Exploring the Digital Literacy Practices of Mathematics Teachers and Their Perceived Influence on the Academic Performance of Grade 8 Learners: A Qualitative Inquiry

Abstract

The integration of digital literacy practices in mathematics instruction has become increasingly essential in improving learner engagement and academic performance in contemporary education. This qualitative inquiry explored the digital literacy practices of Mathematics teachers and their perceived influence on the academic performance of Grade 8 learners in Cabagan Integrated School. The study employed a qualitative descriptive research design involving purposively selected Grade 8 Mathematics teachers from public secondary schools. Data were gathered through semi-structured interviews and analyzed using thematic analysis. Findings revealed that teachers utilized digital literacy practices through interactive presentation tools, online learning platforms, video-based instruction, digital assessment applications, and technology-assisted collaborative activities. Participants perceived that these practices improved learners’ mathematical understanding, engagement, participation, and problem-solving skills. However, teachers also encountered challenges such as unstable internet connectivity, limited technological resources, insufficient digital competencies among learners, and difficulties in sustaining learner attention in technology-mediated instruction. Despite these challenges, teachers emphasized that digital literacy practices contributed positively to learners’ academic performance when appropriately integrated into instruction. The study highlights the importance of strengthening digital pedagogical competence, improving technological infrastructure, and sustaining professional development programs for Mathematics educators.