Author

Riwel Dadoy Abria*
Aurelio Elementary School, Dinagat Islands, Philippines

Abstract

Mathematics plays a crucial role in helping learners develop their ability to think critically, solve problems, and analyze situations. Since it is considered one of the most challenging subjects in the early grades, Grade 3 Mathematics was approached using an innovative teaching method to enhance students’ understanding through structured problem-solving approaches, vocabulary building, interactive sessions, practice exercises, and additional tasks. To assess the impact and measure the magnitude of change, a paired t-test and Cohen’s D were used with the average scores from the pretest and posttest. The formative assessment results were converted into average percentage scores and matched with the provided tables to determine the level of achievement. According to the findings, the Grade 3 students achieved a proficient level in the second quarter of Mathematics 3, as shown by the formative assessments. The students also showed an approaching mastery level in the second quarter of Mathematics 3, as suggested by the learning competencies, after using the GROPE Strategy. There was a significant difference in the mastery level of Grade 3 students in the second quarter of Mathematics 3, supported by a very large effect size. Most students found the subject meaningful and beneficial through the GROPE strategy, along with their interaction with peers and the involvement of their parents. It is suggested that the GROPE strategy should be included in all quarters for all problem-solving activities in Mathematics 3 to help students become more familiar with it. The use of the GROPE strategy among students should be encouraged to ensure its consistent application. The GROPE strategy should be incorporated as part of the lesson delivery to carry out more action research. A feedback system with psychosocial support should be provided to students to maintain their motivation and interest in solving problems.

Keywords:  GROPE Strategy, mathematical learning performance.

*Corresponding author / Email: riwel.abria002@deped.gov.ph
DOI: http://doi.org/10.69651/PIJHSS05031517

Recommended citation:
Abria, R. D. (2026). A scoping review of leadership styles of school heads: Addressing the needs of teachers with frequent transfers. Pantao (International Journal of the Humanities and Social Sciences) 5 (3), 4041-4051. http://doi.org/10.69651/PIJHSS05031517

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