Abstract
This study investigates the effectiveness of Mother Tongue Based-Task Cards (MTB-TC) in enhancing problem-solving skills in divisibility for struggling learners. A quasi-experimental research design with pre-test and post-test assessments was employed, focusing on Grade 5 students from Inanuran Elementary School in the school year 2021-2022. The study aimed to determine the efficacy of MTB-TCs in improving students' problem-solving abilities and address the identified learning gaps. The participants consisted of 22 Grade 5 learners selected using a total enumeration technique. The pre-test and post-test instruments, along with MTB-TCs, were developed, validated, and administered to measure students' performance before and after the intervention. The data collected were analyzed using frequency count, percentage mean, and standard deviation. Additionally, a t-test was conducted to test for significant differences between pre-test and post-test scores. The findings from the pre-test results revealed that students' performance levels were predominantly below expected standards, indicating a significant gap in achievement. However, the post-test results demonstrated a notable improvement in students' performance, with the majority achieving satisfactory to outstanding levels. The statistical analysis confirmed a significant difference between pre-test and post-test scores, supporting the effectiveness of the intervention. These findings underscore the importance of targeted instructional interventions, such as MTB-TCs, in addressing learning gaps and enhancing problem-solving skills among struggling learners. The study contributes to our understanding of evidence-based instructional approaches and highlights the potential for broader application in educational practice to support student learning and achievement.
