Articles

This study explored the integration of digital tools in teaching mathematics among public elementary school teachers in the Province of Cotabato. The research employed a descriptive correlational design to determine the relationship between digital tool integration in teaching Substitution, Augmentation, Modification, and Redefinition (SAMR) and effectiveness in teaching. Findings revealed that YouTube (100%) and Google Classroom (57.2%) were the most commonly used platforms, while tools like Moodle, Kahoot, and Quizlet were underutilized. Teachers rated effectively high in digital integration across all SAMR levels, particularly in augmentation (M = 4.2640) and redefinition (M = 4.1225). Strong positive correlations were found between SAMR levels and teaching effectiveness, with modification (r=0.864) showing the highest association. Conversely, Google Classroom showed a significant negative correlation (r = -0.208) with teaching effectiveness, potentially indicating challenges in its effective pedagogical integration. The multiple regression analysis revealed the predictive influence of digital tools on teaching effectiveness, which confirmed a weak but statistically significant model (R2  = .050, p = .022). The study concludes that deeper pedagogical integration, supported by accessible infrastructure and balanced teaching approaches, can significantly enhance digital effectiveness and transform teaching mathematics.