Enhancing Grade 4 Learners' Mathematics Performance through Innovative Teaching Stratregies Aligned with Rapid Mathematics Assessment
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| Title: | Enhancing Grade 4 Learners' Mathematics Performance through Innovative Teaching Stratregies Aligned with Rapid Mathematics Assessment |
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| Language: | English |
| Authors: | Mark Jay G. Tamagos |
| Source: | Online Submission. 2026. |
| Peer Reviewed: | N |
| Page Count: | 39 |
| Publication Date: | 2026 |
| Document Type: | Reports - Research |
| Education Level: | Elementary Education Grade 4 Intermediate Grades |
| Descriptors: | Foreign Countries, Elementary School Students, Elementary School Mathematics, Grade 4, Mathematics Tests, Scaffolding (Teaching Technique), Evaluation Methods, Intervention, Mathematics Achievement, Pretests Posttests, Instructional Effectiveness |
| Geographic Terms: | Philippines |
| Abstract: | This study entitled "Enhancing Grade 4 Learners' Mathematics Performance Through Innovative Teaching Strategies Aligned With Rapid Mathematics Assessment", aimed to enhance the mathematics performance of Grade 4 learners through the implementation of the Scaffolding Strategy aligned with the Rapid Mathematics Assessment (RMA). The study was conducted at Mainline Elementary School, Mainline Liliongan, Carmen, Cotabato, involving 18 Grade 4 learners using a pre-experimental one-group pre-test and post-test design. Data were collected using DepEd-standardized RMA instruments to determine learners' performance before and after the intervention. Results revealed that prior to the intervention, most learners were classified as Transitioning (Proficient), while a smaller portion were at the Developing (Clearly Proficient) level. After the implementation of the RASC Strategy and shortcut methods, learners' performance improved, with some learners reaching the At Grade Level (Highly Proficient) category. The mean score increased from 44.67 in the pre-test to 71.33 in the post-test, indicating a substantial improvement in mathematics performance. The Wilcoxon Signed-Rank Test showed a p-value of 0.000, which is less than the 0.05 level of significance, indicating a statistically significant difference between pre-test and post-test results. This suggests that the Scaffolding Strategy had a significant positive effect on learners' mathematics performance. The study concludes that Scaffolding Strategy was effective in improving learners' mathematical proficiency, accuracy, and confidence. It is recommended that teachers integrate the Scaffolding Strategy into regular mathematics instruction and that future researchers conduct similar studies in other grade levels and settings to further validate the effectiveness of the intervention. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED680326 |
| Database: | ERIC |
| Abstract: | This study entitled "Enhancing Grade 4 Learners' Mathematics Performance Through Innovative Teaching Strategies Aligned With Rapid Mathematics Assessment", aimed to enhance the mathematics performance of Grade 4 learners through the implementation of the Scaffolding Strategy aligned with the Rapid Mathematics Assessment (RMA). The study was conducted at Mainline Elementary School, Mainline Liliongan, Carmen, Cotabato, involving 18 Grade 4 learners using a pre-experimental one-group pre-test and post-test design. Data were collected using DepEd-standardized RMA instruments to determine learners' performance before and after the intervention. Results revealed that prior to the intervention, most learners were classified as Transitioning (Proficient), while a smaller portion were at the Developing (Clearly Proficient) level. After the implementation of the RASC Strategy and shortcut methods, learners' performance improved, with some learners reaching the At Grade Level (Highly Proficient) category. The mean score increased from 44.67 in the pre-test to 71.33 in the post-test, indicating a substantial improvement in mathematics performance. The Wilcoxon Signed-Rank Test showed a p-value of 0.000, which is less than the 0.05 level of significance, indicating a statistically significant difference between pre-test and post-test results. This suggests that the Scaffolding Strategy had a significant positive effect on learners' mathematics performance. The study concludes that Scaffolding Strategy was effective in improving learners' mathematical proficiency, accuracy, and confidence. It is recommended that teachers integrate the Scaffolding Strategy into regular mathematics instruction and that future researchers conduct similar studies in other grade levels and settings to further validate the effectiveness of the intervention. |
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