Multiplication Fact Recall to Improve Math Performance in Multiplication

Mathematics

This action research investigated the effectiveness of multiplication fact recall strategies in improving the mathematics performance of Grade 4 learners at Sta. Juana Central Elementary School during the period August to December 2025. Nineteen learners participated in the study, with their performance measured through a pre-assessment and post-assessment using a 20-item multiplication quiz. The intervention employed evidence-based techniques such as skip counting, visual aids, flashcards, timed recall, real-life applications, and engaging games to strengthen automatic retrieval of multiplication facts. Results revealed that prior to the intervention, 73.68% of learners demonstrated low performance and 26.32% were at the average level, with none reaching proficiency or advanced levels. After the intervention, however, only 5.26% remained at the low level, while 21.05% achieved average performance, 47.37% reached proficiency, and 26.32% attained advanced performance. These findings indicate a significant improvement in learners’ mastery of multiplication facts, affirming that structured recall strategies enhance accuracy, speed, and confidence in solving multiplication problems. The study concludes that consistent practice, retrieval-based activities, and varied instructional approaches are effective in building mathematical fluency, though continued remediation is necessary to support learners who remain at lower performance levels.

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