IMCC Journal of Science

Abstract: 

This qualitative study investigates the role of interactive digital resources in enhancing mathematical comprehension among Grade III learners. Drawing on systematically and ethically conducted data collection procedures—including permission letters and informed consent from participants—the study explores how these technologies influence learners’ engagement, focus, and competence in mathematics. Findings suggest that the integration of user-friendly and accessible digital tools into lesson planning significantly improves comprehension and fosters greater learner participation. Teachers observed that interactive resources not only enriched instructional delivery but also aligned with the demands of 21st-century learning. Despite challenges in selecting appropriate platforms and aligning them with curricular goals, the study underscores the transformative potential of digital tools in promoting academic performance. Ultimately, this research advocates for the strategic use of interactive technologies in basic education as a response to the growing call for quality, accessible, and engaging learning experiences.

Keywords: digital tools, educational technology, interactive resources, mathematical comprehension