Secondary-level Teachers' Perceptions and Challenges of Using ICT in Mathematics Classroom

Farmers' perception of ICTs for disseminating agricultural input information is important in their adoption and use of ICTs. We investigated these perceptions and their effects on ICTs' use by small-scale cereal farmers in developing countries. Sikasso region in Mali was used as a case to gather data from 300 respondents. The perception was found to be a driver in the use of ICTs. Moreover, due to that, 95.13% of the respondents agreed that they would continue to use these ICTs. In addition, 75.84% strongly agreed of the respondents agreed that after they started using ICTs, it is easier for them to access and use agricultural input information. From these results, it is important to take the indicators of perception of ICTs i.e. relative advantage, compatibility and simplicity as the main factors determining the use of ICTs in the context of access and use of agricultural input information in developing countries.

Small‐scale cereal farmers dominate agricultural activities in developing countries. These agricultural activities are characterized by low productivity due to lack of agricultural input information. This lack is restrained by the low use of ICTs caused by some factors such as the farmers' perception of ICTs and the ICTs' delivered information quality. We investigated these factors and their effects on ICTs' use by small‐scale cereal farmers in developing countries. Sikasso region in Mali was selected as a case. A convenient sample size of 300 cereal farmers was selected. Partial Least Squares Structural Equation Modelling technique was used to analyse the data. The results suggested that the perception i.e. relative advantage, compatibility and simplicity and the delivered information quality were able to explain 77.9% of the variance in the Use of ICTs to access and use agricultural input information. From these results, it is important to take the Relative Advantage, Compatibility, Simplicity and Information Quality as the main factors determining the use of ICTs in developing countries in the cereal production context. A further line of inquiry could be to gather data from other developing countries to validate or find out more factors in such settings.

This study explored the extent of utilization of differentiated teaching approach in achieving student engagement in learning mathematics by the secondary school mathematics teachers in SDO Urdaneta City, School Year 2024-2025. Employing an ex post facto one-shot case study research design, 112 mathematics teachers participated as respondents. Results revealed that most teachers were aged 21-30 (34.8%), predominantly female (55.4%), and married (64.3%), with 39.3% holding MA units and 33.0% having 6-10 years of teaching experience, 82.1 percent have been teaching in a barangay high school, and 66.9 percent have attended 6-20 trainings. The extent of utilization of differentiated teaching approach in achieving student engagement in learning mathematics was rated “Very Extensive,” with a grand weighted mean of 4.62. Significant differences and relationships in the extent of utilization of differentiated teaching approach in achieving student engagement in learning mathematics were observed based on civil status, teaching experience, and number of trainings attended. Recommendations include encouraging teachers to pursue advanced education, participate in relevant training, and collaborate with peers to refine differentiated strategies. Further studies were recommended to investigate other variables associated with the utilization of differentiated instruction in mathematics and these studies should be conducted under the auspices of accredited Graduate Institutions like the Urdaneta City University – Institute of Graduate and Advanced Studies (UCU – IGAS)

Learning motivation is an important factor that influences students’ success in mathematics learning. However, many students still have low motivation to learn mathematics because they perceive the subject as difficult and less interesting. Therefore, an appropriate strategy is needed to improve students’ learning motivation. This community service activity aimed to strengthen students’ motivation in learning mathematics through the implementation of the Successful Student Strategy (3S) for junior high school students in Cirebon Regency. The method used in this activity was a participatory mentoring approach consisting of several stages, namely socialization, training, learning practice, and reflection. The evaluation of the activity was conducted using a mathematics learning motivation questionnaire based on a Likert scale administered before and after the program, supported by observations of students’ learning activities during the implementation. The results showed that the implementation of the Successful Student Strategy (3S) was able to increase students’ motivation in learning mathematics. This improvement was indicated by the increase in the average motivation score from 3.02 before the activity to 4.10 after the activity. In addition, students also demonstrated higher participation in learning activities, greater confidence in solving mathematical problems, and increased willingness to express their opinions during discussions. These findings indicate that the Successful Student Strategy (3S) can serve as an effective alternative approach to enhance students’ motivation in mathematics learning. This community service activity is expected to contribute to improving the quality of mathematics learning in schools by strengthening students’ motivation and promoting more effective learning strategies.

