Teachers’ Usage of Multimedia Tools in Mathematics Class-Rooms: A Generic Qualitative Inquiry

Teachers’ Usage of Multimedia Tools in Mathematics Class-Rooms: A Generic Qualitative Inquiry

Hazel Charm A. Alegre

University of Nueva Caceres

DOI: https://dx.doi.org/10.47772/IJRISS.2025.90600002

Received: 22 May 2025; Accepted: 26 May 2025; Published: 26 June 2025

ABSTRACT

This study uses a generic qualitative inquiry to explore the experiences of Alawihao National High School mathematics teachers in integrating multimedia tools into instruction. It aims to (1) examine the challenges faced and (2) describe the teaching strategies adopted. Data was collected through in-depth interviews with five purposively selected junior high school math teachers. Thematic analysis revealed four main challenges: technical issues, teacher preparedness, teaching strategies, and limited resources. Teachers encountered internet problems, device failures, and software issues, affecting lesson flow and engagement. Limited training also hindered their readiness. Strategies to address access and resource limitations required instructional adjustments. For the second objective, teachers adopted three strategies: promoting student-centered learning, using visual and collaborative tools, and enhancing classroom management through structured timing. The study concludes that while multimedia can enrich instruction, challenges remain. It recommends infrastructure upgrades, professional development, and training to help teachers effectively integrate multimedia and improve student outcomes.

Keywords: Multimedia instruction, mathematics education, generic qualitative inquiry, educational challenges, teacher adaptation

INTRODUCTION

The rapid progress of technology has brought about a significant change in global education, resulting in the incorporation of multimedia resources into teaching and learning.

These resources, including text, graphics, audio, video, and animations, have demonstrated that they improve student engagement and understanding in various topic areas (Mayer, 2020). Multimedia education is increasingly acknowledged as an effective strategy for enhancing students’ access to and engagement with complex topics like mathematics. Multimedia education aligns with the global trend toward more interactive, student-centered learning settings, supported by several worldwide studies and promoted by educational reform groups (UNESCO, 2023).

Many programs in the Philippines have promoted the use of multimedia in the classroom to raise educational standards. Technology use may improve teaching and learning, as the Department of Education (DepEd) has often stated. To educate students about the needs of the twenty-first century, the Department of Education (Department of Education, 2010) requires the implementation of information and communication technologies (ICT) in education under DepEd Order No. 78, s. 2010. This lecture emphasizes how important it is for educators to use multimedia resources in their lesson plans, especially in mathematics classes where traditional methods of instruction frequently fail to hold students’ attention and promote deep learning.

For example, Savov et al. (2022) discovered that using multimedia technologies in mathematics education greatly enhanced student performance and engagement in secondary schools in Metro Manila.

Meanwhile, using these multimedia resources at Alawihao National High School represents a significant change from conventional teaching techniques, offering opportunities and difficulties for math teachers. The unique circumstances of Alawihao National High School impact how multimedia instruction is implemented. The availability of technology resources greatly influences teachers’ experiences, the administration’s level of support, and the opportunities for professional growth that are given to them. Alawihao National High School teachers must balance these factors as they work to incorporate multimedia tools into their lesson plans successfully.

This study adds to the existing research that argues for using multimedia technologies to solve educators’ difficulties in helping students grasp abstract mathematical ideas by giving them more concrete examples.

Despite the acknowledged advantages of multimedia technologies in education, insufficient research has been done on how mathematics teachers, especially those in rural areas, perceive and manage the integration of these resources into their pedagogical methods. Ertmer and Ottenbreit-Leftwich, (2010) explore barriers teachers face when integrating technology, underscoring that teacher beliefs and experiences are critical for understanding multimedia integration in classrooms. In addition, the foundational work of Mishra and Koehler (2006) highlights that while multimedia tools are practical, teachers’ experiences and challenges in integrating technology pedagogically meaningfully are often overlooked. This study fills this knowledge gap by exploring the real-world experiences of mathematics teachers utilizing multimedia tools.

This study explores mathematics teachers’ experiences as they integrate multimedia tools into their classrooms. By employing a generic qualitative inquiry approach, the research captures the nuanced perspectives of educators, shedding light on their practices, challenges, and strategies for integrating technology into mathematics education.

Scope and Delimitation

This research explored mathematics teachers’ usage of multimedia tools at Alawihao National High School in Daet, Camarines Norte, in the first quarter of 2024-2025, explore mathematics teachers’ usage of multimedia tools into their classroom practices.

