Technology-Enhanced Collaborative Learning and Mathematics Achievement: Mediating Effects of Digital Literacy and Engagement

The integration of digital technologies and collaborative learning strategies in mathematics education has created opportunities to enhance students’ understanding, engagement, and academic performance. This study examined the influence of technology-enhanced collaborative learning (TECL) on mathematics achievement, focusing on the mediating roles of digital literacy and student engagement among students in the Teacher Education Department at Nueva Ecija University of Science and Technology (NEUST)-Gabaldon Campus. The research investigated how digital competence and active participation affect mathematics performance in technology-supported collaborative environments. A quantitative, descriptive-correlational design was employed, involving 383 students who completed structured questionnaires measuring TECL, digital literacy, student engagement, and mathematics achievement. The instruments were validated through content and construct validity procedures and tested for reliability using Cronbach's alpha. Data were analyzed using descriptive statistics, Pearson’s r correlation, and Structural Equation Modeling (SEM) to examine both direct and indirect effects. Findings revealed that students generally perceived TECL as beneficial, demonstrated high levels of digital literacy, and showed moderate to high engagement. Mathematics achievement was also strong, with most students obtaining very good or good grades. Correlation analysis indicated a significant positive relationship between TECL and mathematics achievement. However, SEM results showed that digital literacy and student engagement did not significantly mediate this relationship, suggesting that TECL primarily influences mathematics achievement through direct engagement in collaborative, technology-supported activities. The findings highlight the importance of implementing TECL strategies and fostering active participation to enhance mathematics performance.