TECHNOLOGY-AIDED TEACHING APPROACHES IN MATHEMATICS AMONG ELEMENTARY TEACHERS AND LEARNERS’ LEARNING MOTIVATION: BASIS FOR AN EDUCATION 5.0-INSPIRED INSTRUCTIONAL PROGRAM

Abstract

Technology-aided teaching approaches significantly enhance learners’ motivation in mathematics by fostering engagement, addressing diverse learning needs, and simplifying complex concepts. These strategies are vital in modern education as they promote interactive and meaningful learning experiences essential for developing mathematical skills. This study aimed to assess the use of technology-aided teaching approaches in mathematics among elementary teachers and their correlation with learners’ learning motivation in the San Felipe District, Schools Division of Zambales, during the School Year 2024-2025. Using a descriptive-correlational research design, data were collected from 89 elementary teacher respondents selected through simple random sampling. A validated researcher-designed questionnaire demonstrated excellent reliability (Cronbach’s Alpha = .982 for teaching approaches and .974 for learning motivation). The majority of teachers were aged 30-39 years, predominantly female, assigned to intermediate grades, and held Teacher III positions with 10-19 years of service. They had attained master’s units and attended 1-2 training sessions in technology-aided teaching. Approaches such as play-based learning, math stations and centers, visual aids, manipulatives, and songs and rhymes were moderately consistent and evident. Learners’ motivation strategies, including providing choices, using real-life contexts, and celebrating successes, were positively consistent and frequently observed. No significant differences were noted between teaching approaches and teachers’ demographic profiles. However, a very high positive significant correlation was found between technology-aided teaching approaches and learners’ motivation, underscoring their impact on active learning. The findings highlight the need for more training and targeted interventions to enhance the use of these approaches. An Education 5.0-inspired instructional program was developed to refine teaching practices and further improve learners’ motivation, contributing actionable insights for optimizing mathematics instruction in elementary education.