THE INFLUENCE OF INTERACTIVE MULTIMEDIA TOOLS ON MATHEMATICAL ACHIEVEMENTS AND CONCEPTUAL UNDERSTANDING IN PRIMARY EDUCATION

Abstract

In the context of rapid technological advancements and their influence on education, this study investigated the effects of digital technologies on the development of mathematical knowledge in primary education within Pakistani context. To compare the effects of traditional versus digital-based instruction on mathematical achievement, 76 fourth-grade students from a primary school in Khyber Pakhtunkhwa, Pakistan, were divided into two groups: control and experimental. The study employed a quasi-experimental research design. The experimental group was taught using digital-based instruction, while the control group received traditional teaching methods. The Mathematics Achievement Test (MAT) was administered to assess students’ academic performance, and the results were analysed using independent samples t-tests, ANOVA and MANOVA. The findings indicates that digitized instruction enhances problem-solving skills, engagement, and conceptual understanding, while accommodating diverse learning styles. Furthermore, it promotes critical thinking, and prepares students for future technological advancements, making learning both applicable and meaningful.