect to the internet via dial-up or LAN. 4.027027027 High Level 3
Configure and use Web Browsers and Help
applications.
3.918918919 High Level 5
Send and receive emails with attachments, manage
emails and use LAN and Web-based mail servers.
4.054054054 High Level 2
Effectively use synchronous and asynchronous web-
based communication tools like instant messengers,
voice, and teleconferencing.
Connect and use shared printers, shared folders, and
other devices within a network.
4 High Level 4
Effectively use search engines, web directories and
bookmarks.
3.864864865 High Level 6
Download and install relevant applications including
freeware, shareware, updates, patches, viewers and
support applications.
3.864864865 High Level 6

Standard 4: Demonstrate knowledge and skills in
information and data management
AVERAGE
COMPETENCY LEVEL
DESCRIPTION
RANK
Effectively use search engines, directories, crawlers
and agents to locate information sources.
3.864864865 High Level 4
Search and collect textual and non-textual
information from online and offline sources.
4.027027027 High Level 1
Efficiently store and organize collected information
using directories, drives, or databases.
3.864864865 High Level 4
Distribute, share, publish and print information via
print or web.
3.918918919 High Level 2
Properly acknowledge information sources-online
and offline.
3.891891892 High Level 3

DOMAIN A: SUMMARY
STANDARDS AVERAGE
COMPETENCY
LEVEL
DESCRIPTION
RANK
Standard 1: Demonstrate knowledge and skills in basic
computer operations and other information devices
including basic troubleshooting and maintenance.
3.957957958 High Level 3
Standard 2: Use appropriate office and teaching
productivity tools
4.106418919 High Level 1
Standard 3: Understand and effectively use the Internet
and Network applications and resources
3.996138996 High Level 2
Standard 4: Demonstrate knowledge and skills in
information and data management
3.913513514 High Level 4

DOMAIN B: STANDARD 1
Standard 1: Understand and observe legal
practices in the use of technology
AVERAGE
COMPETENCY
LEVEL DESCRIPTION
RANK
Understand the legal implications of software
licenses and fair use.
3.891891892 High Level 2
Understand and explain the basic concepts of
intellectual property rights.
4 High Level 1
Differentiate and identify the copyright, trademark,
patent of various products.
3.810810811 High Level 3

Standard 2: Recognize and practice ethical use of
technology in both personal and professional levels.
AVERAGE
COMPETENCY
LEVEL
DESCRIPTION
RANK
Detect plagiarism in student work. 3.783783784 High Level 5
Properly acknowledge sources used in own work. 4.027027027 High Level 3
Be an Anti-Piracy advocate for all products with IPR
like music, data, video, and software.
3.972972973 High Level 4
Advocate the responsible use of various technologies
like computers, cell phones, etc.
Show respect for privacy and cyber etiquette, phone
etiquette and similar use of technology.

Standard 3: Plan, model and promote a safe and sound
technology-supported learning environment
AVERAGE
COMPETENCY
LEVEL
DESCRIPTION
RANK
Demonstrate proper handling of computer devices and use of
application.
4.108108108 High Level 3
Monitor how students use the computers specifically on
software, hardware, computer games, and internet activities.
3.945945946 High Level 4
Maintain a clean and orderly learning environment for
students.
Promote and implement rules and regulations on properly
using computers.
Accurately report malfunctions and problems with computer
software and hardware.
3.891891892 High Level 5

Standard 4: Facilitate equitable access to technology
that addresses learning, social, and cultural diversity
AVERAGE
COMPETENCY
LEVEL
DESCRIPTION
RANK
Design class activities to minimize the effect on students
being disadvantaged or left-out.
3.864864865 High Level 3
Help minimize the effects of the digital divide by
providing access to digital materials for all students.
3.810810811 High Level 4
Prepare lessons and activities appropriate to the level of
learning and cultural background of students.
4.162162162 High Level 1
Adapt activities using specialized hardware and software
for physically disadvantaged students.
4 High Level 2

DOMAIN B: SUMMARY
STANDARDS AVERAGE
COMPETENCY LEVEL
DESCRIPTION
RANK
Standard 1: Understand and observe legal practices
in the use of technology
3.900900901 High Level 4
Standard 2: Recognize and practice ethical use of
technology in both personal and professional levels.
4.102702703 High Level 2
Standard 3: Plan, model and promote a safe and
sound technology-supported learning environment
4.108108108 High Level 1
Standard 4: Facilitate equitable access to technology
that addresses learning, social, and cultural diversity
3.959459459 High Level 3

DOMAIN C: STANDARD 1
Standard 1: Apply technology to develop students’
higher order thinking skills and creativity
AVERAGE
COMPETENCY LEVEL
DESCRIPTION
RANK
Make Students use databases, spreadsheet, concept
mapping tools and communication tools, etc.
3.621621622 High Level 2
Encourage students to do data analysis, problem
solving, decision making and exchange of ideas.
3.702702703 High Level 1
Standard 2: Provide performance tasks that
require students to locate and analyze information
to use a variety of media to clearly communicate
results
AVERAGE
COMPETENCY LEVEL
DESCRIPTION
RANK
Use appropriate slide presentation, videos, audio
and other media in the classroom.
Teach students to use various multimedia
materials for the reports and class presentations.
4.054054054 High Level 2
GRAND AVERAGE: 4.243243243 Very High Level

