CHAPTER 4CONCLUSIONSAND RECOMMENDATIONSThis chapter presents the conclusionsand recommendations base on the result of the study.
CONCLUSIONSThe following conclusions were drawnbased on the collated findings: 1. ICT instructional materials were not enough. 2. Teachers lack capabilities in usingtechnology in mathematics Instructions. 3.
Schooladministrator should support teachers in their quest for ICT learning andprovide appropriate ICT tools for mathematics instructions.4. Teachersneed trainings in ICT integration to enhance their competence in the use oftechnology which might be an avenue in uplifting learners performance throughICT aided mathematics instructions.RECOMMENDATIOS From the findings and conclusion ofthe study, the following recommendations strongly suggests:1.
Theschool should address the ICT instructional materials needed in mathematicsinstruction in order for the teachers to overcome the 61challengesbrought by ICT integration in realizing the 21st century education.2. DepEdofficials and school administrators should:a. Identifythe needs and limitations of teachers so they can be appropriately help;b. Assistteachers in their quest to grow professionallyc. design a strategic plan to address issuesconcerning the capability of teachers using ICT and the use of techniques ineliciting student interest in mathematics.
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3. Theschool administrators and the mathematics teachers should findsolution to minimize the problemsrelative to the use of ICT, such as:a. Conductregular meeting with mathematics teachers to identify their problem and findappropriate solution for each problem.4. Suggestand adopt pointers to be develop and enhance by both school administrators andmathematics teachers.The school administrator should recommend to the schoolleadership that they create and develop training program which are parallel orsimilar to the training program prepared and developed in this study, tofurther enhance their competence in teaching the subject disregarding theirage, gender, ICT background, position and the like.
