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Project ELI: E-Learning Intervention to Maximize Mastery of Multiplication

Facts Among Grade Five Pupils

Research · April 2024

DOI: 10.13140/RG.2.2.15639.79529

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Mary Rose Antonio Acuña Ana Marie D. Reyes

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 Republic of the Philippines
Department of Education
Division of Cavite
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I. TITLE

Project ELI: E-Learning Intervention to Maximize Mastery of Multiplication Facts Among

Grade Five Pupils

TAG-E-AR-TL-MA-10-23

MARY ROSE A. ACUÑA

ANA MARIE D. REYES

 Republic of the Philippines
Department of Education
Division of Cavite
============================================================================
II. ABSTRACT

Mastery of multiplication facts is a crucial skill for pupils. This study aimed to

enhance grade 5 pupils' multiplication fact mastery using interactive digital resources. The

participants in this study were 20 selected grade 5 pupils who had demonstrated low

performance in their previous grade level and poor scores on numeracy tests. A purposive

sampling technique was employed to select the participants. This study was conducted at

Mendez Crossing Elementary School during the school year 2023-2024. A descriptive

research design was used to assess the intervention's impact on participants' multiplication

fact mastery by analyzing pre-test and post-test scores on relevant assessments, and a paired

T-test was then conducted to determine if the observed change in scores was statistically

significant.

Before using the interactive resources, pupils exhibited low mastery of multiplication

facts, as evidenced by the pre-test results. Following the intervention, pupils demonstrated

significant improvement, achieving mastery as shown by the post-test results. The

intervention resulted in a statistically significant difference between pre-test and post-test

scores (mean difference = 18.90, alpha < 0.05). The teacher-researcher designed the

intervention tool.

The study's small sample size limits generalizability, but its findings suggest

interactive resources can significantly improve grade 5 pupils' multiplication fact mastery and

provide valuable insights for future interventions.

This study presents an innovative approach utilizing interactive resources to enhance

multiplication skills in grade 5 students. It offers practical insights for teachers seeking

engaging and effective mathematics instruction.

 Republic of the Philippines
Department of Education
Division of Cavite
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Keywords: multiplication facts, interactive resources, e-learning

 Republic of the Philippines
Department of Education
Division of Cavite
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III. ACKNOWLEDGMENT

We would like to express our deepest gratitude to our Lord, for granting us wisdom

and clarity throughout the research journey.

We also extend our sincere thanks to our grade five pupils, whose honest and

insightful responses provided invaluable data for analyzing the effectiveness of our new

learning strategies. Their enthusiasm and engagement kept us motivated and inspired, and

their willingness to be a part of this study is the foundation of our findings.

We extend our sincere gratitude to Ma'am Gie Javier, Ma'am Yorelyn Posadas and

Ma’am Mel Perlado for their invaluable contributions to this research. Ma'am Gie's

meticulous review of our research questions ensured they were clear, concise, and aligned

with our research objectives. Ma’am Mel for being our statistics superhero. Ma'am Yorelyn's

insightful feedback on the research design prevented potential weaknesses and significantly

strengthened the overall structure. Their unwavering support and encouragement kept us on

track and motivated us to see the research through to completion. We are truly blessed to

have had their guidance and expertise.

Thanks to our families and friends for their support and serves as our inspiration while

doing the study.

 Republic of the Philippines
Department of Education
Division of Cavite
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IV. CONTEXT AND RATIONALE

Many students, when faced with subjects they find challenging, like Mathematics, or

specific topics that spark little interest, often lose enthusiasm, leading to difficulties with

learning and maintaining motivation. One of the biggest challenges for math teachers is

students' difficulty mastering basic multiplication facts like multiplication tables up to 12.

This is where technology comes to the rescue. Technology can be a powerful tool and a

critical driver of success in mathematics interventions. Digital resources like interactive

games and practice apps can help teachers capture students' attention and make learning

multiplication fun and engaging.

In line with the DepEd's Digital Rise Program, this study presents a valuable

opportunity to utilize tablets distributed through the DepEd Computerization Program. By

pre-installing teacher-made digital resources on these devices, we can effectively promote

digital literacy among students.

Given today's tech-savvy generation, it's important to note that using technology in

teaching can help students learn the way they want to learn. When it comes to mastering

basic multiplication facts, technology offers the potential to significantly improve recall

speed, build confidence, and make practice more efficient.

Technology, according to many educators, may boost student’s self-esteem, increase

attendance, and connect learning to students' passions and interests to make it more engaging

and enjoyable.
 Republic of the Philippines
Department of Education
Division of Cavite
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V. ACTION RESEARCH QUESTIONS

This study sought to answer the following questions:

1. What is the performance level of grade five pupils in Multiplication facts before

using interactive resources?

2. What is the performance level of grade five pupils in Multiplication facts after

using the interactive resources?

3. Is there a significant difference between the pre-test and post-test scores of the

grade five pupils in Mathematics?

VI. PROPOSED INNOVATION, STRATEGY, AND INTERVENTION

One of the four fundamental operations in arithmetic is multiplication.

