Effects of Interactive Teaching Methods on Students' Achievement in College-Level Mathematics

Abstract

This study examines the effects of interactive teaching methods on students’ academic achievement in college-level mathematics in public-sector colleges. Mathematics instruction in many public institutions continues to rely heavily on lecture-based approaches that position students as passive recipients of knowledge. Such practices often limit conceptual understanding, reduce engagement, and contribute to poor academic performance. In contrast, interactive teaching methods emphasize active participation, collaborative problem-solving, and continuous feedback, which are expected to enhance learning outcomes by engaging students more directly in the learning process. A quantitative quasi-experimental design was employed. The study sample consisted of 240 undergraduate students from public colleges, divided into two groups: an experimental group (n = 120) exposed to interactive teaching methods and a control group (n = 120) taught through traditional lectures. Data were collected using pre-test and post-test achievement scores in mathematics, along with a structured student engagement scale. Statistical analyses, including paired sample t-tests, independent sample t-tests, and regression analysis, were conducted to evaluate differences between groups and examine predictive relationships. The findings indicate a statistically significant improvement in the academic achievement of students in the experimental group compared to the control group (p < 0.01). Students exposed to interactive instruction demonstrated higher post-test mean scores, suggesting improved conceptual understanding and problem-solving abilities. Additionally, regression analysis revealed that interactive teaching methods are a significant predictor of academic achievement, with student engagement playing a partial mediating role in this relationship. These results suggest that learning outcomes improve when students are actively involved in constructing understanding rather than passively receiving information. The study concludes that interactive teaching methods are more effective than traditional lecture-based approaches in improving mathematics achievement in public colleges. It underscores the need for pedagogical reforms that prioritize student engagement and active learning. The findings carry important implications for curriculum design, instructional practices, and teacher training programs aimed at enhancing the quality of mathematics education in public sector institutions.