Author

Chona S. Rosalejos
Agusan Colleges Inc.
Butuan City, Philippines
Email: chona.rosalejos@deped.gov.ph

Abstract

This study evaluated teachers’ instructional practices and their effect on the mathematics performance of Grade 6 learners in Mauro Diaz Elementary School, Tubajon District, Division of Dinagat Islands, during School Year 2025–2026, as basis for a proposed intervention program aligned with DepEd’s learning recovery thrust. A descriptive–correlational design was employed with 131 Grade 6 learner-respondents, while teachers joined the instrument tryout for reliability. Data were gathered using validated survey questionnaires covering gamification, use of manipulatives, visual representations, and peer-assisted learning, including learners’ appreciation, plus Rapid Mathematics Assessment (RMA) pretest and posttest results. Frequency, percentage, weighted mean, paired-samples t-test, and Spearman rho were used for analysis. Results showed that in the RMA pretest, 46.56% of learners were at Low Proficiency and 45.80% were Not Proficient. Learners rated teachers’ practices as Very Strong across domains and expressed Very Satisfied appreciation overall. Posttest performance improved, with 45.04% reaching Nearly Proficient and no learner remaining Not Proficient; the pretest–posttest difference was significant (t=29.913, p=.000). Correlation analysis, however, indicated very weak and non-significant relationships between each instructional practice and posttest performance (ρ=−.074 to .093). This shows that learning improvements of a learner was basing on what they already know, how ready they are to learn, and the support they received at home and school. The ENHANCE -MATH 6 program is highly recommended to use to strengthened targeted remediation, intensify the concrete-representational-abstract transition, standardize peer tutoring with coaching and feedback and to deepen home-school support through parents-teacher orientation based on these study findings.

Keywords: ENHANCE-MATH 6, gamification, Grade 6 learners, instructional practices, manipulatives, mathematics performance, peer-assisted learning, RMA, visual representations.

DOI: http://doi.org/10.69651/PIJHSS0501768

Recommended citation:
Rosalejos, C. S. (2026). Instructional practices to improve the mathematics performance of Grade 6 learners: Basis for a proposed intervention program. Pantao (The International Journal of the Humanities and Social Sciences) 5 (1), 8526-8540. http://doi.org/10.69651/PIJHSS0501768

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