ABSTRACT
This study examined the effectiveness of technological interactive activities in teaching Mathematics among Key Stage 2 learners in San Luis Sub-Office. Specifically, it determined the extent of utilization of technological interactive activities by teachers, assessed the mathematical achievement level of learners in terms of written and performance tasks, identified the relationship between the utilization of technological interactive activities and learners’ mathematical achievement, explored the challenges encountered in their implementation, and proposed a plan of action to enhance instructional practices.
The study employed a descriptive-correlational research design. Data were gathered using a researcher-developed questionnaire to measure the extent of utilization and challenges encountered, as well as records of learners’ performance to determine mathematical achievement levels. Appropriate statistical tools were used to analyze the data.
The results revealed that the extent of utilization of technological interactive activities in teaching Mathematics was to a very great extent. The mathematical achievement level of Key Stage 2 learners was rated as outstanding in both written and performance tasks. However, findings showed that there was no significant relationship between the utilization of technological interactive activities and students’ mathematical achievement. Despite the high level of utilization, teachers identified time constraints as a major challenge, noting that interactive sessions often exceeded the allotted class periods and affected transitions to other subject areas.
Based on the findings, a plan of action was proposed to further enhance the effective utilization of technological interactive activities in Mathematics instruction. The study underscores the importance of proper time management and instructional planning to maximize the benefits of technology-enhanced learning in Key Stage 2 Mathematics.
Keywords: Technological Interactive Activities, Mathematics Instruction, Mathematical Achievement, Instructional Challenges