The key participants of this research include five mathematics teachers in junior high school who were purposively selected according to their active teaching roles during the School Year 2023-2024.

This research used the first quarter of 2024-2025 classroom experiences of these Alawihao National High School teachers.

Various variables delimit the research. Firstly, the study is confined to a specific time frame, centered solely on teachers’ usage of multimedia tools in mathematics classrooms throughout the first quarter of SY 2024-2025. This restriction could influence the generalizability of the results, as the experiences recorded are specific to this short period and might not accurately represent the entire school year.

In addition, the research study is limited to only five participants, providing rich qualitative data; this might not entirely represent the diversity in usage of multimedia tools that could have been observed in a larger sample. Finally, the study is limited to Alawihao National High School, which may limit its application to other educational settings.

Objectives of the Study

The primary objective of the study is to explore mathematics teachers’ usage of multimedia tools in classroom practices, focusing on benefits, challenges, and the overall impact of multimedia integration on teaching and learning processes.

Specifically, this study addressed the following objectives:

• to examine mathematics teachers’ challenges when integrating multimedia tools into their teaching practices; and
• to describe the different adapted teaching strategies of mathematics teachers using multimedia tools.

MATERIALS AND METHODS

A qualitative research design, specifically a generic qualitative inquiry, was employed in this study. This approach is often characterized by its flexibility and adaptability, which allow participants’ perspectives to be explored in-depth without adherence to a specific qualitative method (such as grounded theory or phenomenology). This study used the generic qualitative inquiry approach to understand how multimedia tools were integrated into math lessons, the benefits perceived, and the challenges encountered by teachers. Teachers’ insights and experiences were gathered through semi-structured interviews, which provided structure and room for the viewpoints of participants to be expressed naturally. The flexible nature of this method allowed a deeper exploration of the participants’ experiences, and rich, context-specific data were provided. The results are expected to contribute to improving multimedia teaching strategies, inform future teacher training programs, and guide policy development in educational settings.

A structured interview guide was used as the primary tool for data collection. The questions were designed to examine the challenges and experiences of math teachers using multimedia. Three master teachers reviewed the guide to ensure clarity and relevance. Necessary adjustments were made based on their feedback to enhance the guide’s effectiveness.

Before data collection, approval was secured from the Schools Division Superintendent of SDO-Camarines Norte and the Principal of Alawihao National High School. A detailed letter explaining the study’s purpose, procedures, and the right to withdraw at any time without consequences was provided to the participants. Confidentiality was assured in the letter, and participants were encouraged to ask questions before agreeing to participate. Once consent was obtained, interview schedules were arranged at convenient times for the teachers. Upon completion of the interviews, the data collected was thoroughly analyzed to derive meaningful

CONCLUSIONS

A validation process was conducted to ensure the structured interview guide’s practicality. Three master teachers assessed the clarity and relevance of each question. Adjustments were implemented based on their feedback.

RESULTS AND DISCUSSIONS

This study examined the experiences of five mathematics teachers at Alawihao National High School who integrated multimedia tools into their lessons. It had two main objectives: (1) to identify the challenges teachers faced when using multimedia tools and (2) to explore the strategies they used to adapt. Through in-depth interviews, the study provided insights into how multimedia tools shape teaching practices and how teachers adjust to these changes.

Challenges in Using Multimedia Tools in Math Classes

Integrating multimedia tools in math instruction has several challenges affecting lesson delivery and classroom management.

The study identified four major themes: technical issues, teacher preparedness, teaching strategies, and resource limitations.

Integrating multimedia tools into education presents several challenges that impact both teachers and students. Technical issues, including slow internet connections, software errors, and hardware failures, often disrupt lessons, causing frustration among educators and interruptions in student learning. Additionally, teacher preparedness is a significant concern, as many instructors require time and training to become proficient with multimedia tools, which can affect their ability to conduct interactive lessons effectively. Teaching strategies must also be adapted to balance traditional and digital approaches,  requiring extra effort from educators to ensure a seamless learning experience. Furthermore, limited resources and accessibility add to the difficulties, as teachers struggle to prepare multimedia-based lessons within tight schedules, and some students lack the necessary technology to participate fully. These challenges highlight the need for better infrastructure, comprehensive training, and increased support to enhance the effectiveness of multimedia in education.

These challenges highlight the need for better infrastructure, ongoing teacher training, and improved access to digital tools. By addressing these issues, schools can help math teachers use multimedia more effectively, improving teaching and student learning outcomes.

