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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
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
FullText Text:
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  Data: Enhancing Grade 4 Learners' Mathematics Performance through Innovative Teaching Stratregies Aligned with Rapid Mathematics Assessment
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  Data: <searchLink fieldCode="SO" term="%22Online+Submission%22"><i>Online Submission</i></searchLink>. 2026.
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  Data: 39
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  Data: 2026
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Mathematics%22">Elementary School Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Tests%22">Mathematics Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Scaffolding+%28Teaching+Technique%29%22">Scaffolding (Teaching Technique)</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Pretests+Posttests%22">Pretests Posttests</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Philippines%22">Philippines</searchLink>
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  Data: 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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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 39
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Elementary School Mathematics
        Type: general
      – SubjectFull: Grade 4
        Type: general
      – SubjectFull: Mathematics Tests
        Type: general
      – SubjectFull: Scaffolding (Teaching Technique)
        Type: general
      – SubjectFull: Evaluation Methods
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Mathematics Achievement
        Type: general
      – SubjectFull: Pretests Posttests
        Type: general
      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Philippines
        Type: general
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      – TitleFull: Enhancing Grade 4 Learners' Mathematics Performance through Innovative Teaching Stratregies Aligned with Rapid Mathematics Assessment
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              Type: published
              Y: 2026
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