Enhancing Teaching Practice Through ICT Integration: A Behavioral Evaluation of a Professional Development Program for Mathematics Educators

Abstract

This study evaluated the impact of an extension program implemented by the Department of Mathematics of Bukidnon State University to enhance ICT integration, mathematics content knowledge, and teaching strategies among senior high school mathematics teachers in Malaybalay City, Bukidnon. Anchored in the theory of change framework, the study employed a mixed-methods evaluation research design involving 22 teacher participants. Quantitative data were collected using a validated survey, while qualitative insights were obtained through semi-structured interviews with 12 participants. Survey results indicated a very high impact of ICT integration in mathematics instruction, with an overall mean score of 4.65, reflecting strong agreement on improvements in lesson delivery, engagement, and instructional effectiveness. Qualitative analysis revealed three major themes: pre-existing gaps in content knowledge, improved conceptual understanding, and stronger relevance of mathematics through technology and contextualization. Teachers reported increased confidence, enhanced use of interactive and contextualized strategies, and observable improvements in student engagement and performance. The findings highlight the value of sustained, context-specific professional development programs that integrate ICT and content mastery and underscore the importance of designing extension initiatives that are aligned with the actual instructional needs of mathematics educators in public schools.