COMPARATIVE STUDY ON DIGITAL PROFICIENCY OF MATHEMATICS TEACHERS IN THE PROVINCES OF PHILIPPINES AND VIETNAM

EDUCATION

This study, titled “Comparative Study on Digital Proficiency of Mathematics Teachers in the Provinces of the Philippines and Vietnam,” aimed to assess and compare the digital proficiency of junior high school Mathematics teachers in public secondary schools in Sorsogon Province, Philippines, and Ba Ria-Vung Tau Province, Vietnam. A total of forty (40) Filipino and forty-five (45) Vietnamese teachers participated in the study, which sought to identify their strengths and gaps in digital competency. Guided by the DigCompEdu Framework, the research focused on six core competency areas: professional engagement, digital resources, teaching and learning, assessment, empowering learners, and facilitating learners’ digital competence. A descriptive-comparative research design was employed. Data were collected through validated survey instruments and semi-structured interviews to ensure comprehensive analysis. Findings indicated no statistically significant difference in professional engagement, with both Filipino and Vietnamese teachers categorized as integrators (t-value = 1.08, below the critical value of 1.99). However, significant differences emerged in digital resources, teaching and learning, assessment, empowering learners, and facilitating learners’ digital competence, with t-values of 2.16, 3.31, 3.32, 2.59, and 3.16 respectively. Vietnamese teachers demonstrated higher digital proficiency and were classified as experts, while Filipino teachers remained at the integrator level. The results underscore the need for targeted and continuous professional development programs in the Philippines to elevate teachers’ digital capabilities. The study contributes to the growing body of research on comparative digital education and offers policy insights for strengthening ICT integration in Southeast Asian education systems.

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