Intervention Scheme on Basic Multiplication Facts for Intermediate Learners of

Jorge M. Atienza Elementary School

Researchers: Arnel A. Alcantara
Rosalia Rosally O. Magsino
Lilibeth F. Siscar

School: Jorge M. Atienza Elementary School

District: Sta. Teresita

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I. Context and Rationale
Multiplication fact fluency is an essential ability for students to develop as they progress

throughout elementary school, specifically with estimation skills and operations with larger

numbers (Everyday Mathematics, 2002). While some students are proficient with fact recall,

others often struggle throughout high school. In order to adequately prepare students for more

difficult mathematical concepts during elementary grade and high school, every student must

become proficient with mathematical fact recall (Wallace & Gurganus, 2005).

To attain the said purpose, teachers of Mathematics should find innovative ways to

improve the learning capabilities among the pupils, identify and remedy weaknesses, and

provide the learners with experiences which can foster positive attitude to learn the rudiments of

mathematical knowledge and skills.

Truly and indeed, Mathematics should be made meaningful to all. This implies that

teachers should teach it with efficiency and effectiveness through the application of better

strategies which make use of integrating worthwhile values in the teaching and learning of the

subject. Furthermore, the pupils should be made to realize that Multiplication facts is useful by

making them see its application. Pupils need to be motivated and directed to appreciate

Multiplication facts by making them realize and understand that it is, and will always be a part of

their lives.
 Based on the urgent needs to enhance pupils’ competencies in Mathematics as a result

of the researchers’ observation to the alarming test result in Mathematics involving

multiplication, the researchers designed an intervention scheme on basic multiplication facts for

intermediate learners of Jorge M. Atienza Elementary School.

II. Literature Review

The following sources support that mastery of basic multiplication facts should be made

possible by the teachers in order to achieve excellent performance in Mathematics. Greater

insight from knowledgeable authors guided the researchers in developing an intervention

scheme to help learners develop their retention in basic multiplication facts.

Haught et al. (2002) cited that children need to develop thinking strategies before they

can successfully achieve memorization. Learning the mathematics facts is a process that

consists of repeated practice, which confirms that there is consistency in the number facts.

Repetition leads to fluency which in turn leads to mastery of basic facts. Basic mathematics

facts are the foundation on which other math skills and knowledge are built. Without the

ability to recall these facts quickly, other mathematical progress will be hindered.

"Problem solving and thinking may be fine, but certain things, such as math facts and

multiplication tables, must be memorized". Teaching basic mathematics facts has

always been a central part to any successful mathematics program. Mental

mathematics and estimation are difficult without a mastery of basic facts .

When teaching a skill that requires repetitive practice, such as multiplication facts, it is

important to keep student, parent, and teacher attitudes in mind in order to help motivate

students toward achieving proficiency. Failure to do so can lead to mathematics anxiety,

causing students to avoid mathematically-related situations and career paths (Ashcraft, 2002).

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 Willingham (2009) states that the two reasons to practice to gain competence and to

improve are self-evident and probably are not very controversial. Less obvious are the reasons

to practice skills when it appears you have mastered something and it’s not obvious that

practice is making you any better. Odd as it may seem, that sort of practice is essential to

schooling. It yields three important benefits: it reinforces the basic skills that are required for

the learning of more advanced skills, it protects against forgetting, and it improves transfer” .

When students have a solid understanding of multiplication facts, those students have the

ability to instantly recall those facts from long-term memory. Thus, little to no working memory

is spent trying to recall a factual answer .

Silver (2009) noted that students learn by examples and the teacher is the primary

example who possesses and show such mathematics computational skills. The teachers must

have these skills if they wish such skills be developed among students. Experienced

mathematics teachers with wider knowledge act as a resource persons who could advice and

guide the learners. When students cannot learn the way we teach them, We must teach them

the way they learn.

Pegg (2010) presented a clear and cogent argument for the importance of developing

fluency for all pupils by explaining that initial processing of information happens in working

memory, which is of limited capacity. He focused on the need for teachers to develop fluency in

calculation in their pupils, as a way of reducing the load on working memory, so allowing more

capacity for other mathematical actions.