The fundamental ideas of multiplication, such as what it means to multiply, how

to visualize it, and how to use it in everyday situations, are difficult for many

students to grasp. Mastering basic multiplication facts empowers students to

solve more complex and complicated problems easily, providing them with a

strong foundation for higher-level math. The low mastery of multiplication facts

is a big concern for math teachers. However, interactive digital resources, as

intervention materials, can overcome this issue by providing students with fresh,

engaging methods to learn multiplication. To assist students' learning, digital

resources, such as interactive games and practice apps, are available in both

online and offline formats. This means that students can access the resources

anytime and anywhere. These can also be found in mobile applications that

give students practice opportunities, immediate feedback (Berger, 2023), and

progress tracking.
 Republic of the Philippines
Department of Education
Division of Cavite
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The goal is to design fun and interactive activities for learning

multiplication facts, helping students to increase attention, improve speed recall,

and achieve mastery.

VII. ACTION RESEARCH METHODS

a. Participants

Twenty (20) Grade five (5) pupils from Mendez Crossing Elementary

School. The chosen participants had low-performance level in Mathematics in

their previous grade level and were identified as the bottom 20 among pupils

after conducting a 30-item validated teacher-made numeracy test. The

participants were chosen using a non-random or purposive sampling technique.

b. Data Gathering

A 30-item validated test (Pre-test) was given before the conduct of the

study. Post-test was administered after the study was conducted.

c. Data Analysis Plan

Quantitative methods were used in analyzing the data. Summary

statistics such as mean, MPS, standard deviation, and t-test were used to

describe the significant implications of interactive digital resources in the

performance level of pupils in Mathematics.

 Republic of the Philippines
Department of Education
Division of Cavite
============================================================================
VIII. DISCUSSION OF RESULTS AND REFLECTION

This chapter presents the analyzed and interpreted data, addressing the

research problem.

Level of Pupil’s Performance in Basic Multiplication Facts

The researchers assessed the level of the Pupil’s Performance in Basic Multiplication

Facts in terms of Pre-Test and Post-Test as revealed in the following table.

Table 1. Level of the Pupil’s Performance in Basic Multiplication Facts in Pre-Test.

Pre- N HPS HS LS MEAN SD MPS

Test 20 30 13 2 6.8 2.86 22.67

The table shows that in the pre-test, the highest score was 13, while the lowest

was 2. The calculated mean is 6.8 with a standard deviation of 2.86 and a Mean

Percentage Score (MPS) of 22.67, indicating a low overall performance.

The result of the pre-test showed that the performance of the participants in basic

multiplication facts was poor before the intervention was applied. This finding aligns with

the research of Geary (2004), Kilpatrick et al. (2001), and Koscinski & Gast (1993) as

cited by Wong and Evans (2007) that students frequently find multiplication tasks to be a

stumbling block in their mathematical progress. Most of the students use inefficient and

inaccurate counting methods and struggle with memorizing tables. This suggests a lack of

fluency and accuracy in basic multiplication facts.

 Republic of the Philippines
Department of Education
Division of Cavite
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Table 2. Level of the Pupil’s Performance in Basic Multiplication Facts in Post Test.

Post N HPS HS LS MEAN SD MPS

Test 20 30 30 19 25.7 3.15 85.67

The table shows that the pupils' performance in basic multiplication facts improved

after utilizing the interactive digital resources. The average score on the post-test was 25.7,

with a standard deviation of 3.15. The highest score was 30 and the lowest score was 19. The

mean percentage score (MPS) was 85.67.

These results are similar to the findings of Berrett & Carter, 2018; Kamii & Anderson,

2003; Kieger et. al, 2012; Kling & Bay-Williams, 2015; Musti-Rao & Plati, 2015; Ok &

Bryant, 2016; Randel et. al, 1992 as cited by Gerber (2023) that computer-based

multiplication practice and multiplication games are effective ways to practice and promote

multiplication fact fluency when compared to other multiplication practice methods.

Specifically, the studies of Burns et al. (2012), Duhon et al. (2012), and Nelson et al.

(2013), as cited by Wells (2015), show that these programs can facilitate growth in math

fluency. He also cited that computer-based instruction programs for math facts allow students

to work at their own independent pace, therefore mastering the facts quicker overall (Duhon

et al., 2012; Wong & Evans, 2007).

This also implies that these digital materials for basic multiplication facts can be an

effective way to help students improve their automaticity or fluency. The interactive

resources can provide students with individualized instruction, immediate feedback, and

practice opportunities.
 Republic of the Philippines
Department of Education
Division of Cavite
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Table 3. Significant difference between the Pupils’ Performance in Basic Multiplication

Facts in Pre-test and Post-test

Mean Computed
Groups Mean df p-value Interpretation
Difference t-value

Pre-Test 6.8
18.90 19 75.52055 0.0000 Significant
Post-Test 25.7

*significant at 0.05 level of significance

The test of the difference between the pre and post-tests of pupils’ performance

in basic multiplication facts shows a computed t-value equal to 75.52055 with df equal to

19. The p-value is very close to 0.0000 and is less than the 0.05 level of significance. The

null hypothesis is rejected which means that there is a significant difference between the

pre-test and post-test of the pupils. Therefore, it can be concluded that, on average, using

interactive resources leads to improvements in the student’s performance in basic

multiplication facts. It was similar to the findings of Wells (2007) that one resource that has

been proven to be effective for math fluency is computer programs. And was further proven

by the study of Adipat et al. (2021) that computer-based multiplication fact practice is

effective in promoting multiplication fact fluency. Therefore, these digital resources,

especially computer-based multiplication fact practice, can enhance students' mastery in

basic multiplication facts.

