The Role of Digital Learning Platforms in Developing Problem-Solving Competencies among Junior High School Learners

This study examined the role of digital learning platforms in developing mathematical problem-solving competence among Grade 7 learners of Sta. Irene National High School as perceived by students and Mathematics teachers. It responded to the need for localized evidence on how digital platforms support learners in understanding problems, devising plans, carrying out solutions, and looking back. The study employed a quantitative descriptive-survey method with comparative and correlational components. Complete enumeration was used, involving 170 Grade 7 learners and 12 Mathematics teachers. Data were gathered through researcher-made questionnaires and analyzed using frequency, percentage, weighted mean, tests of difference, and correlation at the 0.05 level. Findings revealed that Google Classroom was the most used platform, followed by Zoom and Khan Academy. Digital learning platforms were generally perceived as effective in supporting mathematical problem-solving, with Looking Back receiving the highest rating and Understanding the Problem the lowest. Students and teachers shared similar perceptions only in Understanding the Problem, while significant differences were found in Devising a Plan, Carrying Out the Plan, and Looking Back. Among student profile variables, only age showed significant differences in selected stages, while the type of platform used had no significant relationship with perceived effectiveness. Internet connectivity, limited device access, unclear instructions, and insufficient technical support emerged as major barriers. The study implies that digital platforms are useful instructional supports when paired with scaffolded problem-solving activities, teacher feedback, learner reflection, and improved digital readiness through the proposed DIGI-MATH PAL Intervention Plan.

Digital Learning Platforms, Mathematical Problem-Solving Competence, Grade 7 Learners

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