Standard 3: Conduct open and flexible learning
environments where technology is used to support a
variety of interactions among students, cooperative
learning and peer instruction
AVERAGE
COMPETENCY
LEVEL DESCRIPTION
RANK
Use various synchronous and Asynchronous
communication tools (email, chat, whiteboards, forum,
blogs).
To facilitate cooperative learning and exchange of ideas
and information.
Standard 4: Evaluate usage of ICT integration in the
teaching-learning process and use results to refine the
design of learning activities.
AVERAGE
COMPETENCY
LEVEL DESCRIPTION
RANK
Design rubrics for assessing students’ performance in the
use of various technologies.
4.027027027 High Level 1
Use electronic means of administering quizzes and
examination.
3.837837838 High Level 2
Analyze assessment data using spreadsheets and statistical
application.
3.702702703 High Level 3

Standard 5: Use computers and other technologies to
collect and communicate information to students’
colleagues, parents, and others
AVERAGE
COMPETENCY
LEVEL DESCRIPTION
RANK
Use emails, group sites, blogs, etc. for disseminating
information directly to students, colleagues and parents.
Use emails, group sites, blogs, etc. to collect information
and feedback directly from student’s colleagues and parents.
4.162162162 High Level 2
Standard 6: Apply technology to facilitate a variety of
appropriate assessment and evaluation strategies
recognizing the diversity of learners.
AVERAGE
COMPETENCY
LEVEL
DESCRIPTION
RANK
Explore the use of electronic assessment tools like on line
testing, submission of projects via email or online facilities.
3.837837838 High Level 1
Set up online data bases or repositories of students works. 3.621621622 High Level 2

DOMAIN C: SUMMARY
STANDARDS AVERAGE
COMPETENCY
LEVEL
DESCRIPTION
RANK
Standard 1: Apply technology to develop students’ higher order
thinking skills and creativity
3.662162162 High Level 6
Standard 2: Provide performance tasks that require students to
locate and analyze information to use a variety of media to clearly
communicate results
Standard 3: Conduct open and flexible learning environments
where technology is used to support a variety of interactions
among students, cooperative learning and peer instruction
Standard 4: Evaluate usage of ICT integration in the teaching-
learning process and use results to refine the design of learning
activities.
3.855855856 High Level 4
Standard 5: Use computers and other technologies to collect and
communicate information to students, colleagues, parents, and
others
Standard 6: Apply technology to facilitate a variety of appropriate
assessment and evaluation strategies recognizing the diversity of
learners.
3.72972973 High Level 5

DOMAIN D: STANDARD 1
Standard 1: Proactively engage in exploring
and learning new and emerging technologies
AVERAGE
COMPETENCY LEVEL
DESCRIPTION
RANK
Identify educational sites and portals suitable to
their subject area.
3.945945946 High Level 1
Join online communities, subscribe to relevant
mailing lists and online journals.
3.72972973 High Level 2
Review new and existing software for
education.
3.621621622 High Level 3
Recommend useful and credible web sites to
colleagues.
3.72972973 High Level 2

Standard 2: Continuously evaluate and reflect on the
use of technology in the profession for development
and innovation
AVERAGE
COMPETENCY
LEVEL
DESCRIPTION
RANK
Conduct research on the use of technology in the
classroom.
3.27027027 Moderate Level 3
Follow the online tutorials or online degree programs. 3.756756757 High Level 2
Actively participate in online forums and discussions. 3.783783784 High Level 1
Standard 3: Share experience and expertise, and
collaborate with peers and stakeholders in advancing
the use of technology in education and beyond
AVERAGE
COMPETENCY
LEVEL
DESCRIPTION
RANK
Publish (formal/ informal) research on the use of ICT
in education.
Share lesson plans, worksheets, templates and
teaching materials through course web sites.
GRAND AVERAGE: 3.027027027 Moderate Level

DOMAIN D: SUMMARY
STANDARDS AVERAGE
COMPETENCY
LEVEL
DESCRIPTION
RANK
Standard 1: Proactively engage in
exploring and learning new and
emerging technologies
3.756756757
High Level
1
Standard 2: Continuously evaluate and
reflect on the use of technology in the
profession for development and
innovation
3.603603604
High Level
2
Standard 3: Share experience and
expertise, and collaborate with peers
and stakeholders in advancing the use
of technology in education and beyond
3.027027027
Moderate Level
3

DOMAINS: SUMMARY
DOMAINS AVERAGE
COMPTENCY LEVEL
DESCRIPTION
RANK
DOMAIN A 3.993507 High Level 3
DOMAIN B 4.017793 High Level 1
DOMAIN C 4.003003 High Level 2
DOMAIN D 3.462462 High Level 4
This study shows that the ICT competency level of the Junior
High School Mathematics teachers of Camarines Sur National
High School and Naga City Science High School to integrate
mobile and software application in the blended learning
approach based on their perceptions has an average of
3.869191 which falls under High Competency Level with an
interval of 3.40-4.19 scale values.

