INVESTIGATING TEACHING STYLES OF GRADE 3 TEACHERS: BASIS FOR DEVELOPING STRATEGIC INTERACTIVE DIGITAL GAME-BASED APPROACHES IN MATHEMATICS

LETICIA E. EUGENIO

Completed 2025

ABSTRACT

This study investigated the teaching styles of Grade 3 mathematics teachers and examined how these styles influenced the integration of interactive digital game-based learning to enhance student engagement and achievement. The research aimed to bridge the gap between traditional teaching methods and modern digital tools, focusing on developing strategies to improve math instruction in elementary schools. Using a mixed-methods approach, the study combined quantitative surveys and qualitative classroom observations to assess teachers’ performance in instructional planning, lesson delivery, and the use of digital tools. Findings indicated that teachers primarily adopted demonstrator/coach and delegator/resource-oriented styles, which aligned well with interactive digital resources to foster student engagement and understanding. However, a notable gap existed in the effective use of digital tools in local public schools, with many teachers still relying on traditional methods. The study’s limitations included a small sample size and the context-specific nature of the findings, which may not have been generalizable across different regions. Despite these limitations, the research contributed to the field by providing actionable recommendations for professional development, curriculum integration, and resource availability to support digital game-based learning. The study’s originality lay in its focus on the intersection of teaching styles and digital game-based learning in elementary mathematics education, offering valuable insights for future educational policies and classroom practices. The implications of this study suggested that interactive digital games, when effectively integrated, could transform mathematics instruction, making learning more engaging and accessible for young learners.