Table 1 Challenges Encountered by the Mathematics Teachers in Using Multimedia Instructions

Theme 1: Technical Issues

Technical issues remain a significant obstacle to integrating multimedia tools into mathematics instruction. These consist of three sub-themes, which include internet limitations, device-related failures, and even software issues, which disrupt the flow of lessons and hinder the effective use of digital tools.

Theme 1.1: Internet Connectivity Issues. Internet connectivity issues are a persistent challenge that disrupts the continuous use of multimedia tools in mathematics instruction.

Unstable internet makes it hard for teachers to use multimedia tools in math lessons. One teacher shared, “The interactive graphing tool failed due to poor internet, causing delays and confusion.” Another said, “Despite technological improvements, technical glitches such as slow internet remain a persistent problem.”  These interruptions force teachers to stop lessons and switch to manual methods, slowing learning and reducing student engagement.

Poor internet limits the interactive benefits of multimedia, making lessons less dynamic. A stable connection is crucial for real-time demonstrations and group activities that boost student understanding.

Research supports this. Sampson et al. (2019) identified reliable internet as a key part of tech-based learning. In the Philippines, Ocampo et al. (2023) showed that poor internet makes it harder for teachers to use digital tools effectively.

Schools should provide fast internet and use Wi-Fi boosters to strengthen connections in every classroom. Teachers should also learn offline multimedia options to keep lessons going if the internet goes down.

Theme 1.2: Device Malfunctions. Broken or slow devices often disrupt lessons and stop teachers from using multimedia tools.

One teacher shared, “My laptop began to update, and it took almost 30 minutes before it opened. It ruined the flow of the lesson.” Another said, “The interactive whiteboard stopped working during a lesson, which disrupted the flow and confused the students.” These issues waste time and force teachers to rely on traditional methods, reducing the impact of digital learning.

To avoid these problems, schools need reliable, up-to-date devices. Clark-Wilson (2023) stressed that well-maintained technology is key to integrating multimedia into education. Locara (2022) highlighted the need for regular maintenance and technical support.

Schools should schedule routine maintenance, upgrade outdated devices, and have tech support to fix issues quickly.

Theme 1.3: Software Issues. Software crashes and compatibility issues make it harder for teachers to use multimedia tools in math lessons.

One teacher shared, “The software crash disrupted the flow of the lesson and caused frustration for both me and the students.” Another said, “At mid-lesson, the software freezes, and the board becomes unresponsive.” These problems slow down instruction and make students lose focus.

Reliable, user-friendly software is essential for smooth teaching. Jenlink (2019) noted that harmful software disrupts learning and frustrates teachers. Khaldi (2024) emphasized the need for easy-to-use, compatible programs to support classroom technology.

Schools should invest in stable, education-focused software. Teachers should also learn basic troubleshooting skills to handle common software issues.

Theme 2: Teacher Preparedness

Teachers need training and confidence to use multimedia tools effectively.

Many struggle with learning new tools and often rely on trial and error. This lack of preparation affects lesson flow and lowers confidence in using technology.

This theme consists of two sub-themes, which include the initial learning curve and the lack of training and support.

Theme 2.1: Initial Learning Curve. Learning to use new multimedia tools is challenging for teachers.

One teacher shared, “My biggest challenge was the steep learning curve, both for me and my students. For instance, introducing GeoGebra required me to first learn its features and then simplify them for students.” Another said, “I struggled with setting up and using interactive whiteboards effectively.” Teachers also found it hard to keep up with new technology. One noted, “As teachers, we need to explore and keep up with technology to avoid being left behind.”

These difficulties took extra preparation time and disrupted lesson flow. The steep learning curve shows the need for training that builds essential skills in multimedia tools. Filling these gaps helps teachers use technology effectively in the classroom.

Guan et al. (2018) noted that teachers must learn different media formats for effective multimedia use, and Kennedy (2025) emphasizes that integrating multimedia tools in the classroom can create dynamic, inclusive lessons that address a variety of learning styles. This approach helps in engaging students more effectively by catering to their individual preferences and needs.

Schools should offer hands-on training for specific tools like GeoGebra and interactive whiteboards. Teachers can start with simple tools and gradually move to advanced features.

Theme 2.2: Lack of Training and Support. Without proper training, teachers struggle to use multimedia tools.

One teacher admitted, “I could have familiarized myself more thoroughly with the classroom technology.” Another said, “I should have sought structured training earlier instead of relying on trial and error.” Others stressed the importance of asking for help sooner. One explained, “I could have started with simpler tools and gradually moved to more complex ones. Seeking help earlier would have also made a difference.”

