Business Mathematics is a core subject that equips learners with essential financial literacy and budgeting skills. Yet, many Grade 11 students struggle to transition from traditional rote computation to high-level analytical reasoning. To address low engagement and performance gaps, this quasi-experimental study investigated the effectiveness of technology-based instruction (TBI) compared to traditional teaching methods among Grade 11 Senior High School Accountancy, Business, and Management (ABM) students at Cabulay High School (SY 2025-2026). The study compared the TBI strategy (experimental group) with traditional methods (control group) using pre-tests and post-tests among 48 participants. Results indicated that while both groups began with statistically equivalent baseline knowledge (p = 0.128), the experimental group achieved a significantly higher posttest mean score (M = 83.82) compared to the control group (M = 74.03). Effect size analysis revealed an extraordinarily large effect size for the TBI group (Cohen’s d = 1.905), with a mean gain nearly twice that of the control group. In conclusion, technology-based instruction positively and significantly influences the development of mathematical proficiency and conceptual understanding in Business Mathematics. The study recommends integrating digital tools like financial calculators and mobile applications into regular classroom instruction to enhance academic performance and bridge learning gaps.