Improving Computational Skills of Grade 3 Pupils of Burabud Elementary School Using Japanese Multiplication Method
Ronela Rose L. Credo *
University of Eastern Philippines Laoang Campus, Philippines.
Marilou B. Acuyan
University of Eastern Philippines Laoang Campus, Philippines.
Kimberly M. Guiwan
University of Eastern Philippines Laoang Campus, Philippines.
Mae Precious N. Pelegrino
University of Eastern Philippines Laoang Campus, Philippines.
Allan J. Valila
University of Eastern Philippines Laoang Campus, Philippines.
*Author to whom correspondence should be addressed.
Abstract
Multiplication is a fundamental mathematical skill that serves as the foundation for learning advanced concepts such as division, fractions, and problem-solving, yet many elementary pupils experience difficulty mastering it using traditional methods. In response to this challenge, the Japanese Multiplication Method was introduced as a visual and interactive strategy to help Grade 3 pupils of Burabud Elementary School improve their computational skills, engagement, and overall performance in Mathematics.
This study looked into the effectiveness of the Japanese Multiplication Method to improve students’ computational skills and address the problem encountered by the Grade 3 pupils of Burabud Elementary School in mastering multiplication. This focused on engaging students in using this method, which serves as a visual presentation of multiplier and multiplicand that allows them to solve multiplication problems by drawing lines that form a diagonal pattern and by counting the number of intersections in a particular order near each vertex of a diamond to obtain a solution.
It aimed to improve the computational skills of the 16 Grade 3 respondents of Burabud Elementary School, using the Japanese Multiplication Method. The study was divided into three processes namely; the pretest, implementation of the intervention (Japanese multiplication method), and the post-test which took ten sessions to complete with each session consists of one hour. Pretest and post-test assessment were utilized to evaluate the impact of intervention on students’ computation levels.
The pretest results revealed that students’ mathematical skills were categorized as “Very Poor” with a Mean Score of 1.125 and Standard Deviation of 1.360. However, after implementing the intervention, the post-test results showed a significant improvement, rated as “Good” with a mean score of 7.89 and Standard Deviation of 1.91. The findings indicate a substantial difference between the pretest and post-test scores, demonstrating the positive impact of the Japanese Multiplication Method on students’ mathematical abilities. These results confirm that the Japanese Multiplication Method is an effective tool for improving young learners’ computational proficiency.
Keywords: Japanese multiplication method, computational skills, grade 3 pupils, elementary mathematics, action research