These experiences show how a lack of training slows teachers from fully using multimedia tools. The heavy reliance on self-learning highlights the need for structured training programs. Without proper support, teachers face steep learning curves, struggle with technology, and lose confidence in their teaching.

Cabasan and Quirap (2023) stressed that workshops and tech support reduce teachers’ reliance on trial and error by providing structured learning opportunities and immediate assistance. This approach helps teachers develop confidence and proficiency in using digital tools, thereby enhancing their teaching effectiveness. Also, Kaufmann et.al (2022) discuss how teachers’ error-handling practices can be significantly improved through targeted professional development and support. The study highlights that structured training and support help teachers navigate and resolve issues more efficiently, reducing the need for trial and error.

Schools should provide regular training, mentorship programs, and technical support to help teachers use multimedia tools confidently.

Theme 3: Teaching Strategies

Teachers use different strategies to integrate multimedia tools while maintaining lesson flow.

Many combine digital and traditional methods, prepare backup plans, and experiment with approaches like flipped classrooms. These strategies keep students engaged even when technology fails.

This theme consists of three sub-themes, which include the use of backup strategies, a blended learning approach, and a flipped classroom approach.

Theme 3.1: Use of Backup Strategies. When technology fails, teachers rely on traditional methods to keep lessons going.

One teacher shared, “I had to switch back to traditional methods using chalk and board, marker, and whiteboard, which felt like a step backward.”  Another said, “I started incorporating traditional teaching methods as backups and ensuring I have contingency plans in place.” Teachers also used alternative materials, as one remarked, “I used flashcards, printed pictures, or game-based activities as an alternative for the first part of my lesson.”

These strategies ensured that learning continued despite multimedia tool failures. Using backup strategies shows the need for preparation in teaching. Multimedia tools boost engagement, but having traditional material ready prevents tech issues from disrupting learning.

Guan et al. (2018) found that combining traditional and digital tools helps maintain lesson flow. This approach allows teachers to seamlessly integrate new technologies without disrupting established teaching methods. It ensures that lessons remain engaging and dynamic, catering to diverse learning preferences. As a result, students benefit from a balanced and effective learning environment.

Teachers should have backup plans, and schools should provide materials to support this dual-method approach.

Theme 3.2: Blended Learning Approach. Blended learning mixes traditional and digital methods to improve instruction.

One teacher shared, “One strategy is blending technology with traditional methods. I use prepared instructional materials for the first part of my lesson.” Another said, “Mixing traditional methods with technology helps keep students engaged.” A third noted, “Blending traditional methods with multimedia, encouraging collaborative activities, and preparing backup plans helped address ongoing difficulties.”

These insights show how teachers maintain engagement and lesson flow despite technical issues. Blended learning combines traditional and digital tools to create a flexible, interactive classroom. This approach keeps lessons on track, even when technology fails.

Mantiri (2014) noted that blending different media formats improves understanding, especially in math. Schools should train teachers to design blended lessons and use collaborative activities.

Theme 3.3: Flipped Classroom Approach. In flipped classrooms, students study content before class, allowing for more interactive activities during lessons.

One teacher said, “Another approach that I used is flipping the classroom. I send links to pre-recorded videos or online activities for students to engage with content before class.”

This method helps students grasp concepts early, making in-class learning more engaging. Flipped classrooms foster student independence and maximize classroom interaction. This approach enhances comprehension and allows teachers to address higher-order thinking skills during class sessions.

Bergmann and Sams (2012) discovered that flipped classrooms significantly enhance students’ critical thinking skills and retention of information. By reversing the traditional learning model, where instructional content is accessed at home and classroom time is dedicated to interactive, hands-on activities, students can better engage with the material, apply concepts in practical scenarios, and retain knowledge more effectively. This innovative approach not only fosters deeper understanding but also encourages active learning and collaboration among students.

Schools should support teachers in creating pre-class materials and ensure students can access the necessary technology.

Theme 4: Resource and Accessibility

Many schools lack enough devices, internet, and infrastructure for multimedia learning. Teachers reported that not all students had equal access to technology. This limited their ability to participate in interactive lessons.

Resource and accessibility challenges highlight the persistent digital divide in education. These barriers impede the effective integration of multimedia tools, restricting their ability to enhance teaching and learning outcomes.

This theme consists of three sub-themes, which include the device and resource availability, student readiness and skills, and time and flow constraints.

Theme 4.1: Device and Resource Availability. Limited access to technology creates learning gaps.

