DEVELOPING MULTIPLICATION SKILLS AMONG GRADE IV LEARNERS

THROUGH MAPA (MULTIPLYING AND ANALYZING THROUGH PICTURES AND

ACTIONS)

CONTEXT AND RATIONALE

School Year Least Competencies Rank

2nd
2022-2023 Multiplying three-digit
numbers by two-digit
2023-2024 2nd
numbers, both with and
2024-2025 1st
without regrouping.

STEP 1: Problem Identification

The fundamental concept of multiplication as repeated addition or grouping is difficult

for many learners to understand. This misunderstanding might limit their capacity to apply

multiplication in many situations. When given word problems or real-world applications, for

instance, students may feel confused because they are unable to connect the idea of creating

equal groups to the mathematical operation itself (Rejeki et al., 2024). It may be difficult to

understand what multiplication means, which can lead to frustration and establishing errors.

STEP 2: Provide data to support the problem

Over the past three years, data from the K to 12 and MATATAG Curriculum's 1st Quarter

Periodical Examinations for Grade 4 at San Isidro Elementary School reveals that the least

mastered competency is multiplying three-digit numbers by two-digit numbers, both with and

without regrouping. This trend emphasizes the urgent need to enhance students' understanding of

multiplication concepts and skills.

STEP 3: Conventional Teaching

Learners frequently suffer from increased cognitive load when they struggle with

multiplication, particularly when faced with challenging issues like multiplying three-digit

numbers by two-digit numbers. This happens because instead of automatically recalling

multiplication information, pupils are forced to rely on ineffective tactics like guessing or

counting. According to research, learners may struggle with more complex mathematical

concepts like fractions and algebra if they are unable to become fluent in simple multiplication

facts (Woodward, 2006; Stickney et al., 2012). The absence of automaticity may result in

mistakes and limit their capacity to effectively address more complex issues (Cumming &

Elkins, 1999).

STEP 4: Identifying Learning Gaps

Multiplication table memorizing by rote is still emphasized by a lot of teachers.

Repetitive repetition is the basis of this approach, which can help with short-term recall but

hinders long-term comprehension and application of multiplication principles (Wells, 2020).

According to research, children may learn facts by facts, but they have trouble applying them in

various situations, which causes gaps in their mathematical reasoning (Sönmez & Alptekin,

2020).

Teachers frequently discuss multiplication ideas in traditional direct instruction, followed

by practice problems. Although this methodical technique can offer clarity, it might not

adequately interest every learner. Research indicates that collaborative and participatory learning

situations that enable students to dig deeply into mathematical topics are beneficial to them

(Moreno & Susada, 2024).

STEP 5:

The aim of rote memorization is to repeat data without developing a deeper

comprehension of mathematical ideas. According to BetterHelp (2023) and Oxford Learning

(2017), this method may cause learners to memorize multiplication tables without understanding

how multiplication functions or how it might be used to solve problems. Because of this, pupils

can be able to memorize knowledge but find it difficult to apply them in practical situations.

Rote memorization tends to retain information in short-term memory, which frequently

disappears shortly after tests. Learners may forget multiplication information soon after tests due

to this temporary retention, which compromises long-term learning (Graduate Programs for

Educators, 2023). As a result, this approach fails to equip learners for upcoming mathematical

problems that call for continuous understanding.

Rote learning fails to develop the ability to think critically or solve problems. Although

they may learn facts by mind, learners may not be able to evaluate or creatively apply this

information (Third Space Learning, 2023). This restriction may make it more difficult for them

to understand more difficult mathematical ideas that call for higher-order thinking.

STEP 6:

The Lattice Method, which arranges numbers in a grid style, is a visual aid that aids

learners in understanding multiplication. By using this technique, students can simplify difficult

multiplication problems into more manageable portions, which facilitates regrouping. When

compared to learners taught using traditional methods, Grade 4 pupils who were taught using the

lattice method shown a considerable improvement in multiplication routine, according to a study

by Moreno and Susada (2024). The experimental group's post-test score of 84.77, compared to
the control group's score of 74.70, demonstrated how well this strategy worked to improve

multiplication skills.

STEP 7

The Lattice Method is in line with constructivist theory, which stress that knowledge is

created by students via interactions and experiences (Bruner, 1966). Through the use of fewer,

more manageable steps, the technique enables pupils to visualize the multiplication process. By

using a scaffolding method, students can more quickly comprehend complex tasks and build on

their prior knowledge (Ozdem-Yilmaz & Bilican, 2020). Students have a higher chance of

internalizing multiplication principles when they interact with the content in an organized visual

manner.

