Traditional and Culturally Responsive Teaching Practices and Technology Integration Shape Mathematics Instruction

This study investigates the association of traditional and Culturally Responsive Teaching Practices to Technology Integration among Mathematics Teacher. A descriptive–correlational quantitative design was used with 1,450 teachers from three DepEd divisions participating; instruments were validated Likert-scale instruments. Results indicated the cultural strategies were implemented at significantly higher levels than traditional pathways in line with moderate to high teacher motivation. Technology integration received the highest engagement ratings (overall mean = 3.56), and mathematics instruction efficacy was generally high but variable (overall mean = 3.48). The correlation analysis indicated no significant association between traditional/culturally responsive practices and instructional quality (r = -0.004, p = 0.946). Whereas integration of technology showed a moderate +ve and significant relationship (r = 0.503, p < 0.001). Regression testing revealed technology integration as a strong predictor of instructional effectiveness (B = 0.588, p < 0.001), accounting for 25.3% variance across levels of the sample. Results strongly indicate that digital pedagogy plays a key role in mathematics instruction and reveal the need to integrate cultural responsiveness across technology-supported methods of teaching for equitable, rich, and future-ready education.

culturally responsive, mathematics instruction

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