MATH FACT FLUENCY: ACHIEVING MASTERY LEARNING IN MATHEMATICS THROUGH VARIOUS MODALITIES

Abstract

The study was conducted to determine how various modalities of math fact fluency such as contest-type
game, taped problems, timed drill practice and traditional approach improve students’ mastery learning
in mathematics particularly in the operation of polynomials. Specifically, it described the mastery
learning of the students before and after the implementation of the various modalities of math fact
fluency. Also, it identified if there are significant differences in the mastery learning of the students
based on the pre-test and post-test results of the four learning groups. Moreover, it aims to recognize
how did the modality help improve the mastery learning of the students.
The study adopted the mixed methods of research and utilized the quasi-experimental method of study,
specifically, non-equivalent pre-test – post-test design. The researcher involved 80 respondents in this
study that were chosen from the four out of 13 sections of Grade 7 students. This was conducted from
February 13 to March 28, 2017, at Obando National High School during the school year 2016 – 2017.
The instruments used to gather data were the: (1) Test of Mastery Learning consisted of forty (40) items
multiple choice type of exam; (2) IRF Worksheet used to describe the level of mastery of the topic
discussed with the modalities of math fact fluency; and (3) Situation, Task, Action, and Results (STAR)
Observation Technique to assure the proper implementation of the experiment.
The data of the study were treated using descriptive and inferential statistics. Mean and mean
percentages were used to describe the mastery learning of the students before and after the treatment.
The t-test was used to identify the significant difference between the pre-test and post-test of each strategy. Analysis of Variance (ANOVA) and Post-Hoc ANOVA using Tukey Test were also used to
statistically analyze the results of the pre-test and post-test of the respondents exposed to the different
teaching strategies.
The results of the study showed that the various modalities have significant impact on the mastery
learning of the students. There are significant differences between the pre-test and post-test results of
the learning groups which proved that either of the various modalities was employed; there was a
significant improvement in the mastery learning of the students. Furthermore, contest-type was
revealed be the most effective modalities since there are significant differences in the mastery learning
of the students in the four strategies of teaching based on the post-test results.
In light of the findings of the study, the researcher recommends utilizing math fact fluency modalities as
the alternative or supplemental strategies in teaching operations on polynomials as well as other topics
involving the four fundamental operations. Further study that would analyze math fact fluency
modalities on students’ mastery learning can be conducted using other modalities that may help
students further deepen their understanding on mathematics subject and make them fluent in math
facts.