2025 IJRSE – Volume 14 Issue 8
Available Online: 25 April 2025
Author/s:
Ramos, Rusele
Ilocos Sur Polytechnic State College – Sta. Maria Campus, Philippines (rusele.sison@deped.gov.ph)
Abstract:
This study analyzes the effectiveness of different ways of learning in mathematics for Grade 4 learners at Sta. Maria East Central School during the Academic Year 2024-2025. It intends to study the association between students’ profiles—such as sex, parents’ educational level, monthly income, availability of reading materials, and gadget use—and their performance in mathematics. The research adopts a correlational methodology, utilizing a validated questionnaire to obtain data from 72 Grade 4 students across two sections. The study examines the learners’ performance based on four classroom strategies: Manipulative-Based Strategy, Game-Based Strategy, Cooperative Learning Strategy, and Explicit Instruction. Statistical analysis, including frequency counts, percentages, averages, and point biserial correlation, are utilized to examine the data. Findings demonstrate that students’ profiles greatly influence their mathematical performance, with notable variances among the instructional modalities. The study concludes with the development of a Strategic Intervention Material (SIM) aiming at strengthening learners’ arithmetic skills. The study recommends that teachers should continue to recognize and address varied backgrounds and learners’ needs; teaching practices should be balanced, inclusive and responsive; teachers are encouraged to utilize cooperative learning and explicit instruction more frequently and SIM should be introduced into courses to benefit learners. The consequences of this research extend to teachers, school administrators, and educational policymakers, providing insights for better pedagogical techniques and curriculum design. Ultimately, the study contributes to the current discourse on effective mathematics instruction and the significance of personalized classroom strategies to accommodate varied learner requirements.
Keywords: classroom strategies, mathematics education, grade 4 learners, performance assessment, strategic intervention material
DOI: https://doi.org/10.5861/ijrse.2025.25065
Cite this article:
Ramos, R. (2025). Effectiveness of classroom strategies to facilitate learning mathematics. International Journal of Research Studies in Education, 14(8), 53-64. https://doi.org/10.5861/ijrse.2025.25065