A Study of Factors Influencing Teachers’ Usage of E-Learning for Teaching Math in the Public Secondary Schools in Makati City, Philippines

Abstract

This thesis study examines the factors influencing teachers’ use of e-learning to teach math. The study aims to identify those variables that have a significant correlation with the use of e-learning. The purpose of the study is to help improve schools’ current and future implementation of e-learning by understanding and addressing the factors that have a significant correlation with the use of e-learning. For this study, the definition of e-learning is any teaching and learning process that uses computer-network-based technologies and digital learning materials. There were three stages of investigation: the first was on the use or non-use of e-learning, the second was on the usage level of e-learning, and the third was on the impact of e-learning on students. The study on the usage level has three parts: usage frequency, usage duration, and the total usage level. The study of the impact of e-learning covers five aspects: students’ attention in class, classroom participation, scores on math quizzes, overall math grades, and math scores on the standardized National Achievement Test. The study focused on the population of math teachers in public secondary schools in Makati City, Philippines. The selected population is in a location that has the highest per capita income in the country, and where the local government allocates the highest financial resources per student to support education. The study reviewed prior research on the factors that influence the use of e-learning and the impact of e-learning on the students. The study considered these factors, identified in prior research, in the selection of which variables to investigate. The study investigated the correlation of selected demographic and psychographic variables that may influence the use of e-learning by the math teachers. The study assessed the correlation of selected change management components that may have affected the use of e-learning. It evaluated the impact of e-learning on students based on the assessment of the teachers who are using e-learning to teach math. The results suggest the importance of an integrated e-learning implementation plan for successful teachers’ adoption of e-learning. The results also suggest that motivating teachers to try using an e-learning system right soonest may allow them to develop the needed skills over time. The results also suggest that exposing future teachers early on to education technology will help in adopting e-learning for teaching. Concrete plans and actions that will help more teachers adopt e-learning technology for teaching and encourage them to use it more often for a longer duration are essential and timely. The broader use of e-learning will likely generate a more positive student impact that has already been observed by the majority of the math teachers currently using e-learning.