Abstract
Examining how technology is used in math classes can show us if it helps students learn better. With this context, this study aimed to investigate the level of ICT Integration in Mathematics and learners’ academic performance in 12 public elementary schools in the district of Hinigaran-I during the School Year 2024-2025. Data for this descriptive-comparative correlational study was collected from 229 teachers using a self-made data-gathering instrument that has passed the rigorous validity and reliability tests. Notably, younger teachers demonstrated higher levels of ICT integration in digital instruction and assessment than their older counterparts, reflecting a generational shift towards more effective technology adoption. Furthermore, single and married teachers showed a high level of ICT integration, although single teachers marginally outperformed their married peers in digital instruction. Additionally, the data highlights a significant difference in digital assessment integration related to length of service, with newer teachers exhibiting more frequent use of digital tools. The findings indicate that increased use of digital teaching tools, combined with more targeted professional development for teachers, particularly longer-serving educators, will help close the ICT integration gap while improving student learning outcomes in mathematics. The study results call for professional development in ICT for teachers, especially targeting those with longer service, as they adapt to contemporary educational technologies that can facilitate improved learner engagement and performance in mathematics.
Keywords: ICT Integration, Academic Performance, Mathematics, Digital Instruction and Assessment, Public Elementary Schools.