Information and Communication Technology: Its Impact to Statistics and Probability Instruction as Perceived by Grade 11 Teachers in Santiago City Public Schools

Abstract

This study aimed to investigate the effect of integrating Information and Communication Technology (ICT) in Statistics and Probability instruction as perceived by Grade 11 Mathematics teachers in the public secondary schools of Santiago City Schools Division. Utilizing a descriptive survey research design, the study purposively selected 23 teacher-respondents across nine public schools. Data was collected using a researcher-made questionnaire assessed via a 5-point Likert scale and analyzed using frequency counts, percentage distributions, and weighted means. The findings revealed that the respondents strongly agreed on the benefits of ICT, particularly in aiding teachers to access online academic resources and supporting a student-centered teaching approach. The integration of ICT was perceived as very effective, especially in making the mathematics education curriculum more meaningful. Furthermore, the teacher-respondents demonstrated a very proficient level in using ICT tools such as projectors, emails, and presentation software. While the overarching challenges in using ICT were deemed "least serious," the most prominent issues encountered were related to school facilities, specifically the stability and speed of internet services. In conclusion, ICT possesses a profound impact on Statistics and Probability instruction, making teaching more effective and significantly improving student engagement and comprehension. However, to fully maximize its potential, the study recommends strategic resolutions to address infrastructural bottlenecks, such as ensuring consistent funding for digital tools and optimizing internet connectivity within school premises.