V3I6P50

Strategies to Enhance the Multiplication Fact Fluency of Grade 4 Pupils: A Quasi-Experimental Study

Edmar Z. Lamion^1*, Dr. Liz Irish Ng Villamor²

Abstract

This study assessed the effectiveness of two gamified learning strategies for enhancing Grade 4 pupils’ multiplication fact fluency: Contextualized Multiplication Cards (CMC), also known as Teacher-Made Multiplication Sticker Cards for Gamification, and Multiplication War. Employing a quasi-experimental pretest-posttest research design, the study involved two experimental groups and no control group to assess significant improvement in pupils’ multiplication performance before and after the intervention. The study was conducted at Bonifacio Aquino Elementary School in the District of Magsaysay II during the School Year 2025–2026. Data were gathered using an adopted and modified pretest-posttest instrument and analyzed using mean, t-test, and Shapiro-Wilk test. Findings revealed that both strategies significantly improved pupils’ multiplication fact fluency, increasing learners’ performance from the “Did Not Meet Expectations” level to “Outstanding.” Specifically, pupils exposed to CMC improved from a Mean Percentage Score (MPS) of 69 to 91, while those exposed to Multiplication War improved from 69 to 90. Significant differences were found between pretest and posttest performances (p = 0.002); however, no significant difference existed between the mean gains of the two strategies (p = 0.786), indicating that both interventions were equally effective. Consequently, a Learning Action Cell (LAC) session proposal and lesson plan were developed to support teachers in improving multiplication instruction.

Keywords:

Multiplication Fact Fluency, Gamification, Contextualized Multiplication Cards, Multiplication War, Quasi-Experimental Study