Evaluating Teacher-Made Learning Packages for Mathematics 4 Instruction During the COVID-19 Pandemic

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{"abstract":"This study examined the effectiveness of a teacher-made learning package in improving the mathematics achievement of Grade 4 struggling learners during the COVID-19 pandemic. The study was conducted at Domnar Lopez-Copada Integrated IP School in the Division of Sarangani, Philippines, where modular distance learning posed significant challenges to mathematics instruction. A quantitative pre-experimental research design employing a single-group pretest-posttest approach was utilized. Thirty-five Grade 4 learners identified as struggling in Mathematics participated through complete enumeration. A researcher-developed 30-item achievement test, validated by experts and pilot-tested for reliability, served as the primary data-gathering instrument. The intervention consisted of a validated teacher-made learning package supplemented with structured activities, parental facilitation, and radio-based instruction over a two-month implementation period. Descriptive statistics, including frequency counts, percentages, and mean scores, were used to describe learners' performance, while a paired t-test determined the significance of differences between pretest and posttest scores. Results revealed that the learners' mean score increased from 16.80 (56%), interpreted as Average, to 21.30 (71%), interpreted as High. Statistical analysis further showed a significant difference between the pretest and posttest scores (t = 10.37, p < .05), indicating that the intervention substantially enhanced learners' mathematical performance. The findings demonstrate that teacher-made learning packages are effective instructional resources for addressing learning gaps, promoting learner engagement, and improving academic achievement in mathematics under distance-learning conditions. The study highlights the importance of contextualized, teacher-developed instructional materials as practical and sustainable interventions for improving mathematics education during crises and recommends broader validation through larger, controlled studies across diverse educational contexts.","abstract_source":"original","authors":["Elmar Ayop","Johnny Bantulo"],"date":"2026-07-24","doi":"10.70838/pemj.600709","id":8676,"issue":7,"journal":{"issn":"2822-4353","name":"Psychology and Education: A Multidisciplinary Journal"},"pdf_sha256":"94ca594868695497a9b35c7fb851350c3142cdf051f7e9970ae786ddfc773798","schema":"scimatic-article/1","title":"Evaluating Teacher-Made Learning Packages for Mathematics 4 Instruction During the COVID-19 Pandemic","volume":60}

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printf '%s' "$(curl -s https://scimatic.org/nft/articles/8676.json | jq -r .canonical_record)" | sha256sum

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curl -s https://rpc.scimatic.net -H 'content-type: application/json' \
  -d '{"jsonrpc":"2.0","id":1,"method":"eth_call","params":[{"to":"0x0E596B4bb924937aA35D9b342A90347ed6F05eF8","data":"0xf3e0c29000000000000000000000000000000000000000000000000000000000000021e4"},"latest"]}'

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