The digitalization of societies is not a homogeneous or mechanistic process that moves in parallel to technological processes, since the uses of ICT are linked to the social and political contingency of each country. Consequently, this paper set out to analyze the perception of teachers and students about the use of ICTs in Physical Education classes in schools in Santiago of Chile. The use of ICTs in Physical Education is uncommon in Chile, these are focused on physical exercise and folklore teaching. A qualitative methodology was used. Based on structured interviews with teachers and students from schools in the southern area of Santiago. These were analyzed through Atlasti software. A qualitative analysis of content and a thematic analysis was carried out through data coding. The results show that there are differences in the perception of ICT by teachers and students. The former prioritize technologies applied to physical exercise. The latter consider that technologies are important for obtaining information and managing communication between teacher and student. It is concluded that it is necessary to generate institutional mechanisms that allow socialization in new skills and knowledge of technologies, since the lack of training in these skills could produce severe problems in the integration into the new digital society that is developing in Chile. Likewise, there is a generational gap in the use of this type of technologies, which would affect the older population. Keywords: ICTs in the classroom; Physical education; Digital society; Education in Chile.

This research aims to ascertain how FG students and teachers interpret the role of ICT in the areas of Communication, Collaboration, Critical thinking, Creativity, Advantages, and limitations of ICT use in the Classroom. The objectives of the study are to analyze students' insights into the role of ICT in the 21st Century Classroom and determine teachers' perceptions of ICT's role within the same environment. The other objective is also to investigate, for selected subjects within the curriculum, the advantages and disadvantages of using ICT in the classroom for both teachers and students. The population of the study consisted of 2880 (Students Population) and 127 (Teachers Population), out of which 246 (Sampled Students) and 14 (Sampled Teachers) were selected through the Simple Random Sampling Technique. The data was collected through a close-ended questionnaire Consisting of 30 items main facets, Communication, Collaboration, Creativity, and Critical thinking. The findings of the study reveal that both teachers and students agree on the significant role of ICT in enhancing communication, collaboration, creativity, and critical thinking in 21st-century secondary school classrooms. However, concerns about its limitations, including cheating, misinformation, and accessibility issues, are widely recognized. Major recommendations of the study are (1) ICT should be integrated into the curriculum to enhance communication, collaboration, creativity, and critical thinking in secondary school classrooms, (2) Its use should be time-regulated to avoid distractions, made accessible to all students, and include checks for the authenticity of information sources, (3) teachers may be trained to effectively incorporate ICT into their lessons.

This study aims to improve students' learning motivation through the use of the GeoGebra learning application in overcoming challenges related to student interest in mathematics learning, particularly at SDN 074 Ayudia, Bandung City, with a population of all students and a sample of 31 students from class VA. This study uses a quantitative research method with an explanatory research approach. The sampling technique used is probability sampling with simple random sampling, while the instruments used are questionnaires and tests. The data analysis requirements testing includes normality testing using Kolmogorov-Smirnov and linearity testing, with the hypothesis tested through correlation and regression analysis using SPSS version 26. Based on the research results, it can be concluded that the GeoGebra application has a significant effect on students' mathematics learning motivation. The correlation analysis shows a very strong relationship between the two variables, with a correlation coefficient of 0.826, indicating that the use of the GeoGebra application can increase students' motivation in learning mathematics. This study also found that the GeoGebra application contributes 68.3% to the variation in students' learning motivation, showing that this technology has a significant impact on motivating students. This study implies that the GeoGebra application can be an effective learning tool to enhance students' motivation in mathematics learning.

This study investigates kindergarten children’s mathematics learning with a focus on the role of teachers’ mathematics education and readiness beliefs, and home learning environment. Using structural equation modeling to estimate the individual differences in early mathematics learning, data from 5,845 kindergarteners was evaluated. Findings show that teachers’ beliefs regarding what is important for children’s preparation in mathematics selectively influenced what they taught in the classrooms for mathematics education and what children experienced in kindergarten. The results also reveal that children who were provided ample experiences in reading and singing activities at home, and more frequent math learning practices, problem-solving activities, and arts or life-related materials within the classroom showed greater math thinking skills and higher math achievement scores than those who were not provided such experiences. More reading and singing activities at home, math learning practices, problem solving activities, and use of art or life-related materials during the kindergarten year are encouraged to highlight kindergarteners’ mathematics instruction and learning. What has a greater impact on mathematics learning in kindergarteners appears to be the kind of instruction that is planned and delivered, rather than teachers’ beliefs regarding mathematics readiness.

