Teachers’ Digital Competence and Mathematics Learning in Secondary Education, Huancavelica 2022

Abstract

The study aimed to determine the relationship between teachers’ digital competence and mathematics learning among students from a secondary educational institution in Huancavelica during the 2022 academic year. The research was basic in type, with a correlational level and a non-experimental, cross-sectional design, guided by the scientific and descriptive methods. The sample consisted of 123 students, and the information was collected through the survey technique and documentary analysis. The Questionnaire for Assessing Teachers’ Digital Competence and the Mathematics Achievement Level Record were used as instruments. The results showed that no teacher had a basic level of digital competence; 50.4% reached an intermediate level, and 49.6% an advanced level. Regarding mathematics learning, 62.6% of students were at the “in progress” level, 26.8% at the “expected” level, and 10.6% at the “outstanding” level. It is concluded that there is a positive and moderate correlation between teachers’ digital competence and mathematics learning (Kendall’s Tau-b = 0.754; sig. = 0.000 < 0.05).