The usage and effectiveness of instructional materials in teaching secondary mathematics

This descriptive study examined the use and effectiveness of instructional materials used by 37 Junior High School Mathematics teachers in the Tiwi District during the 2024-2025 school year. Through a validated questionnaire, it addressed six research questions: materials used, usage levels across print-based, manipulatives, digital, and multimedia categories, effectiveness, their relationship, challenges encountered, and proposed enhancements. Print-based materials dominated (Learning Activity Sheets 94.59%), followed by manipulatives (Coordinate Plane Boards 72.97%), digital (LMS 43.24%), and multimedia (video lessons 67.57%). Usage was enerally sometimes (print-based 3.32, manipulatives 2.81, digital 2.21, multimedia 2.67), with all categories rated moderately effective (overall 3.05). A very strong positive correlation existed (r=0.93–1.00, p<0.05 via Pearson correlation and t-test), showing that higher usage enhanced outcomes. Challenges included equipment shortages, unstable internet, training gaps, and supply issues—worst for digital/multimedia. Teachers analyzed data using frequency counts and weighted means. Enhancements integrated multimodal worksheets, popsicle stick manipulatives, animated PowerPoints, and Quizlet drills, aligning with MELCs for deeper understanding and engagement. The study benefits administrators, teachers, learners, and researchers by informing improved practices and support, emphasizing infrastructure and training to boost digital/multimedia adoption despite print-based preference.