Let's Do the Trump

Abstract

INTRODUCTION

Educational research continuously offers timely and results-based strategies to improve pupils' mastery of the multiplication facts. These strategies have been practiced but eventually result in unsatisfactory results. Our program offers a simpler yet engaging approach to tackling problems in solving multiplication problems, therefore providing more areas for student success. In this study, we identified the problems as we trace the different strategies students used to solve multiplication equations with great emphasis on accuracy and speed and provided them with interventions to improve their performance.

METHODS

A combination of qualitative and quantitative methods design was used. Using inductive approach, we conducted analysis of responses among our pilot groups belonging to four classes of grade six pupils in Rizal Elementary School for school year 2017-2018. Pupils were given diagnostic test in multiplication and answered a questionnaire. Proctors observed and documented non-verbal responses of pupils to multiplication problems. Qualitative and quantitative data were correlated and interpreted. Data were used to devise strategies to integrate games during math drills.

RESULTS

Majority of those who participated in the study showed negative non-verbal reactions while solving multiplication equations. This is in congruent with the quantitative and qualitative results of the diagnostic test and questionnaire. In particular, 1.) pupils cannot multiply with precision and speed expected of their grade level, 2.) they expressed anxiety when solving multiplication problems. After six months of exposing these pupils to math games during drills, their scores have improved and they manifested positive attitude towards solving multiplication problems. The most successful result is the use of team games. On the other hand, pen and paper game drills gained the lowest interest-response among participants.

DISCUSSIONS

The results showed the importance of consistency in the use of various engaging activities to hook both pupil's interest and intellect in learning math skills. Accuracy and speed in solving multiplication problems require intrinsic and extrinsic motivation. Extrinsic motivation comes from the activities provided by the teacher which in turn ignites the intrinsic motivation of the pupil to acquire the skill.