Integration of Technology in Teaching Mathematics: Assessing the Influence of Digital Pedagogy on Learning Engagement and Achievement among Grade 8 Students

Source abstract

The influence of adaptive learning technologies, as technology emerges today, plays a pivotal role in maximizing the potential of technology to enhance mathematics performance. This study aimed to explore teachers’ technology integration and assess the impact of digital pedagogy on students’ learning engagement and achievement in Grade 8 Mathematics. The study employed the evaluative and descriptive correlational research design to comprehensively investigate the impact of teachers’ technology integration and digital pedagogy on students’ learning engagement and achievement in Grade 8 Mathematics. A simple random sampling technique was used to determine the study’s respondents, composed of 59 teachers and 348 students from selected secondary schools in Division of Sultan Kudarat. Appropriate statistical tools such as mean, standard deviation, Spearman’s rho correlation, and Pearson’s product-momentum correlation were utilized to analyze the data. Moreover, findings revealed that teachers’ technology integration is very high, while teachers’ digital pedagogy and students’ engagement are high. Furthermore, students’ achievement in Grade 8 mathematics is average. Likewise, teachers’ technology integration and students’ learning engagement are significantly correlated. Similarly, digital pedagogy and achievement in mathematics are found to be significantly correlated. This implies that with the proper utilization of technological tools, when teachers exhibit high digital pedagogy on the effective use of technological tools, the student’s achievement in mathematics improves. Thus, teachers should continuously develop their skills in utilizing technology coupled with effective digital pedagogy to arouse students’ learning engagement. When learners are engaged, their academic achievement improves.