Hughes (2009) stressed that an effective mathematics learning environment is one in

which pupils and teachers interact in ways that allow pupils to have an opportunity to maximize

how much they learn. There are a variety of ways in which pupils and teachers interact in a

learning environment. Some interactions result in student learning, however, others have very

little effect on student learning. Classroom discussions, teacher and students initiated questions,

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cooperative group work, peer tutoring and a host of other feedback systems such as

assignments, examinations and electronic response systems such as the personal response

system (PRS) and the personal data assistant (PDA) are instructional strategies that provide a

measure of two-way communication in which information about what is taught and what is

learned is exchanged between two people

Kelchtermans, Piot & Ballet (2011) suggested the use of daily drills and frequent

diagnostic exercises to determine pupils strengths and weaknesses. These activities also serve

as means of evaluating their performance. Further, an analysis of their performance,

specifically on written examinations, may be used as basis or feedback to decide the need for

modifying teaching strategies that would help improve future results.

Slavin As cited by Mauleon ( 2007) said that evaluation , if properly conducted and

presented, can motivate students. Rewards for good word can stimulate further good work.

Regular Evaluation can reveal Strengths and weaknesses, and the teacher should relay this

information of the students with recommendations for improvement after analyzing and

interpreting results.

Acero, et al., (in Famatigan, 2009) stressed that before helping any individual student

with work, the teacher must be sure that all pupils in all groups start work and are able to

perform the assigned group activity. They cited different teaching techniques and activities

helpful in facilitating and expediting the teaching-learning process.

Because the learning styles of children vary, teachers should employ a variety of

activities to enhance learning. The quality of learning can be improved when educators focus on

children's varying abilities. Willis and Johnson (2001), in discussing multiple intelligences,

recommend learning mathematics facts to familiar tunes. "Each child may use a variety of these

intelligences to learn mathematics concepts and skills, not just logical-mathematical" (Adams,

2000, p. 2).

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 Willis, J.K., & Johnson, A.N. (2001). Multiply with MI: Using multiple intelligences to

master multiplication. Retrieved January 20, 2009 from Education Resources Information

Center (ERIC) Web site: http://www.eric.ed.gov This resource takes an entirely different

approach to learning math facts! The article is based around Gardner’s theory of Multiple

Intelligences and takes into account students’ individual needs and learning styles. It also

discusses the relationship between basic facts and problem solving.

When a family offers opportunities for activities such as games that reinforce math facts,

they are aiding their children in developing mathematical skills (Wakefield, 2001)

Ediger, Marlow Teaching suggestions in mathematics. Retrieved February 17, 2009.

This article supports my notion that flash cards are a promising and successful practice. In

addition to discussing the success of flash cards, the journal presents other activities that I may

be able to use with my “interactive game” group.

III. Action Research Questions

This research generally aims to enlighten the minds of learners to see or realize the

significance of mastering the basic multiplication facts.

Specifically, the researchers aim to answer the following questions:

1. What is the pupils’ mastery level of basic multiplication facts?

2. What are the common difficulties encountered by the pupils in the subject matter?

3. What is the proposed plan of action in enhancing the retention level of the pupils on

multiplication facts?

IV. Proposed Innovation, Intervention and Strategy

In order to increase mastery of basic multiplication facts to our students’ the researchers

implemented strategies such as: steady memorization of multiplication facts, Group recitation of

multiplication facts after the flag raising rites in harmony with the appropriate music, Individual

recitation of multiplication facts as an instructional priming mathematics activity, Flashing cards

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of multiplication facts as a drill lesson, Using window cards as a practice exercise during

remedial instruction, Designing appropriate assessment which evaluates the lessoned learned.

Giving due recognition to learners with mastery in multiplication fact and graphing their scores

on a graphing paper for them to monitor their progress.

V. Action Research Methods

a. participants and/or other source of data and information
Participants of the study are 14 Grade IV , 11 grade V and 15 grade VI pupils of
Jorge M. Atienza Elementary school

b. data gathering method

The researchers sought the approval of the District Research Coordinator to conduct

this study in the our beloved alma matter Jorge M. Atienza Elementary School. After the

approval was granted, permission from our School Head to conduct the study and utilize the

intermediate learners as respondents was requested.

Arrangements were made with the respondents and the researchers personally

administered the instrument to the actual respondents and retrieved the filled-up copies through

the same channel as it was distributed.

