The Implications of MET (Memorization, Exercises, Translation) On Multiplication Skills of Grade Five Pupils at San Miguel Elementary School

Abstract

INTRODUCTION

Every year, some students enter fifth grade not having mastered their multiplication facts. Multiplication facts are introduced in the third grade, yet for some reason, the majority of the students lack the fluency needed to do more complex mathematical concepts which are introduced in the fifth grade. The purpose of this action research was to examine the most effective way to enhance automaticity in those basic facts with fifth graders.

METHODS

The study employed descriptive method to determine the pupils' competency in multiplication process through memorization, practice exercises, and translating word problems. Only the 40 Grade V pupils of San Miguel Elementary School of Padre Garcia District were involved in the study during the academic year 2016-2017. Moreover, included in the study was a development of intervention activities to enhance the multiplication skills of pupils.

RESULTS

Majority of the pupils got average level performance in Mathematics. This study indicated that the skills such as memorization, practice exercises, and translating word problems are significant in the multiplication abilities of the pupils. Memorization ranked first where pupils got highest score. Memorizing the math facts has also been shown to boost students’ confidence and reduce their fears and anxiety about math allowing them to focus on the problem at hand. However, pupils showed different level of difficulty in terms of those skills. Translating word problem ranked first for the multiplication skill which pupils find most difficult. Maybe because the pupils find it challenging to translate word problems due to poor comprehension. There is a need to post problems within the level of the abilities of the pupils. Hence, thorough review of the mathematical terms must also be observed. Practice Exercises ranked second. Practicing multiplication requires effort. Mathematics needs continual reinforcements the students’ skills will also progress. The fact that students were practicing their facts helped them make improvements.

DISCUSSIONS

This research does show that memorization and practicing, even for a small amount of time each day, can improve automaticity with facts. Therefore, teachers should devote some time to practicing multiplication facts in the classroom, but they should choose a method that fits best into their classroom. Poor comprehension can weaken pupil's multiplication skill, thus improvement on their mathematical understanding must be prioritized by the teacher.