Ilkogretim Online - Elementary Education Online, 2021; 20 (3): pp. 262-270 http://ilkogretim-online.org doi: 10.17051/ilkonline.2021.03.26 Impact of Interactive Pedagogies on Students’ Academic Achievement in Mathematics at Elementary School Level in Quetta City, Balochistan. Dr. Alia Ayub, Assoc. Prof. Education dept, SBKWU. Quetta, aliaaslam54@yahoo.com *Dr. Rani Gul, Assistant Professor, Department of Education, University of Malakand, KPK, Pakistan, dr.rani27@gmail.com Dr Misbah Malik, Assistant Professor, Institute of Education and Research, University of Punjab, Lahore, Pakistan Prof. Dr. Muhammad Yousuf Sharjeel, Department of Education, SZABIST, Karachi, Pakistan Dr. Maroof Bin Rauf, Assistant Professor Dept. of Education, University of Karachi, Pakistan Abstract. This proposed research tested the impact of interactive pedagogies (demonstration and discussion pedagogies) on students’ academic achievement in Mathematics at elementary school level. This study was limited to Quetta city of Baluchistan, Pakistan. This study was emphasized, to analyse the current pedagogies in use at elementary Mathematics’ classrooms, to highlight the difficulties which students are facing in understanding the Mathematics, to explore the impact of interactive pedagogies on students’ academic achievement in Mathematics and to find out the strategies for implementing the interactive pedagogies in an effective way. The sample size was the 235. (N#235). 200 students (grade 11 & 12), 30 teachers (mathematics teachers) and 5 experts were the sample of this research study. This study used mixed method in design. Both quantitative and qualitative data was collected. The quantitative data was collected through observation checklist, pre-test, and post-test while qualitative data was collected through interview. The quantitative data collected through observation was analysed through frequency and %ages while pre-test, post-test was analysed through paired sample t-test by entering the data into SPSS 20 version. Qualitative data collected was analysed through thematic analysis. Keywords: Interactive, Academic, Elementary, Students Received: 07.12.2020 Accepted: 13.01.2021 Published: 06.02.2021 INTRODUCTION The most vigorous subject in our daily life is Mathematics. It has an influence on almost all branches of social and natural sciences. Without studying mathematics, the cultural and intellectual level development is not possible (Yasoda, 2009). Moreover, it helps to develop abilities, like critical thinking, analytical reasoning, and conceptual understanding of the complex natural problems (Gul, R., Khan, S. S., Mazhar, S., & Tahir, T. (2020). It makes the learners good citizens. It has a vital role in shaping how individuals from different fields’ private and civil life deal with their challenges (Anthony & Walshaw, 2009). Imagine a world without mathematics, we would not be able to count or do any other work related to this subject. It influences, self-esteem, social, economic, moral, and technological development (Gul, R., Kanwal, S., & Khan, S. S., 2020). The world around us is changing rapidly. Global education trends are influencing the policies of the developing countries. Mathematics must sustain its existence for development of the country. It is therefore valued at the time of the policy-making process. The course curriculum should be designed with modern approach meeting with the challenges of the 21 st century education trends (Gul, R., Khan, S. S., & Akhtar, S., 2020), there has been an increase in research on mathematics education. Mathematics has complex abstract concepts, complicated calculations, unique terminology makes it difficult for the learners to tackle this subject. Some students face difficulties due to teaching methods (Gul, R., & Rafique, M., 2017). According to Gul, R., & Reba, A. (2017), pupils must enhance their learning skills and knowledge. They need to face and survive in the global education scenario. The teaching methods should be transformed from traditional mode to new pedagogies, in order to sustain the learner’s abilities. The National Research Council (2012) found that better teaching methods can make the pupils develop critical thinking abilities. The highly competitive and active pedagogical instructors should provide solid results in achieving equal education around the globe. (UNESCO-IBE, 2013).