Strengthening Basic Mathematics Skills of Beed Students at Moncast Through Project Maps (Manipulatives, Active Participation, and Peer Tutoring Strategies)

Ronald D. Manolong, Josephine G. Paulin and Emmalyn B. Rosagaran
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Ronald D. Manolong: Monkayo College of Arts, Sciences, and Technology, Monkayo, Davao de Oro, Philippines, 8805
Josephine G. Paulin: Monkayo College of Arts, Sciences, and Technology, Monkayo, Davao de Oro, Philippines, 8805
Emmalyn B. Rosagaran: Monkayo College of Arts, Sciences, and Technology, Monkayo, Davao de Oro, Philippines, 8805

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 7, 2786-2793

Abstract: This action research aimed to strengthen the basic mathematical skills of Bachelor of Elementary Education (BEED) students at Monkayo College of Arts, Sciences, and Technology (MonCAST) through the implementation of Project MAPS (Manipulatives, Active Participation, and Peer Tutoring Strategies). Anchored on Shulman’s (1986) concept of Pedagogical Content Knowledge (PCK), the study explored how integrating subject mastery with interactive teaching strategies could help future educators overcome learning gaps in mathematics. Specifically, it sought to determine the mean scores of students before and after the intervention and to examine how the program contributed to their mathematical development. A dual-method design was employed, combining quantitative analysis of pretest and posttest results with qualitative thematic analysis of interview responses. The participants were 15 BEED students placed on academic probation due to low mathematics grades. Results showed a significant improvement in students’ performance, with the mean score increasing from 24.07 (SD = 2.40) in the pretest to 50.33 (SD = 5.96) in the posttest, and a t-value of 18.27 (p

Date: 2025
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