Effectiveness of Interactive Teaching Strategies in Improving Students^ Mathematics Performance Mark Ren D. Villaflor, Engr. Joselito P. Nagayo and Venus Jazmine G. Imbag
Nueva Ecija University of Science and Technology, San Isidro Campus
Abstract
This study aimed to determine the effectiveness of interactive teaching strategies in improving the mathematics performance of Grade 9 students in one of the National High Schools in San Isidro, Nueva Ecija. Specifically, it sought to describe the perceptions of students regarding interactive teaching strategies, their level of engagement and motivation, and the impact of these strategies on their academic performance in mathematics.
The study employed a descriptive research design using a survey questionnaire as the primary data-gathering instrument, administered to ten Grade 9 students. The data were analyzed using frequency counts, weighted means, and correlation analysis. Results revealed that students generally agreed that interactive teaching strategies, such as group activities, visual aids, real-life examples, and educational technologies, enhanced their learning experiences and sustained their engagement and
motivation in mathematics. Moreover, students expressed that these strategies improved their confidence, problem-solving skills, and ability to recall lessons effectively. However, the correlation results indicated no
significant relationship between interactive teaching strategies, student engagement, and academic performance, suggesting that while these methods positively influence attitudes and participation, their direct impact on measurable performance outcomes may require more time and consistent application. The findings highlight the importance of fostering interactive and student-centered approaches to create a more engaging and enjoyable mathematics classroom environment.