One teacher shared, “Some students lacked access to the necessary technology. Not all students had equal opportunities to use or learn from multimedia tools.” Another said, “Lack of resources, like internet connections and classroom monitors, made it challenging to use multimedia tools.” Teachers also noted, “Students without access to devices fell behind in completing interactive assignments, affecting their understanding of key concepts.”

These barriers disrupted lessons, causing gaps in engagement and learning between students with and without access to essential tools. Unequal access to technology creates educational disparities, limiting the impact of multimedia. Without proper resources, students fall behind, widening the learning gap and reducing the effectiveness of digital tools in education.

Luzano et al. (2024) discovered that inadequate access to technology significantly hampers the effectiveness of mathematics instruction. This lack of technological resources creates barriers to implementing modern teaching methods and integrating digital tools, ultimately affecting student engagement and learning outcomes. Addressing this issue is crucial for ensuring all students benefit from enhanced educational experiences.

Schools should establish technology-sharing programs and significantly boost funding for devices and internet access. By doing so, they can ensure equitable access to essential technological resources, enabling all students to benefit from modern educational tools and methods. This investment will help bridge the digital divide, fostering an inclusive learning environment where every student has the opportunity to succeed and thrive in a technology-driven world.

Theme 4.2: Student Readiness and Skills. Some students struggle to use multimedia tools effectively.

One teacher stated, “Students lost the opportunity to see dynamic changes in the graph, making it harder for them to grasp the concept.” Another explained, “Students fell behind when tools or resources weren’t available for interactive lessons.” These insights highlight the need for students to develop basic tech skills to keep up with multimedia-based lessons. They struggle to follow instructions without these skills, causing delays and confusion.

A lack of readiness significantly limits student engagement with multimedia tools, weakening learning outcomes and participation. To address this, it is essential to teach fundamental technology skills, ensuring that students are well-equipped to benefit fully from interactive and digital instruction.

Khaldi (2024) stressed that digital tools must match students’ abilities for effective learning. Teachers should introduce basic tech training to help students use multimedia tools confidently.

Educators should integrate pre-lesson orientations and tutorials to familiarize students with multimedia tools. Structured training sessions should focus on building technological skills, ensuring students can confidently navigate digital resources during lessons.

Theme 4.3: Time and Flow Constraints. Technical issues often disrupt lessons, wasting valuable time.

Teachers often faced disruptions from technology failures, which wasted valuable class time. One teacher shared, “There are instances when the technology doesn’t function as expected. This can disrupt the flow of the lesson and cause frustration.” Another noted, “The lesson is paused, and I return to manually writing graphs on the board, wasting crucial time.” A third teacher mentioned, “My laptop began to update and delayed the start of the lesson for almost 30 minutes.”

These challenges show the need for reliable systems and backup plans to keep lessons running smoothly.

Technical issues waste time, disrupt teaching, and frustrate both teachers and students. Without solutions, these problems weaken the impact of multimedia-based instruction.

Jenlink (2019) noted that software crashes and device issues disrupt learning. These technical problems interrupt the flow of lessons and can cause frustration for both teachers and students. Addressing these issues promptly is crucial to maintaining an effective learning environment.

Schools should provide tech support and schedule software updates outside class hours. Teachers should also have backup plans for a smooth lesson flow.

Adapted Teaching Strategies for Multimedia Tools

Teachers used different strategies to improve lessons, keep students engaged, and manage the classroom while using multimedia in math instruction. They combined traditional teaching with technology to create a more interactive, student-focused learning space. Their adjustments helped overcome technical issues, time limits, and changing student needs.

The study identified three major adapted strategies: student-centered instruction, enhancing visual and collaborative learning, and improving classroom management.

Effective teaching strategies emphasize student-centered instruction, where learners actively explore concepts through interactive engagement. This approach fosters deeper understanding by allowing students to participate in hands-on activities, encouraging independent thinking and problem-solving. Additionally, enhancing visual and collaborative learning plays a crucial role in improving comprehension. Tools such as graphing software provide dynamic representations of mathematical concepts, helping students visualize abstract ideas more effectively while also promoting teamwork through shared learning experiences. Furthermore, improving classroom management ensures smooth lesson delivery by incorporating structured lesson plans and backup strategies. A well-organized approach allows teachers to maintain control over the learning environment, adapt to unexpected challenges, and create a supportive atmosphere that maximizes student success. By integrating these elements, educators can enhance instruction and create a more engaging and effective learning experience. These strategies show teachers’ creativity and commitment to effective teaching despite challenges.