A survey questionnaire was used as the main data gathering instrument, supported by

the results of informal observation and interview with intermediate learners.

c. data analysis plan

The responses of the respondents were tallied, tabulated, computed, analyzed and

interpreted. Frequency distribution and percentage were utilized as statistical treatment

while qualitative data was listed.

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VI. Action Research Workplan and Timeline

Activity
Duration (in days)
Gathering literature 3
Formulating objectives 1
Analyzing and drafting literature 2
Drafting the context and rationale 1
Identifying research design and methodology 1
Drafting and peer validation of questionnaire 2
Distribution and retrieval of questionnaire 1
Tallying and interpretation of responses 1
Drafting results and discussion 1
Drawing conclusions and writing the recommendation 2
Finalizing the introduction, review of related literature, results and
discussion, bibliography 3
Drafting the research output 2
Encoding and polishing the entire paper and peer validation of the
research output 3
Submission of the action research to the division office and
presentation to peers 2

TARGET DATES
End of Project First Draft Final Report
September 5,2017 August 29,2017 September 7,2017

VII. Cost Estimates

Budget Item Budget Requirement

reams bond paper 360.00

food for the participants 1,500.00
printing/ink 1,000.00

TOTAL 2,860.00

VIII. Plans for Dissemination and Utilization

Research Scheme of Dissemination Resources Needed

Output
Flash Cards & To be utilized during Math Availability of Flash
Window cards class classes and remedial Cards &
time. Window cards

Copy of the
worksheets worksheets

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IX. Results and Discussion
1. The Pupils’ Mastery Level on Multiplication Facts.

0%-50% - Not mastered

51%-75% - Nearing Mastery
76%-100% - Mastered

Table 1. Level on Multiplication Facts

Indicators Weighted Mean Verbal Interpretation
1. Multiples of 3 39% Not mastered
2. Multiples of 4 35% Not mastered
3. Multiples of 5 38% Not mastered
4. Multiples of 6 28% Not mastered
5. Multiples of 7 19% Not mastered
6. Multiples of 8 14% Not mastered
7. Multiples of 9 15 % Not mastered
8. Multiples of 10 51% Nearing Mastery
9. Multiples of 11 47% Not mastered
10. Multiples of 12 14% Not mastered
AVERAGE WEIGHTED MEAN 30% Not mastered

Pupils are given three 10-item tests on multiplication facts. All of them have the same

format and level of difficulty. They are only given a limited time to answer each question. After

which, the teacher made a data analysis to determine the pupils’ level of mastery on

multiplication facts.

Based on the foregoing results it could be seen that almost all the skills were not mastered

in multiples of 3-9, then multiples of 11 and 12 because of low percentage, so learners should

be given all the learning needs particularly on multiplication facts. The overall result of pupils’

mastery level is 30% indicating a big problem in mathematics that has to be strengthened.

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 2. The Difficulties Encountered by Pupils.

Options Ranges Verbal Interpretations

5 4.50 – 5.00 Very Highly Serious

4 3.50 – 4.49 Highly Serious

3 2.50 – 3.49 Moderate Serious

2 1.50 – 2.49 Lightly Serious

1 1.00 – 1.49 Not Serious

Table 2. Difficulties Encountered by Pupils

Indicators Weighted Mean Verbal Interpretation

1. The amount of math homework
has been cut in half 3.00 Moderate Serious
2. Drill practice at home not done 3.55 Highly Serious
3. Lose valuable learning time in
calculating such as multiplication Highly Serious
facts 3.70
4. Millennial learners are not fond
of memorizing facts 3.50 Highly Serious
5. Scared to deal with numbers 3.25 Highly Serious
6. Easily gets bored when it
comes to dealing with numbers 3.40 Highly Serious
7. Careless when computing 3.68 Highly Serious
8. Lack of study habits 3.60 Highly Serious
9. Doesn’t understand the
medium of language used in Highly Serious
teaching Math 3.75
10. Lack of basic skills that
compose the foundation of Math 3.53 Highly Serious
11. Lack of parental guidance not
checking their educational Highly Serious
progress 4.00
Average Weighted Mean
3.54 Highly Serious

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 The researchers interviewed some learners to know the difficulties they encountered

when they solve in Mathematics. A checklist was made to determine the impact of these

problems to the learners’ success in Mathematics. They checked the column that corresponds

to the level of seriousness of each difficulty.