STEP 8:

According to the Cognitive Load Theory, when a learner's cognitive demands surpass

their capacity, learning becomes difficult (Sweller, 1988). By visually organizing information,

the lattice method lessens cognitive burden and enables learners to concentrate on a single step

of the multiplication process. By making regrouping easier to understand, this methodical

technique reduces unnecessary cognitive burden and increases intrinsic load (Donovan, 2021).

Students can focus on learning multiplication without feeling overburdened as a result.

STEP 9

This action research proposes a new teaching intervention called MAPA. This is a

creative method of teaching multiplication that blends hands-on practice with visual aids. This

approach works especially well for learners at Grade 4 because it covers typical multiplication

problems like regrouping. This technique fosters critical thinking and teamwork while
strengthening pupil's understanding of multiplication ideas through a hands-on learning

environment.

MAPA provides a clear visual structure that helps students understand how numbers are

multiplied and where regrouping occurs. By separating tens and units visually, students can see

how products are formed and combined, reinforcing their understanding of place value (Wolfram

MathWorld, n.d.).

By using base-ten blocks, learners may interact with numbers in a hands-on way, giving

abstract ideas greater tangible form. Those who have trouble with conventional mathematical

methods would especially benefit from this physical experience, which helps learners see

multiplication as grouping rather than simple calculation (Einarson et al., 2020).

MAPA breaks down multi-digit multiplication into simpler components, making it less

intimidating for learners who struggle with traditional processes. Learners can focus on one part

of the problem at a time, which reduces cognitive load and enhances comprehension.

Through MAPA, it features regrouping by default through its diagonal addition

mechanism. Students' comprehension of why regrouping is required in multiplication is

strengthened when they add along the diagonals because they constantly come across scenarios

where they must carry over values (Happy Numbers, n.d.). Their understanding of this crucial

idea is strengthened by this practical experience.

Research Questions

This action research will be conducted to investigate of using the MAPA (MULTIPLYING

AND ANALYZING THROUGH PICTURES AND ACTIONS) in developing multiplication

skill in Grade 4 Math. Specifically, it seeks to answer the following questions:

1. What is the baseline level of performance of the following groups of learners based

on the pretest?

2. Is there a significant difference in the baseline level of performance of the learners in

the two groups?

3. What is the level of performance of the two group of learners based on the post-test?

4. Is there a significant difference in the performance of the learners in the two groups

based on the post-test?

Hypothesis

There is no significant difference in the post-test performance scores between the control

group and the interventional group.

The post-test performance scores of the interventional group will be significantly higher

than those of the control group.

Significant of the Study

For the Learners – This intervention provides a visual and structured approach to

multiplication, which helps learners comprehend complex multiplication concepts more

effectively. Studies have shown that students who engage with this method demonstrate

improved understanding and retention of multiplication skills. Using tangible manipulatives and

visual aids, the lattice technique increases student involvement. For students who have trouble

with traditional approaches, this interactive approach can make learning easier and more fun.

For the Teachers - The results encourage the use of innovative instructional methods to improve

mathematical learning outcomes for learners. This approach can be used by teachers to address

frequent problems in teaching multiplication, especially with regrouping. The study promotes

teachers' continual professional growth so they can experiment with and apply a variety of

teaching techniques. Teachers can enhance their teaching methods and more effectively meet the

requirements of learners by being aware of the advantages of the intervention.

For School Administrators - Administrators at schools need to think about integrating this

strategy into the mathematics curriculum. Administrators can improve overall student

performance in mathematics by encouraging creative teaching strategies. Administrators can use

these results to support funding for teacher training in efficient approaches. Putting resources

into professional development can help the school achieve better educational results.

For Future Researchers - The results of the study provide a basis for additional research into its

effectiveness in various educational settings and groups. The impact of characteristics including

age, socioeconomic position, and prior mathematics knowledge on learning outcomes can be

examined by researchers. Future studies should examine the effects of integrating the
intervention with additional teaching techniques on students' acquisition of multiplication and

other mathematical concepts.

Scope and Limitations

The study focuses to enhance the reading comprehension of Grade 4 learners through the

"MAPA" intervention over a period of 8 weeks at San Isidro Elementary School.

The study involves 34 Grade 4 learners of the school, which could restrict the

applicability of the results. Furthermore, the study is carried out over a period of eight weeks,

potentially overlooking any long-term impacts of the intervention.

Data will be collected through pretests and posttests, which may not fully capture all

aspects of learners’ learning experiences. Differences in classroom management or teaching

styles across different sections may affect the consistency of the intervention’s implementation.

Although the limited sample size restricts the ability to generalize the findings, the study could

still offer valuable insights into the influence of contextual learning on learners' multiplication

skills.