Abstract
Technology has become an essential component of education in the digital age, disrupting conventional teaching techniques and transforming the nature of learning. While research exists on the connection between technology use and student engagement in mathematics classes, it remains unclear how certain forms of technology impact different aspects of engagement.The purpose of this study was to determine the effectiveness of the computer-supported collaborative learning approach in teaching mathematics. A quasi-experimental research design was utilized, with controlled and experimental groups assigned. The study revealed that pupils with pretest and posttest scores below 75 in mathematics did not show improvement in their understanding or skills, indicating that traditional teaching methods were ineffective. The results suggest the need for alternative teaching strategies that better engage students and support their learning. The study found that students taught using the demonstration method had a mean score of 9.27, while those taught using the computer-supported collaborative approach had a mean score of 15.40. The experimental group showed the highest mean scores in both the pretest and posttest, with a significant difference of p = .000. The computer-supported collaborative approach performed significantly better than the demonstration method, with a mean score of 18.49, nearly double that of the demonstration method mean score of 9.30. The study recommends that students actively engage in computer-supported collaborative learning activities, teachers integrate this approach into their teaching strategies, and school principals support its adoption within the curriculum.