The average weighted mean of 3.54 indicated that the difficulties encountered by pupils

were highly serious. The table shows that the pupils’ most serious problem is the language used

in teaching and evaluating Mathematics skills especially in multiplying numbers and when they

get to solve word problems.

The findings implied that the pupils have difficulties in mathematics because they lack

study habits, lack parental guidance, lack basic skills. This was an indication that pupils must be

given more skills, motivation and they must have commitment in mastering basic multiplication

facts.

X. Conclusions and Recommendations

Basic multiplication facts are an integral part of Mathematics. They are needed to

solve more complex Mathematics problems involving different kinds of operations and

equations. Since automaticity and fluency in multiplication have such an impact on the

pupils’ future math success, the researchers wanted to help learners learn and practice

multiplication facts in a meaningful and entertaining manner. They also considered the

medium of communication used in the teaching-learning process since this is the most

serious problem that they are experiencing whenever they solve word problems. They

intended to use flash cards and window cards and create a variety of worksheets to

make them enjoy as they practice multiplying numbers.

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 As a result of this action research, future research should be considered. Since

this research focused mainly on basic multiplication facts, what are some ways that

successfully build learners’ success in solving problems involving other operations like:

addition, subtraction and division? Second, since the researchers claim that memorizing

is the key to master multiplication facts, how does each learner’s memorizing skill help

achieve success in Mathematics?

This research has helped teachers to realize that teachers should be always

prepared to cater each learner’s different mathematical skills and abilities. They do not

learn and unlearn at the same manner that is why teachers should design different

strategies suited for each learning capacity of the pupils.

XI. References
Kelchtermans, G., Piot., L. & Ballet, K. “The Lucid Loneliness of the Gatekeeper: Exploring the
Emotional Dimension in Principals’ Work Lives”. Oxford Journal of Education. Vol. 37,
No. 1, 2011.
Pegg, R. C. “Developing Fluency in Mathematics”. Educational Studies in Mathematics
Vol. 55, No. 1, 2010.

Famatigan, Erlina L. “Theory-Based Strategies Utilized in Teaching Mathematics: Basis for

Teaching Model”, Unpublished Master’s Thesis: Lipa City Colleges Graduate School,
Lipa City,2009.
Mauleon, Leonarda P. “ The Qualities and Competencies of Mathematics
Teachers in the Public Elementary School,” Unpublished Master
Thesis: Rizal College of Taal, Taal, Batangas, 2007.

Hughes, Gerunda B. (2009). “Students’ Perceptions of Teaching Styles in Mathematics

Learning Environments”, Mathematics Teaching-Research Journal On-Line, Bronx
Colleges of the City University of New York.
www.hostos.cuny.edu/departments/math/mtrj 1
Silver, E. A., Mesa, V. M., Morris, K. A., Star, J. R., & Benken, B. M. (2009). “Teaching
Mathematics for Understanding: An analysis of lessons submitted by teachers seeking
NBPTS certification”, American Educational Research Journal, Retrieved from
http://aerj.aera.net

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Haught, Laurie; Kunce, Christine; Pratt, Phyllis; Werneske,Roberta; Zemel, Susan (2002).
“Improving Mastery of Basic Mathematics Facts in Elementary School through Various
Learning Strategies”.

Adams, T. (2000). Helping children learn mathematics through multiple intelligences and
standards for school mathematics. Childhood Education.

Johnson, A.,& Willis, J. (2001). Multiply with MI: Using multiple intelligences to master
multiplication. Teaching Children Mathematics,

Ediger, Marlow (1998, September). Teaching suggestions in mathematics. Retrieved

February 17, 2009 from, Web site: www.eric.ed.gov

Wallace, A. & Gurganus, S. (2005). Teaching for mastery of multiplication. Teaching Children
Mathematics.

Willingham, D. (2009). Why Don’t Students Like School?. California: Jossey-Bass.

Ashcraft, M.H. (2002). Mathematics anxiety: Personal, educational, and cognitive

consequences. Current Directions in Psychological Science.

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