Table 2 Different Adapted Teaching Strategies of Mathematics Teachers in Using Multimedia Tools

Theme 1: Student-Centered Learning

Student-centered learning puts students in charge of their learning. Instead of just listening to lectures, students explore concepts independently using multimedia tools. This method keeps them engaged, encourages critical thinking, and helps them understand subjects better. Interactive content adapts to different learning styles, making lessons more effective.

In this approach, teachers become guides rather than just information providers. They support students as they explore and ask questions. For example, interactive simulations and digital tools let students test ideas and learn independently. This builds independence and keeps them engaged.

When students actively participate in learning, they develop problem-solving skills and think more deeply about concepts. This approach makes complex ideas easier to grasp and prepares students for real-world challenges by encouraging independent learning.

This theme consists of three sub-themes, which include student-centered discovery, student-directed exploration, and hands-on digital activities.

Theme 1.1: Student-Centered Discovery. Student-centered discovery encourages students to explore concepts on their own. This keeps them engaged and helps them understand topics in a way that makes sense.

One teacher shared, “I gave students the opportunity to explore how the graph changes instead of me explaining everything at the front of the class.”  By adjusting the graphs themselves, students discovered relationships between variables. This hands-on approach improved their understanding and critical thinking skills.

This method shifts learning from passive listening to active exploration. Digital tools help students develop problem-solving skills and a stronger grasp of concepts. Teachers guide rather than lecture, allowing students to learn through experience.

Clark-Wilson (2023) found that student-centered approaches improve learning outcomes, especially when paired with digital tools. Graphing software, for example, makes abstract ideas more interactive and easier to understand.

Teachers should integrate digital tools like graphing software into lessons. Professional development should help them design discovery-based activities. Schools should also provide the necessary technology so students can fully benefit from this method.

Theme 1.2: Student-Directed Exploration. Student-directed exploration allows students to take charge of their learning. They use multimedia tools to test ideas, analyze data, and understand concepts independently.

One teacher shared, “I shifted from a lecture-based approach to inquiry-based learning, where tools became a means for students to experiment and analyze concepts independently.”  This change helped students test their ideas and draw their conclusions. As a result, they developed a deeper understanding and stronger critical thinking skills.

This method builds independent learning habits. Instead of passively receiving information, students engage in inquiry-based activities. Teachers guide them through challenges while encouraging curiosity and exploration.

Guan et al. (2018) found that multimedia tools help students visualize and test concepts, making learning more interactive and effective.

Schools should train teachers to create inquiry-based activities that use digital tools. Training should include hands-on demonstrations of effective lesson design.     Schools should also provide the technology students need to explore and learn independently.

Theme 1.3: Hands-On Digital Activities. Hands-on digital activities help students interact with lessons in a practical way. Using multimedia tools like simulations makes abstract ideas easier to understand.

A teacher shared, “I incorporated interactive simulations into my lessons, allowing students to manipulate shapes themselves.” This allowed them to experiment with geometric principles, leading to a deeper understanding.

Hands-on activities help students bridge the gap between theory and practice. Interactive simulations improve retention and comprehension. This approach encourages critical thinking and exploration, making learning more meaningful.

Jenlink (2019) found that hands-on digital activities significantly enhance learning by engaging students both intellectually and socially. Intellectually, these activities require active participation, which deepens understanding and improves cognitive skills. Socially, they foster collaboration and communication among peers, building a sense of community. This dual engagement makes learning more effective and meaningful.

Teachers should use simulations and interactive tools to enhance lessons. Professional development should focus on how to use these tools effectively. Schools should also invest in the right technology, such as interactive whiteboards and simulation software.

Theme 2: Visual and Collaborative Learning

Multimedia tools make learning more visual and interactive. They help students understand complex ideas through teamwork and hands-on engagement.

This approach allows students to solve problems together while making abstract concepts clearer. Working in groups helps students develop social skills and understand Math better.

Using digital tools strengthens both individual learning and group collaboration. Graphing applications and simulations make lessons more engaging and interactive.

This theme consists of two sub-themes, which include Integrating Collaborative Digital Tasks and Using Interactive Visual Demonstrations and Concepts Using Digital Tools.

Theme 2.1: Integrating Collaborative Digital Tasks. Using collaborative digital tasks helps students work together on problem-solving activities. Interactive tools engage students, promote teamwork, and encourage shared learning. This approach deepens understanding and builds social skills.

