The Mediating Role of Self-efficacy on the ICT Skills of Teachers and Student Engagement in Mathematics

Abstract

Research indicates that integrating Information and Communication Technology (ICT) into mathematics education enhances teaching and learning (Das, 2020). However, teachers' skills and technical support significantly influence their instructional strategies, affecting student engagement (Joshi, 2019; Alibakhshi et al., 2020; Maamin et al., 2022). This study investigates the critical mediating role of self-efficacy in the relationship between teachers' ICT skills and student engagement in mathematics among 323 senior high school students, calculated using Slovin’s Formula, based on a confidence level of 95 percent, in Davao City, Philippines selected for the researcher’s convenience. Students in non-academic tracks will be excluded from this study but may be included in future research. The research utilized a descriptive-correlational approach along with path analysis for mediation. Data analysis included means, Pearson correlation coefficients, and path analysis techniques. The instruments employed were measured on a five-point Likert scale, achieving an impressive internal consistency with a Cronbach's alpha of 0.98. The results revealed a high level of self-efficacy, strong ICT skills among teachers, and high student engagement. Additionally, a strong positive correlation among these variables was identified. The study concluded that self-efficacy partially mediates the relationship between teachers' ICT skills and student engagement. These findings have significant implications for educational policies and academic instruction, particularly concerning effective teaching strategies. Therefore, fostering self-efficacy in educators is vital for their development, as it directly improves student performance, significantly lowers dropout rates, and cultivates an optimal environment for both personal and institutional growth.