SUMMARY
 The Commission on Information and Communications Technology generated
list of the National ICT Competency Standard (NICS) for teachers. NICS for
teacher have four (4) domains namely: (a) Technology Operations and
Concepts, (b) Social and Ethical, (c) Pedagogical, and (d) Professional where
each domain has set of standards and indicator to evaluate the competency
level of the teacher.
 The Main Objective of this study is to To Evaluate the ICT competency level of
Mathematics Teachers to integrate the mobile and software application in the
blended learning approach. While the main or central question of this research
are: (1) What Generic Mobile and Software Applications do the Junior High
School Mathematics Teachers know? What are its functions? (2) What
Mathematics Mobile and Software Applications do the Junior High School
Mathematics Teachers know? What are its functions? (3) According to their
perception, what is the ICT competency level of Mathematics teachers to
integrate mobile and software applications in the blended learning approach?
 The research method used by the researchers in this study was the descriptive
method, which involved a self-evaluation questionnaire.

SUMMARY
 A total of thirty-seven (37) respondents involved in the study which is
84% of the forty-four (44) expected respondents. The researchers used
survey questionnaires as a main data gathering tool for this study.
The instrument consists of two parts; the 1st part made use of the
Checklists scale method. The second part is composed of four (4)
domains and within this, there are also standards that will use the
qualitative description of the Likert Scale method.
 The data collection was done via Google Form in Camarines Sur
National High School and a hard copy was provided also for the
respondents at Naga City Science High School. The sampling
technique used in the study was Convenience Sampling. Responses
from the questionnaires were directly analyzed using Microsoft Excel
application – descriptive statistics (frequency counts, percentages,
and mean). Figures and table presentation format followed the
American Psychological Association Style (APA Table Guidelines,
2007).

SUMMARY
 This study shows that the most known generic software of the Junior
High School Mathematics teachers of Camarines Sur National High
School and Naga City Science High school was Microsoft Word which
is used to create text documents that can be saved electronically,
printed on paper or saved as PDF files, whereas, the least known
generic software was dropbox which allows users to move files, such
as images and videos, off their computers and onto a database in the
cloud. Furthermore, it lets users save space and share files quickly.
 The results of this study show that most known Mathematics Mobile
and Software Application of the Junior High School Mathematics
teacher of Camarines Sur National High School and Naga City
Science High school was the calculator which is one of the simplest
interactive software tools, and, as such, they: Provide operations for
the user to select one at a time, while the least known Mathematics
mobile and software application were Surveyheart, Kahoot, Quizizz, R,
Kant and MathCAD.

SUMMARY
 This study shows that the teachers are most competent on Domain B
or the “Social and Ethical”, followed by Domain C or the
“Pedagogical”, next to it was Domain A or the “Technology Operations
and Concepts”. Moreover, this study shows that the teachers are least
competent in Domain D or the “Professional” Competency.

CONCLUSION AND RECOMMENDATION
The following conclusions were drawn from this study: First, the
teacher is more competent in “Social and Ethical” which includes
competencies related to social, ethical, legal and human issues, and
community linkage. Followed by “Pedagogical” which includes
competencies related to the use of technology. Next is “Technology
Operation and Concept” which includes competencies related to
technical operations and concept, and productivity of various ICT
tools like computers and communication devices as well as
application available on-line or off-line. The last one is
“Professional” which includes competencies related to professional
growth and development, research, innovation and collaboration.

CONCLUSION AND RECOMMENDATION
Based from the findings the researchers recommend to all teachers
to have a skills enhancement training on the use of ICT in the
teacher professional development. The training providers should
refer to any existing competency standards like ICT CST, ISTE
Standards-T and NICS-Teacher. The teachers must strive their best
to utilize ICT for their professional development by taking advantage
of the existing and available ICT tool provided by the institution.
They should grab the opportunities offered by any open learning
community that is scalable and adaptable in their institution. It is
also recommended that the teachers in all provinces will participate
in workshop-style training sessions on how to use technology during
school year. The teachers need to plan, design and execute a good
lesson with the integration of technology to facilitate learning.

FUTURE DIRECTIONS
The researchers would like to recommend to all future researchers
that it is better to conduct an intervention to the teachers like
seminars and trainings. It will help them to know what and which
ICT tools know by the teachers. It is highly recommended to conduct
a study about the ICT Level of the Mathematics Teacher to integrate
mobile and software applications in the blended learning approach
in both public and private schools for the reason that it will be
exciting to see the findings as to which school will be successful in
integrating the mobile and software applications in blended learning
approach.

GROUP 1 RESEARCH PPT.pptx

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