Effects of Educational Technology Integration in Classroom Instruction to the Math Performance of Gen Z Students of La Salle Green Hills High School

Different generations respond differently to instruction because of their diverse characteristics, learning styles and study habits. Teaching strategies that were effective many years ago may not be effective now to the current generation. The main goal of this paper is to determine the impact of the implementation of educational technology integration in the math performance of the Junior High School students of La Salle Green Hills High School based on periodical exam performance and final math grades. In support, survey on the use of technology was administered to determine the characteristics of both students and teachers of SY2017 - 2018. Another survey regarding study habits was also administered to the students to determine their readiness with regards to note-taking skills, time management, test taking/preparation skills,reading, and writing and math skills. Teaching strategies were recommended based on the need of the current students. A total of 712 students and 12 math teachers participated in different surveys. Periodic exam means and final math grades between the school years without technology (SY2004 – 2008) and with technology (SY2014 – 2018) were correlated through regression analysis. Result shows that the periodic exam mean has a 35.29% impact to the final grade of the students however. Also, z-test result where p>0.05 shows that the periodical exam results do not differ significantly between the school years with and without the integration of technology. With p<0.01, a significant positive difference was observed in the final math grades of students between the school years with and without technology integration.

Classroom Instruction, Educational Technology, Generation Z, Math Performance

Science, Mathematics and Technology Learning

Paper Presentation in a Themed Session