The Mediating Effect of Problem-based Learning on the Relationship between Technology Integration and Student Engagement in Mathematics

Abstract

This research aimed to determine whether problem-based learning significantly mediates the relationship between technology integration and the engagement of first-year college students. A quantitative approach with descriptive and correlational designs was employed. The respondents of the study were 133 first-year college students in three state colleges in the Division of Davao del Norte. They were chosen through stratified random sampling. Mean, Pearson-r, regression, and mediation analysis were used to analyze the data, which were obtained through the use of three adapted questionnaires. The findings revealed that technology integration is manifested in the students’ learning. In mathematics, student engagement is observed, and problem- based learning is evident among the students. It is also found out that there is a significant relationship among technology integration, problem-based learning, and student engagement. Additionally, problem-based learning partially mediated the relationship between technology integration and student engagement. The findings suggested that CHED officials should encourage and support the integration of technology into the mathematics curriculum to foster increased student engagement. School administrators can work to maximize student engagement by focusing on the integration of technology and employing problem-based learning methods. Teachers may integrate technology into their lessons and incorporate problem-based learning, and college students may consider integrating technology into their learning environment. Future researchers should explore the effects of technology integration and problem-based learning on student engagement in mathematics.

College Students’ Engagement in Mathematics in the Modern World: The Influential Role of Perceived Teaching Performance of Instructors and Critical Thinking Skills in a Blended Learning Environment

“…Still, it shows that the quality of education in the Philippines is still below standard (Maisyaroh et al, 2021). Llorente and Tado (2024) highlight the prevalent issue of poor engagement among students during mathematics classes. Moreover, Peteros et al (2022) underscore the challenge students face in learning mathematics, often leading to failure in the subject.…”