The purpose of the study was to explore whether learners’ conceptual knowledge (CK) or procedural knowledge (PK) understanding of calculus using the stimulus of active technology-based learning strategy better influence their content knowledge (COK) development. The quantitative methods were used in a quasi-experimental design. CK, PK and COK achievement scores were sources used for data collected from 150 samples. Data analysis employed descriptive statistics conducting an independent samples t-test and a Two-Way ANOVA for repeated measures. The findings reveal that the use of the active learning interventions that heavily borrows and utilizes technology substantially stimulated experimental group (EG) to immensely raise their CK attainment as compared to PK development. The COK understanding was also significantly enhanced as a result of EG learners outperformed on CK. Consequently, the researcher suggests professional development for educators empowering them with such knowledge and skills involved in the active jigsaw co-operative method and GeoGebra learning strategy (JCLGS) that will influence classroom practices. This influence will then translate to learners’ interests and positive attitudes towards calculus.