Utilization of SAMR Model in the Delivery of Mathematics Instructions in the New Normal Learning Environment

Abstract

The purpose of this study is to assess the utilization of SAMR model in the delivery of mathematics instruction in the new normal learning environment. Specifically, it assessed the utilization of SAMR Model on the delivery of mathematics instruction in the new normal learning environment by both students and teachers in terms of substitution, augmentation, modification, and redefinition; determined significant difference on the utilization of SAMR Model on the delivery of mathematics instruction: identified the problems encountered in the utilization of SAMR Model in the teaching and learning of mathematics; and proposed recommendations to maximize the utilization of the integration of SAMR Model in the promotion of digital literacy in the teaching and learning of mathematics. Descriptive method was used and 235 randomly selected teachers and students of mathematics during the second first semester of SY 20201-2022 participated in the survey. Questionnaire which was administered using Google Forms served as the main data gathering instrument. Results of which was organized and statistically treated using weighted mean and t-test. Results revealed from both students and teachers that substitution, augmentation, and modification were frequently utilized while redefinition was sometimes utilized. There is significant difference on the respondent’s assessment on the utilization of SAMR Model in terms of substitution but no significant difference in terms of augmentation, modification, and redefinition. The expressed recommendations were believed to help in the utilization of substitution, augmentation, modification, and redefinition in the teaching and learning of mathematics.