The levels of engagement in mathematics experienced by students during the middle years of schooling (Years 5 to 8 in New South Wales) has been of concern in Australia for some years. Lowered engagement in school has been attributed to factors such as inappropriate teaching strategies, curricula that is unchallenging and irrelevant, and cultural and technological conditions that continue to evolve (Sullivan et al. Australian Journal of Education 53(2):176-191, 2009). There is currently a gap in this field of research in terms of a lack of longitudinal studies conducted in an Australian context that feature students’ voices and their perceptions of mathematics teaching and learning during the middle years. As part of a qualitative longitudinal case study spanning 3 school years, 20 students in their final year of primary school (aged between 11 and 12 years) were asked to provide their views on mathematics teaching and learning. The aim of the study was to explore the students’ perspectives of mathematics teaching and learning to discover pedagogies that engage the students. During focus group discussions and individual interviews the students discussed qualities of a “good” mathematics teacher and aspects of “good” lessons. These were found to resonate well with current Australian quality teaching frameworks. The findings of this study indicate that students in the middle years are critically aware of pedagogies that lead to engagement in mathematics, and existing standards and frameworks should be used as a starting point for quality teaching of mathematics.

This study investigates the key indicators of interest and motivation in mathematics learning using confirmatory factor analysis (CFA) to validate their relevance and reliability. Conducted in Bandar Lampung, Indonesia, the research involved 111 junior high school students selected through cluster random sampling. Two latent variables were examined: interest, represented by four indicators (feeling of happiness, student curiosity, student attention, and student involvement), and motivation, represented by five indicators (perseverance, tenacity, sharpness of attention, achievement, and independence). Results revealed that only student curiosity (KMO = 0.611) and student involvement (KMO = 0.507) were valid indicators of interest, while perseverance (KMO = 0.685), tenacity (KMO = 0.628), and sharpness of attention (KMO = 0.616) were valid indicators of motivation. The validated indicators highlight the intrinsic and participatory nature of engagement, emphasizing the importance of fostering curiosity, involvement, and resilience in mathematics learning. The findings contribute to the theoretical integration of interest and motivation as interconnected constructs and offer practical implications for designing targeted instructional strategies. This study provides a robust framework for understanding student engagement in mathematics and serves as a foundation for future research on contextual and longitudinal dynamics of these constructs.

The Covid-19 outbreak that hit Indonesia required teachers to carry out online learning while still prioritizing the quality of education. This study aims to describe the readiness of Mathematics teachers to implement the 2013 curriculum in online learning to create quality learning. This readiness consists of several indicators, namely (1) understanding of the structure and material of the 2013 curriculum mathematics, (2) readiness to use teachers' mathematics books, (3) readiness to use students' mathematics books, (4) readiness to plan mathematics learning, (5) management readiness mathematics learning, (6) the readiness of the mathematics learning process, (7) the readiness of the assessment process. The data collection technique used a questionnaire. The research subjects were all high school mathematics teachers in Tualang District. The data analysis technique used descriptive qualitative. The results showed that the readiness of mathematics teachers at Se- Spectacular Tualang High School to implement the 2013 curriculum in online learning was in the "very unprepared" category of 10% (2 teachers), 25% "unprepared" category (5 teachers), "ready enough" category by 15% (3 teachers), the "ready" category by 40% (8 teachers), and the "very ready" category by 10% (2 teachers). Curriculum 2013 on online learning is included in the "ready" category.

The ability of mathematical understanding and motivation to learn is very necessary for students to take part in mathematics learning. This study aims to determine the increase in mathematical understanding and learning motivation of students who obtain mathematics learning through contextual approach using autograph software with students who obtain conventional mathematics learning, and analyze the interactions based on the level of students' initial mathematical abilities. This research is an experimental with a pretest-posttest control group design. The population of this study was all Year 10 students at SMK Negeri 1 Meulaboh, Aceh, Indonesia, the sample was 60 students with randomly selected from 165. Data analysis was performed by two-way ANOVA. The results showed that there was an increase in the ability of mathematical understanding and learning motivation of students through contextual approach using autograph software better than conventional learning; there is no interaction between learning approaches and students' initial mathematical abilities towards mathematical understanding ability, and there is an interaction between learning approaches and students' initial mathematical abilities towards student learning motivation. The teacher is expected to be able to expand the application of learning with a software-assisted contextual approach to improve students' mathematical understanding and motivation.