One teacher shared, “I use interactive simulations during lessons and assign digital activities for collaborative problem-solving.” These activities helped students explore math concepts together. They exchanged ideas, discussed strategies, and supported each other in solving problems. This teamwork increased engagement and improved learning.

Collaborative digital tasks strengthen problem-solving and social skills. Using multimedia tools together creates a supportive environment where students help each other. This teamwork leads to a deeper understanding of concepts. It also turns the classroom into a space for shared discovery and learning.

Roschelle et al. (2000) found that collaborative digital activities improve learning and social interaction. Group engagement promotes a stronger grasp of concepts, aligning with the benefits of digital teamwork in the classroom.

Teachers should create group activities using interactive tools like simulations. Schools should provide resources and training to help educators design tasks that build cognitive and social skills. Encouraging peer collaboration in multimedia-based lessons will create a more engaging and supportive learning environment.

Theme 2.2a: Using Interactive Visual Demonstrations. Interactive visual demonstrations use multimedia tools, like apps and simulations, to make math concepts clear and engaging. These tools help students learn by seeing and interacting with ideas.

One teacher explained, “I used an interactive app to demonstrate different shapes and their properties, allowing students to manipulate the shapes themselves.” This hands-on method helped students explore geometric properties and relationships in a fun and interactive way. It encouraged curiosity and deepened their understanding.

By turning abstract ideas into visual experiences, interactive demonstrations improve learning. Students remember concepts better and stay engaged when seeing and interacting with the material. This method shifts learning from passive observation to active exploration.

Mantiri (2014) highlighted how multimedia tools create logical, engaging lessons.

This approach improves comprehension and encourages participation, supporting the benefits seen in interactive visual demonstrations.

Teachers should use simulations and graphing apps to make math concepts easier to understand. Schools should invest in digital resources and training to help teachers use these tools effectively. Learning becomes more interactive and meaningful when students can see and manipulate math ideas.

Theme 2.2b: Visualizing Concepts Using Digital Tools. Digital tools like online graphing platforms make math concepts easier to understand. These tools turn abstract theories into clear, visual experiences. Students see how math works in real-time, making learning more engaging.

One teacher shared, “In a Math 10 lesson on quadratic functions, I used an online graphing tool to show how changes in the equation affect the graph’s shape.” By seeing the graph adjust instantly, students understood quadratic functions better. This approach helped them connect equations to their visual representations.

Digital tools make learning more interactive. Students can experiment with mathematical relationships and build a stronger foundation. This hands-on approach encourages active learning and critical thinking.

Pang (2015) found that multimedia tools make abstract math ideas more engaging. Dynamic visuals help students understand complex concepts and see how math applies in real life.

Teachers should use graphing apps and digital tools to help students visualize math concepts. Schools should provide advanced digital resources and training so educators can fully use these tools. When students interact with math in a visual way, learning becomes clearer and more effective.

Theme 3: Classroom Management in a Digital Learning Environment

Managing a classroom with digital tools requires planning. Teachers must balance independent learning, group work, and individual support while dealing with technical challenges.

Careful lesson planning helps maintain structure and engagement. A well-managed classroom ensures that multimedia tools enhance learning rather than cause distractions.

This theme consists of three sub-themes, which include managing lesson flow, structuring lesson timing, and allowing time for troubleshooting.

Theme 3.1: Managing Lesson Flow

A teacher shared, “The biggest adjustment was learning how to manage the flow of the lesson—balancing independent exploration, group collaboration, and individual support.” Managing lesson flow ensures smooth transitions between activities, keeping students engaged.

Well-structured lessons help students stay focused. A clear sequence of activities reduces downtime and maximizes learning time.

Marzano and Marzano (2003) found that structured transitions improve classroom management and engagement. By clearly signaling the end of one activity and the start of another, teachers can maintain student focus and minimize disruptions. This approach helps create a more organized and productive learning environment.

Teachers should plan lessons with clear phases and smooth transitions. Professional development should focus on pacing and activity alignment.

Theme 3.2: Structuring Lesson Timing. Effective lesson timing ensures that students get the most out of each session. A teacher shared, “I adjusted by dedicating the first part of the lesson to instruction and exploration.” This helps keep lessons focused and efficient.

Clear time structures keep students engaged and minimize distractions. Setting aside time for troubleshooting prevents disruptions and ensures smooth lesson delivery.

Hattie and Timperley (2007) found that goal-oriented lesson planning improves focus and learning outcomes.

