Effectiveness of Mother Tongue Based - Task Cards (MTB-TC) in Enhancing Problem-Solving Skills in Divisibility of Struggling Learners
Siony Montales | Ronel Oseña
Discipline: Education
Abstract:
This study investigates the effectiveness of Mother Tongue Based-Task Cards (MTB-TC) in enhancing problemsolving skills in divisibility for struggling learners. A quasi-experimental research design with pre-test and post-test
assessments was employed, focusing on Grade 5 students from Inanuran Elementary School in the school year 2021-
2022. The study aimed to determine the efficacy of MTB-TCs in improving students' problem-solving abilities and
address the identified learning gaps. The participants consisted of 22 Grade 5 learners selected using a total
enumeration technique. The pre-test and post-test instruments, along with MTB-TCs, were developed, validated, and
administered to measure students' performance before and after the intervention. The data collected were analyzed
using frequency count, percentage mean, and standard deviation. Additionally, a t-test was conducted to test for
significant differences between pre-test and post-test scores. The findings from the pre-test results revealed that
students' performance levels were predominantly below expected standards, indicating a significant gap in
achievement. However, the post-test results demonstrated a notable improvement in students' performance, with the
majority achieving satisfactory to outstanding levels. The statistical analysis confirmed a significant difference
between pre-test and post-test scores, supporting the effectiveness of the intervention. These findings underscore the
importance of targeted instructional interventions, such as MTB-TCs, in addressing learning gaps and enhancing
problem-solving skills among struggling learners. The study contributes to our understanding of evidence-based
instructional approaches and highlights the potential for broader application in educational practice to support student
learning and achievement.
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