TECHNOLOGY INTEGRATION AND ACADEMIC PERFORMANCE IN MATHEMATICS IN THE NEW NORMAL EDUCATION

ABSTRACT : Technology integration in education involves the meaningful use of technological tools and resources to support teaching and learning. However, access to and knowledge of technology do not necessarily ensure its effective integration into the learning process. This study examined students’ perceptions of technology integration in learning Mathematics during the New Normal Education, particularly in terms of confidence in learning Mathematics, confidence in using technology, and the use of computers and graphic calculators in learning Mathematics. The study employed appropriate descriptive and inferential statistical tools to analyze the data and determine the relationship between perceived technology integration and students’ academic performance. The findings revealed that the student-respondents were “undecided” in their overall perception of technology integration in learning Mathematics across the three dimensions. Despite this, the students demonstrated exemplary academic performance. Furthermore, the results showed a significant relationship between students’ perceived technology integration and their academic performance in terms of confidence in learning Mathematics and confidence in using technology. However, no significant relationship was found between the use of computers and graphic calculators in learning Mathematics and students’ academic performance. These findings suggest that while students generally recognized the potential of technology in Mathematics learning, their perceptions were not consistently associated with academic performance across all dimensions of technology integration.

KEYWORDS: Technology Integration, Mathematics Learning, New Normal Education, Student Confidence, Academic Performance