Development of Teachers’ Classroom Research Skills through Mathematics Instructional Innovation Using Application Technology to Improve Students’ Learning Achievement

Abstract

This research aimed to (1) investigate the level of teachers’ skills in utilizing mathematics instructional innovation through application technology under the Office of the Basic Education Commission (OBEC), and (2) develop classroom research skills among teachers through the use of mathematics instructional innovation employing application technology to improve students’ learning achievement. The sample group consisted of 367 teachers from secondary schools under OBEC during the 2024 academic year. The research instrument was a questionnaire with an overall reliability coefficient of 0.885. Data were analyzed using mean and standard deviation. The findings revealed that (1) teachers’ skills in using mathematics instructional innovation with application technology were at the highest level (Mean = 4.58, S.D. = 0.48), and (2) teachers’ classroom research skills through this instructional innovation were also at the highest level (Mean = 4.53, S.D. = 0.45).