Enhancing Mathematical Performance Through Flash Card Implementation: A Quasi-Experimental Analysis of Multiplication Skills Among Grade 4 Students in Pangasinan, Philippines

This study examines the association between flash card interventions and improvements in multiplication performance among Grade 4 students in a rural Philippine elementary school, with implications for educational equity and access to quality mathematics instruction. Employing a quasi-experimental one-group pretest-posttest design, the research investigated mathematical achievement changes following an eight-week flash card implementation program. Thirty-six Grade 4 students from Ranao Elementary School, District of Bani, Division of Pangasinan I, participated during the 2022-2023 academic year. Assessment instruments consisted of validated 15-item multiplication tests administered before and after the intervention. Data analysis utilized descriptive statistics (mean, percentage scores) and inferential statistics (paired samples t-test). Results demonstrated significant improvement across all measures: pretest mean scores increased from 10.47 (69.8%) to posttest scores of 12.92 (86.13%), representing a 16.33-percentage-point improvement. Statistical analysis confirmed significance with t(35) = -8.82, p < 0.001. Effect size calculations (Cohen's d = 1.47) indicated substantial practical significance. The intervention incorporated systematic multiplication table memorization, interactive flash card activities, and progressive skill development from basic facts to two-digit computations. Findings suggest that structured flash card implementation is associated with enhanced elementary mathematics performance, particularly in computational fluency and fact recall, with important implications for addressing educational inequities in resource-constrained settings.