Extent of Technology Integration in Teaching Statistics: Its Implication to Students Achievement
Keywords:
Technology, Integration, Teaching, Statistics, AchievementAbstract
This study determined the extent of technology integration in teaching selected topics in Basic Statistics and its implication to students’ achievement during the first semester, SY 2014-2015. The study utilized the descriptive-correlational research design using the questionnaire as the main data gathering instrument. The students’ achievement level revealed a mean of 70.00 with a standard deviation of 4.31. The result of the correlational analysis between the students’ achievement level and their course profile registered a correlation coefficient of 0.225. When tested for its significance using p-value, the p-value (sig.) was pegged at 0.003 which was lesser than the level of significance of 0.05. Thus, the hypothesis involving the relationship between these two variables was rejected. Meanwhile, between students’ achievement level and the rest of the students’ profiles were accepted. The students’ achievement level did not correlated significantly with age, sex, year level, attitude towards ICT, ICT literacy, extent of ICT utilization, and availability of personal computer. This means that the students’ achievement level was not affected by the abovementioned students’ profile variates. Meanwhile, students’ courses correlated significantly. This further means that those students enrolled in non-technical courses had high levels of achievement in statistics, while those students enrolled in technical courses tend to have low achievement levels. This implies that students in non-technical courses focus more on the academic subjects or have more mathematics subjects offered than those in technical courses, moreover, those students in technical courses focus more on the manual content-learning target.
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