Technology-Integrated Learning on Students’ Mathematical Problem-Solving Skills

Abstract

This study examined how San Sebastian College-Recoletos de Cavite senior high school students' ability to solve mathematical problems was affected by technology-integrated learning. The study used a posttest-only control group design with 160 students divided between traditional and technology-integrated classes, guided by constructivist learning theory. A validated normal distribution problem-solving test was given, and descriptive statistics and an independent samples t-test were used to assess the results. The findings indicate that students in the technology-integrated group outperformed those in the traditional group in terms of mean scores, demonstrating that digital tools can improve problem-solving skills when they are properly matched with pedagogy. These results highlight the need for teacher preparation, fair access, and pedagogically sound integration while confirming local and international evidence of the advantages of technology-enhanced learning. The study comes to the conclusion that technology has great potential for enhancing deeper reasoning, engagement, and 21st-century abilities in math classes when it is included in constructivist principles.