Localized Window Cards: An Intervention Material for Improving Mastery of the Four Fundamental Operations in Mathematics of Grade 3 Learners of Balaybay Elementary School

Abstract

Mathematical proficiency is a cornerstone of elementary education, yet mastering fundamental operations remains a challenge for many learners. This study investigated the efficacy of localized window cards as an intervention tool to improve the numeracy skills of Grade 3 pupils at Balaybay Elementary School. Employing a quantitative descriptive-comparative research design, the study aimed to measure the impact of these materials on student performance and provide a mechanism for parental monitoring through numeracy progress report cards. The results demonstrated a significant improvement in student achievement. Prior to the intervention, the group recorded a pre-test mean of 10.81 with a Mean Percentage Score (MPS) of 36.03%. Following the implementation of the window cards, the post-test mean rose to 26.62, resulting in an MPS of 88.72%. This represents a substantial 52.69% increase in the MPS. Furthermore, the post-test data showed a lower standard deviation compared to the pre-test, indicating that the pupils' performance became not only higher but also more consistent. The findings conclude that the use of localized window cards is a highly effective intervention for mastering the four fundamental operations. The study recommends the continued integration of localized materials to bridge numeracy gaps and foster stronger home-school collaboration in monitoring student progress.