Abstract
This action research was conducted primarily to determine if using task cards can enhance learning among the Grade VI pupils in Mathematics subject for the school year 2022 – 2023 at Sta. Cruz Elementary School, District I-A, Division of Antipolo City. The quasi-experimental pre-test - post-test non-equivalent control group design was utilized in the study. Forty (40) Grade VI pupils were subjected as the respondents in the action research. Teachers-made pre-tests and post-tests in Mathematics were used to gather the needed data with forty (40) items each. The questionnaires were validated by the master teacher in-charge in testing and approved by the school principal for implementation. The statistical tools utilized in the study were the mean and t-test. Based on the results found, the pre-test and the post-test revealed that there was an improvement in their performance after using task cards in the classroom teaching mathematics. More than that, the findings revealed a significant difference after using task cards in enhancing learning among the Grade VI pupils in Mathematics, with a mean difference of 11.42. Therefore, it was proven that there is a significant difference between the pre-test and post-test scores. Thus, the hypothesis was rejected.
