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Incorporating Contextualized Drill Cards in Daily Instructions: Basis for Institutionalization

Author

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  • Lynette P. Rue

    (Department of Education, Division of General Trias City, Cavite, Philippines)

  • Lorraine B. Deseo

    (Department of Education, Division of General Trias City, Cavite, Philippines)

  • Denelyn F. Prodigalidad

    (Department of Education, Division of General Trias City, Cavite, Philippines)

Abstract

This action research investigates the impact of incorporating contextualized drill cards into daily instruction on the numeracy skills of Grade 3 learners at Gen. Artemio Ricarte Memorial School in General Trias City. Prompted by national and local assessment results showing poor student performance in fundamental mathematical operations, the study aimed to develop and implement an intervention aligned with the Most Essential Learning Competencies (MELC). Contextualized drill cards, customized to individual learner needs and designed to address addition, subtraction, multiplication, and division, were administered for 5–10 minutes during daily lessons, three times a week over a three-week period. A pre-test and post-test design was employed to assess changes in learner performance. Findings revealed a significant improvement in numeracy levels, with mean scores rising from 37.37 to 47.2 out of 50. Statistical analysis using a paired t-test confirmed a significant difference (t = 5.51, p = 0.000), indicating the effectiveness of the intervention. The study concludes that contextualized drill cards are a valuable instructional tool that can enhance learners’ mastery of basic mathematical operations and supports their broader implementation across similar educational settings.

Suggested Citation

  • Lynette P. Rue & Lorraine B. Deseo & Denelyn F. Prodigalidad, 2025. "Incorporating Contextualized Drill Cards in Daily Instructions: Basis for Institutionalization," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(6), pages 650-654, June.
    • Handle: RePEc:bcp:journl:v:9:y:2025:issue-6:p:650-654
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