Improving the Basic Multiplication Skill of Grade V-1 Pupils through Project LIN (Learn in Numeracy)

Abstract

INTRODUCTION

Numeracy skill is an integral part of education. The more pupils know the skill, the more they can understand the lesson and apply the skill in everyday living. Mastery of multiplication facts and its process is one of the most existing problems in mathematics. The Grade V-1 class of Bogabong Elementary School got a performance level of 45% with a mean of 22.5% during the first quarter examination for the school year 2017-2018 which is very much below the passing rate of 75%. There is a need to provide the pupils with knowledge and skills in basic multiplication facts to improve their mathematical learnings and ability. This is why the researcher focused on improving the Basic Multiplication Skill of Grade V-1 pupils through Project LIN (Learn in Numeracy). This action research was funded by the Department of Education through the Basic Education Research Fund (BERF).

METHODS

All grade V-1 pupils were included as respondents. Thirty-four pupils of Grade V-1 underwent the pre-test and the post-test. This study utilized the descriptive survey research using the instrument prepared by the researcher, which was validated by the expert from Tabaco South Central Elementary School and dry run at Comon Elementary School. The interventions were provided through audio-video lessons, multiplication strategies, computer-based instruction, and pencil-paper aid activities. The interventions were conducted before the afternoon session every day.

RESULTS

Findings show that the 33.16 % performance level obtained during the pre-test can be attributed to the fact that it was due to the low ability in terms of basic multiplication facts. The 52.24% performance level during the post-test was obtained due to the implementation of Project LIN (Learn in Numeracy). This implies that mastery of the basic multiplication facts forms learning of any multiplication skills. It is a pre-requisite for further mathematical learnings. Since the t computed value of -4.9482 is beyond the t critical value of -2.035 at 0.05 level of significance with 33 degrees of freedom, the null hypothesis is therefore rejected. This means that there is a significant difference in the performance of Grade V pupils after the implementation of Project LIN.

DISCUSSIONS

It was found out that the pupils' percentage of learning during the pre-test, which was equivalent to 33.16%, was raised to 52.24% during the post-test. It was proven that there was a significant difference between the pre-test and the post-test results.