ABSTRACT
This action research aimed to address the low numeracy levels of Grade VI-Humility learners at Rosario East Central School, particularly in mastering multiplication facts. The research was conducted in two phases: pre-assessment (August 2023) and post-assessment (November 2023). Based on a teacher-made numeracy test in multiplication, 17 out of 35 students were categorized as "Moderately Non-Numerate," and only 2 were considered "Highly Numerate." The intervention employed was Project TIMES (Teaching Intensively Multiplication tables for Every Student), integrating Information and Communication Technology (ICT) through the use of offline digital flashcards. After one semester of daily multiplication drills during lunch breaks and free time, post-intervention results showed a significant improvement: 16 students were now "Highly Numerate," and only 3 students remained in the "Moderately Non-Numerate" category. This research demonstrates the effectiveness of ICT integration in improving multiplication fluency and overall numeracy levels among students.
Keywords: Project TIMES, numeracy, ICT Integration, multiplication mastery
CONTEXT AND RATIONALE
In the early years of education, children build upon their foundational knowledge of simple addition and subtraction by advancing into basic multiplication and division. The ability to solve simple multiplication problems and apply multiplicative thinking is crucial for everyday life. While technology can readily provide answers, understanding “what the numbers mean and how they fit into the real world” (Palmer, 2012) is highly beneficial. For example, learning multiplicative thinking early on equips future business owners with the skills to calculate pay rates, profits, expenses, and units without relying on technology. Multiplicative thinking also proves useful when cooking, grocery shopping, and calculating clothing discounts. Instilling in children the ability to solve such problems without technology encourages them to apply these skills in real-world scenarios.
Despite the importance of mathematical skills, the Southeast Asia Primary Learning Metrics 2019 (SEA-PLM) revealed that only 1% of Filipino students met the minimum mathematical standard expected at the end of primary education, as outlined in SDG 4.1.1 Education Proficiency. The average score of Grade 5 students in the Philippines was 288, indicating that while most students could apply basic number properties and unit measurements, only 17% were capable of performing more complex mathematical operations like working with fractions and interpreting tables and graphs (Dela Peña, 2022).
Following nearly two years of pandemic-related disruptions, public elementary and high schools in the Philippines returned to traditional five-day face-to-face classes on November 2, 2022. This shift was mandated by Vice President and Education Secretary Sara Duterte through DepEd Order No. 34, s. 2022, which outlined the school calendar for the 2022-2023 academic year and was made public on July 2.
To ensure the quality of education, teachers are required to conduct regular formative assessments, while the Bureau of Education Assessment (BEA) oversees national assessments such as the Early Language Literacy and Numeracy Assessment (ELLNA) and the National Achievement Test (NAT). The ELLNA evaluates literacy and numeracy in 19 languages for Grade 4 students, while the NAT, an exit exam administered to Grades 6, 10, and 12, assesses 21st-century skills like problem-solving and critical thinking. These assessments align with the Most Essential Learning Competencies (MELCs) and serve as benchmarks for identifying learning gaps and preparing interventions as per DepEd Order 27, s. 2022.
DepEd also encourages the implementation of contextualized learning recovery strategies, focusing on three key areas: (a) learning remediation and intervention, (b) socio-emotional functioning, mental health, and well-being, and (c) professional development of teachers (DepEd Order No. 34, s. 2022). In response, schools in the Division of Batangas have developed Learning Recovery and Continuity Plans (LRCPs) to address learning gaps, improve outcomes, and enhance learners' overall well-being.
Among the challenges in education, mathematics, particularly memorizing multiplication tables, often causes anxiety for students, making it one of the most difficult subjects to teach and learn. This issue becomes more pronounced when foundational skills, such as multiplication, are essential for higher-level mathematical operations like division, fractions, and algebra. In the case of Grade VI-Humility students at Rosario East Central School, a teacher-made numeracy test conducted in August 2023 highlighted significant difficulties with multiplication, pointing to a critical gap in mathematical understanding and an urgent need for intervention.
Multiplication mastery is not only key to classroom success but also has real-world applications, such as managing a budget, calculating grocery costs, or understanding time and distance during travel. The inability to quickly recall multiplication facts can undermine students' confidence in both academic and practical tasks. Furthermore, multiplication is foundational for more advanced topics such as fractions, percentages, ratios, and algebra. Without fluency in multiplication, students are likely to struggle with these concepts, leading to frustration and anxiety.
In response to this challenge, the researcher developed and implemented Project TIMES (Teaching Intensively Multiplication tables for Every Student), an intervention aimed at improving multiplication fluency through the use of Information and Communication Technology (ICT) tools. Offline digital flashcards were selected for their versatility and interactivity, allowing students to practice multiplication in a timed, game-like format. This timed approach was crucial in helping students develop automaticity—the ability to recall multiplication facts quickly and without hesitation.
Project TIMES centered around regular, structured practice sessions held during lunch breaks and free time, providing students with daily opportunities to engage with multiplication problems in a low-pressure, competitive environment. Based on cognitive science principles, frequent exposure to material combined with spaced repetition improves retention and recall. Through the consistent use of ICT tools, students could practice multiplication in a way that was both engaging and effective. The immediate feedback offered by the digital format also allowed students to correct mistakes in real-time, further enhancing their learning.
The ICT-based design of Project TIMES increased student motivation by making the learning process interactive and enjoyable. The combination of structured practice and technology improved students' multiplication fluency and built their confidence in math. By the end of the intervention, the students showed significant improvements in their numeracy levels, as evidenced by the post-test results. The success of Project TIMES demonstrates the potential of using ICT tools to address foundational mathematical gaps, offering a promising model for future interventions.
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