EFFECTIVENESS OF "PART OF ME" (STRATEGIC INTERVENTION MATERIAL) IN LEARNING DIVISION FOR GRADE IV MATHEMATICS AT SOLANO NORTH ELEMENTARY SCHOOL
Keywords:
Strategic Intervention Material, Mathematics, division of whole numbers, Grade 4, level of mastery, action research, pretest–posttestAbstract
This action research determined the effectiveness of the Strategic Intervention Material (SIM) "Part of Me" in improving the mastery of Grade IV-1 pupils of Solano North Elementary School in dividing 3- to 4-digit numbers by 2-digit numbers with and without remainder (M4NS-If-54.3), one of the least mastered competencies in Mathematics. A descriptive-quantitative design with a one-group pretest–posttest approach was used, supplemented by short interviews on the learners' experiences and recommendations. The participants were 30 pupils (11 male, 19 female), taken purposively as a whole class for School Year 2025-2026. A teacher-made, validated 40-item test, administered before and after a nine-day intervention, measured mastery. Data were analyzed using frequency and percentage distribution, mean, standard deviation, mean percentage score (MPS), the paired-samples t-test, and thematic analysis. The pre-test mean was 18.97 (SD = 10.82; MPS = 47.43, Average Mastery), while the post-test mean was 29.83 (SD = 7.05; MPS = 74.58, Moving Towards Mastery). The difference was statistically significant, t(29) = −9.104, p < .01. Learners described the SIM as easy, varied, colorful, and conducive to independent learning, and suggested more activities and game-based tasks. The findings indicate that the SIM "Part of Me" is an effective strategy for addressing difficulty in dividing numbers. Its adoption to improve learners' mastery and engagement is recommended, together with the addition of more activities and replication using a control group.
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