This study develops and validates a three-level model of digital learning conditions that reflects the progression from ICT accessibility (“access”) to pedagogical use (“use”) and their influence on student learning outcomes (“impact”). Drawing on secondary analysis of the PISA 2022 ICT Familiarity Questionnaire and applying complex-sample regression together with the logic of structural equation modelling (SEM), the study examines how ICT resources, usage practices, and digital feedback (ICTFEED) interact and how they are associated with Lithuanian fifteen-year-olds’ achievement in mathematics, reading, and science. The three-level model includes: (1) ICT infrastructure—access to technology at home and at school and students’ perceived quality of technological resources; (2) ICT learning practices—use of digital tools in subject lessons, inquiry-based activities, and school-related work outside the classroom; and (3) digital feedback and its relationship with academic achievement. Results show that neither home nor school ICT availability predicts students’ experience of receiving digital feedback. The only significant infrastructure-level predictor is the perceived quality of school ICT resources (ICTQUAL). Digital feedback is most strongly predicted by ICT use in inquiry-based learning and by ICT-supported schoolwork outside the classroom, whereas ICT use in subject lessons has only a minimal effect. Across all domains, digital feedback is negatively associated with student achievement, even when ICT access, resource quality, learning-use variables, and digital leisure are controlled for. This pattern suggests that ICTFEED functions primarily as a compensatory mechanism, being more frequently used with lower-achieving students rather than serving as a direct enhancer of academic performance. The proposed three-level model offers a structured framework for interpreting students’ digital learning experiences and highlights the key components of school ICT ecosystems that shape digital assessment practices and learning outcomes.

With the unveiling in the United States of the Common Core State Standards for Mathematics that value inquiry, cross-curricular connections, and the use of technology in instruction, school librarians may be best positioned to collaborate with mathematics teachers to instill these practices into mathematics teaching and learning. However, the mathematics curriculum is often perceived as challenging or even impossible for librarians to connect with. Consequently, such collaboration is often not pursued by either party. This paper examines the factors that shape or hinder collaboration between school librarians and mathematics teachers. Semi-structured interviews were conducted with mathematics teachers, school librarians, and school leaders in four middle schools in a highly resourced school district in the mid Atlantic region of the United States. We find several factors that influence the nature and opportunities for collaboration, including: perception; comfort with technology; institutional structures; testing pressure; and knowledge about mathematics teaching and learning. Our analysis reveals pivotal transformations that need to take place in order to strengthen the collaborative relationship between these two domains: (1) changes in the perceptions mathematics teachers and school librarians have of each other, and of various aspects of technology integration in mathematics teaching and learning and collaborative relationships; (2) enhanced structural support at the school district level; and (3) enhanced structural support at the school level to support collaboration. By examining the connections and contexts of these emerging themes from our study, we reveal the impact that school librarians can have in mathematics learning in middle schools.

Mathematics across most of the school’s subjects. The cross-sectional survey of mix method sequential explanatory was held to aim in collecting parents’ engagement in mathematics learning among deaf child from eleven constructs namely mathematical media resources support, encouragement, involvement in child’s mathematical activity, learning of mathematics experience, reading mathematical materials with child, conducive learning environment, recognition and reward, affection, expectation of child’s mathematics achievement, child acceptance and sign language mastery through questionnaires and interview protocol. The respondents were 33 parents from two Special Education National Schools deaf programs in Malaysia. Data have been analyzed through descriptive and theme analysis. The results showed that only three constructs were at the highest level of the mean, namely encouragement, affection and expectation of child’s mathematics achievement whereas others at moderate level. Therefore, parents should take some actions to help child’s mathematics learning such as increase the frequency of encouragement, emphasize the importance of mathematics, provided opportunity to apply basic mathematical facts in daily activities, visual reading materials, apply information technology, acceptance of the deaf child and strengthen the mastery of sign language. Subsequently, education ministry should pursue mathematics textbooks attached with sign language and produce mathematics exercise books in accordance with the format of examination moderation papers.