Teachers should break lessons into time blocks for instruction, exploration, and troubleshooting. Using timers or visual aids can help maintain lesson timing. Schools should offer training on effective time management strategies.

Theme 3.3: Allowing Time for Troubleshooting. Teachers must set aside time for technical issues to keep lessons running smoothly. A teacher shared, “I managed classroom time differently, allowing for troubleshooting and exploration.” Planning for technical challenges ensures a seamless learning experience.

By anticipating potential issues, teachers can prevent delays and keep students engaged.

Ertmer and Ottenbreit-Leftwich (2019) emphasized that planning for technical challenges improves classroom management and minimizes downtime. By anticipating and preparing for potential technical issues, teachers can maintain a smooth flow of lessons. This proactive approach helps ensure that instructional time is used effectively.

Teachers should include buffer time in lesson plans to handle technical issues. Schools should provide tech support and training to help teachers troubleshoot effectively.

CONCLUSIONS

The integration of multimedia tools in mathematics instruction is significantly hindered by a combination of technical challenges, limited access to resources, and insufficient teacher preparedness. Technical issues such as unreliable internet, malfunctioning devices, and incompatible software undermine the effectiveness of multimedia-enhanced teaching. Additionally, unequal resource availability limits the ability of both teachers and students to fully benefit from these tools. Teacher preparedness is a critical factor, with insufficient training, lack of institutional support, and reliance on trial-and-error approaches hindering successful multimedia adoption. These barriers highlight the need for systemic interventions to address infrastructure and capacity-building gaps, ensuring optimal utilization of multimedia tools in mathematics instruction. Addressing these issues is essential for improving educational outcomes and maximizing the potential of multimedia in the classroom.

The integration of multimedia tools has revolutionized mathematics teaching practices, fostering a shift from traditional teacher-led instruction to dynamic, student-centered learning environments. Inquiry-based learning, flipped classrooms, and collaborative digital activities have enhanced student engagement, critical thinking, and conceptual understanding. Teachers have successfully managed classroom challenges by balancing exploration, technical troubleshooting, and group collaboration while maintaining structured routines and explicit multimedia instruction. These adaptations have improved teaching efficiency and empowered students to take ownership of their learning through guided discovery and self-regulation.

RECOMMENDATIONS

Schools should upgrade infrastructure by ensuring reliable internet, updated devices, and user-friendly software, alongside establishing on-site technical support to minimize disruptions. Comprehensive professional development programs should focus on hands-on training for multimedia tools, troubleshooting, and lesson planning while fostering peer mentoring and self-paced learning. To improve resource accessibility, schools should prioritize equitable access to devices and the internet, implement technology-sharing initiatives, and prepare offline resources for contingency. Teachers should also be trained to adopt blended learning and flipped classroom strategies while incorporating backup plans to address technical challenges effectively.

To enhance the integration of multimedia tools in mathematics instruction, schools should equip classrooms with modern tools such as interactive simulations, graphing platforms, and collaborative digital resources. Professional development programs should focus on inquiry-based teaching, flipped classrooms, and managing student-centered learning environments. Equitable device access and internet connectivity must be prioritized to support all learners. Schools should provide technical support, troubleshooting protocols, and instructional guides to address classroom challenges. Clear classroom structures should be established, including rules and step-by-step routines for multimedia interaction. Finally, guided discovery activities, interactive simulations, and self-assessment tools should be implemented to promote exploratory teaching and foster independent student learning.

ACKNOWLEDGMENT

“No one who achieves success does so without acknowledging the help of others. The wise and confident acknowledge this help with gratitude” -Alfred North Whitehead

With sincere and profound gratitude, the researcher would like to acknowledge the following whose expertise, encouragement, unconditional concern, and sincere support in any form they can have contributed to the fulfillment of this research:

To Mr. Rome Layones, her adviser, for his time, guidance, patience, and consideration and for his constant reminder and technical assistance that added clarity in the making of the study;

To the editor for their valuable assistance, meticulous editing, and insightful feedback in enhancing the quality of this paper;

To the members of the panel of thesis defense for sharing their expertise, intellectual comments, and suggestions towards the betterment of the study;

To her beloved one and family, dear Jonathan and dear parents Tomas and Jeanet Alegre, who served as her inspiration, for their continued support, understanding, guidance, and words of encouragement.

To her thesis buddies, Kristine, Michael, Romnick, Menchie, and Jessica, for their friendship, support, and encouragement to lighten the burden of work.

Above all, to God Almighty, the Divine Provider in all needs, the ultimate source of strength, wisdom, and patience.

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