It has always been one of the complaints of the teachers that the students are “texting” inside the classroom during class hours. With this, a research study on the classroom-based integration of text-messaging in mathematics teaching-learning process is conducted. This research investigated how text-messaging was integrated inside the mathematics classroom during the teaching-learning process. In addition, this also investigated the students’ perception before the integration of text-messaging and the students’ attitude after the integration of text-messaging inside the classroom during the mathematics teaching-learning process. This research study was conducted at University of San Carlos during the second semester of the school-year 2014 – 2015. There were thirty-five (35) accountancy students used as a sample who belong in a single class. They were in their first year when the study was conducted. Based on the initial survey, the following were found out: 1) all of them have their own cellphone; 2) twenty-four out of 35 (68.57%) have airtime load everyday, while the other 31.43 percent have load once-a-week, once-a-month, and once-every-two-days; and 3) all of them haven’t experienced that their teacher integrated text-messaging in their teaching learning process. During the duration of the research study the teacher-researcher sent the following pre-saved text-messages to the students inside the classroom: 1) concepts that need to be super-emphasized because of constant use; 2) trivia questions worth certain points, which answer will sent by student to the teacher-researcher while they are doing their seatwork inside the classroom; and 3) challenging problems related to the day’s discussion which answer will be sent by student to the teacher-researcher while they are doing their seatwork inside the classroom. In addition the following were also sent by the teacher-researcher to the students after the class: 1) updates on exam schedules/results, new topics and class standing; 2) enrichment items especially to those students who performed low in the quiz and those who are shy during seat work; 3) congratulatory remarks to those who scored high in the exams and those who did a nice participation in the discussion; 4) follow-ups on activities that were not yet submitted; 5) “catch-up” items for students who were absent; 6) advance topic organization for the new lessons, like set of examples, and concepts; 7) trivia questions worth certain points, which answer will sent by student to the teacher-researcher; and 8) challenging problems related to the day’s discussion which answer will be sent by student to the teacher-researcher. The following were the findings of the research study: 1) the students have a positive attitude towards mathematics. This was established by over-all weighted mean of 3.59, which means that the students agreed on the statements about mathematics; 2) the students agreed if the integration of text-messaging during the teaching-learning process inside the classroom will be implemented. This was established by the over-all weighted mean in 3.72 (agree); 3) after the duration of research study, the students still agreed on the integration of text-messaging during the teaching-learning process inside the classroom. This was established by the over-all weighted mean in 3.72 (agree); and 4) the students evaluated the integration of text-messaging during the teaching-learning process inside the classroom as effective. This was established by over-all weighted mean of 3.80, which means that the students agreed on the statements about the effectiveness indicators of the integration of text-messaging during the teaching-learning process inside the classroom. Based on further statistical analysis, the following were established: 1) there is no significant difference between the before and after responses of the students on the statements about the classroom-based integration of text-messaging. This was revealed by the p-value (0.991950068) which is less than 0.05 alpha-level; 2) there is significant relationship between the students’ attitude towards mathematics and the students’ perception on the classroom-based integration of text-messaging in mathematics teaching-learning process. This was revealed by the p-value (3.64E-09) which is less than 0.05 alpha-level; 3) there is no significant relationship between the students’ attitude towards mathematics and the students’ attitude on the classroom-based integration of text-messaging in mathematics teaching-learning process. This was revealed by the p-value (9.91E-02) which is greater than 0.05 alpha-level; and 4) there is no significant relationship between the students’ assessment on the effectiveness indicator of classroom-based integration of text-messaging and the students’ attitude on the classroom-based integration of text-messaging. This was revealed by the p-value (7.85E-02) which is greater than 0.05 alpha-level. These findings will serve as a springboard for future researchers in investigating the impact of the classroom-based integration of text-messaging in mathematics teaching-learning process.
