Abstract
The study explored the learners’ cognitive development through the utilization of Mathematics learning tools: factor analysis. It determined the significant relationship between the use of mathematics learning tools and the level of cognitive development among learners in their academic performance. The quantitative descriptive research method was used with the statistical tools of percentage, frequency, weighted mean, chi-square, and Pearson r in the statistical treatment of data. The respondents expressed their responses in the questionnaire. It is revealed that most of the respondents are middle aged female teachers, who attended regional trainings. The mathematical learning tools present in the classroom that were utilized by the teachers are calculators, internet, smart phones, and activity sheets. These materials not only enhance collaboration but also contribute to a supportive and interactive learning environment. Teachers seldom use mathematics learning tools for creativity like Rubik’s Cube, Modulo Art, Origami and Tangrams. Despite their potential benefits, limited integration hinders their regular integration. The underutilization of these materials is attributed to several key reasons such as heavy workloads borne by teachers, preference for traditional teaching methods, and lack of training for teachers on the utilization of the said devices. The learners’ academic performance as seen in their report cards was at the average level. It was found out that there was a significant relationship between the utilization of Mathematics devices and the academic performance of the learners. Hence, when students actively engaged with mathematical tools and devices, there was a discernible impact on their academic performance. It is recommended that DepEd should implement the professional development program to familiarize teachers with various mathematics tools and enhance their proficiency in integrating these tools into their teaching practices. Recognition and celebration of teachers who are successfully integrate these tools into their teaching should be given attention by the school heads. Provision of teachers with guidance on how specific tools align with curriculum objectives, ensuring a coherent and purposeful integration that enhances learning outcomes. It also vital to encourage teachers to engage with research on efficacy of Mathematics tools and how their utilization positively impact on student learning. Lastly, to establish a system of continuous monitoring and evaluation of the integrations of mathematics tools in the teaching-learning process.