 Republic of the Philippines
Department of Education
Division of Cavite
============================================================================
IX. ACTION PLAN

Timeline Activities Objective Person Sources/ Expected Remarks

Involved materials Output
August Conduct of Identify Teacher, Worksheets List of
2023 Numeracy Tests students with student students
low scores with low
scores
Administer Gather Teacher, Teacher- Pre-test Keep scores
Pre test baseline data student made scores for for
numeracy all comparison
test participants
(Intervention/
Implementation
Phase) Build Monitor
foundational Teacher, Interactive Increased engagement
Introduction of skills about student digital mastery/ and adjust
September - interactive multiplicatio resources fluency in resources as
October resources n facts by basic facts needed
2023 introducing
the
interactive
digital
resources

Daily practice Reinforce Teacher, Interactive Increased Provide

sessions learning and Student digital accuracy positive
build resources and speed in reinforcement
automaticity fact recall and celebrate
progress
October Post-test Measure Teacher, Same test Significant Compare
2023 growth and Student used in pre- improveme pre-test and
effectiveness test nt in post- post-test
test scores results for
analysis
 Republic of the Philippines
Department of Education
Division of Cavite
============================================================================
X. REFERENCES

Berger, Jordyn, "A Comparison of Two Approaches To Promote Multiplication Fact Fluency

In Fifth Grade" (2023). Dissertations, Theses, and Projects. 776.

https://red.mnstate.edu/thesis/776

Berrett, A. N., & Carter, N. J. (2017). Imagine Math facts Improves multiplication fact

fluency in Third-Grade students. Journal of Behavioral Education, 27(2), 223–239.

https://doi.org/10.1007/s10864-017-9288-1

Brendefur, J. L., Strother, S., Thiede, K. W., & Appleton, S. (2015). DEVELOPING

MULTIPLICATION FACT FLUENCY. Advances in Social Sciences Research

Journal, 2(8). https://doi.org/10.14738/assrj.28.1396

Parkhurst, J., Skinner, C. H., Yaw, J. S., Poncy, B. C., Adcock, W., & Luna, E. (2010).

Efficient class-wide remediation: Using technology to identify idiosyncratic math

facts for additional automaticity drills. The International Journal of Behavioral

Consultation and Therapy, 6(2), 111–123. https://doi.org/10.1037/h0100905

Wong, M., & Evans, D. L. (2007). Improving basic multiplication fact recall for primary

school students. Mathematics Education Research Journal, 19(1), 89–106.

https://doi.org/10.1007/bf03217451
 Republic of the Philippines
Department of Education
Division of Cavite
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XI. ANNEXES

a. Research Instrument

Name:_______________________
Multiplication Basic Facts
Pre-----Post (circle one)
Write the product.

7 x 5 =___ 6 x 10 =___ 4 x 4 =___ 5 x 8 =___ 10 x 7 =___

11x2=____ 10x8=_____ 6x6=_____ 2x2=____ 0x9=_____

2x8=____ 7x1=_____ 8x8=______ 9x9=_____ 7x5=_____

11x5=___ 12x2=____ 5x5=_____ 8x0=_____ 2x7=_____

4x3=_____ 6x3=_____ 5x2=_____ 3x3=______ 9x1=_____

6 x 6 =___ 7x6 =___ 6x11 =___ 4x5 =___ 6x8 =___

 Republic of the Philippines
Department of Education
Division of Cavite
============================================================================
 Republic of the Philippines
Department of Education
Division of Cavite
============================================================================
 Republic of the Philippines
Department of Education
Division of Cavite
============================================================================
DECLARATION OF ANTI-PLAGIARISM

1. I, We MARY ROSE A. ACUÑA, ANA MARIE D. REYES understand that

plagiarism is the act of taking and using another’s idea and works and
passing them off as one’s own. This includes explicitly copying the whole
work of another person and/or using some parts of their work without
proper acknowledgement.

2. I hereby attest to the originality of this learning resource and has cited
properly all the references used. I further commit that all deliverables and
the final output shall be of original content. I shall use appropriate citations
in referencing other works from various sources.

3. I understand that violation from this declaration and commitment shall be

subject to consequences and shall be dealt with accordingly by the
Department of Education.

MARY ROSE A. ACUÑA

Name and Signature of Lead Proponent

11/06/2023
Date

ANA MARIE D. REYES

Name and Signature of Proponent

11/06/2023

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