Development, Acceptability, and Effectiveness of Digital Learning Tools in Teaching Mathematics for Grade Three Pupils

This study aimed to develop, evaluate, and determine the effectiveness of digital learning tools in teaching Mathematics among Grade Three pupils during the School Year 2024–2025, highlighting the role of technology in enhancing engagement and strengthening foundational mathematical skills. The research utilized a developmental–descriptive–experimental design. During the developmental phase, digital learning tools were produced using Canva, ensuring visual clarity, curriculum alignment, age-appropriate content, and learner engagement. The descriptive phase measured the acceptability of the tools through a researcher-validated checklist administered to 18 public school teachers who evaluated organization and presentation, objectives, content, language and style, and usefulness. The experimental phase employed a one-group pretest–posttest design involving 26 Grade Three pupils to assess effectiveness. Statistical tools included frequency, percentage, weighted mean, standard deviation, t-test for correlated means, and one-way ANOVA to determine differences in teacher evaluations according to profile variables. Findings revealed that the digital learning tools were rated “Very Much Acceptable” across all criteria, with the highest ratings recorded in language and style and usefulness. ANOVA results indicated no significant differences in acceptability when grouped by age, sex, educational attainment, position, length of service, and trainings attended, while a significant difference was observed only in civil status in relation to content evaluation. The pupils’ posttest scores showed statistically significant improvement compared to pretest performance, confirming the effectiveness of the developed tools. The study concludes that the digital learning tools are pedagogically appropriate, engaging, and effective in enhancing mathematical performance among young learners. It is recommended that schools expand access to digital instructional resources, encourage technology integration in classroom instruction, and continuously refine digital materials to promote critical thinking and curriculum alignment. Further research is encouraged to validate the findings in other grade levels and educational settings.