Abstract
Teaching mathematics in the transition period required familiarity with the four fundamental operations: addition, subtraction, division, and multiplication, including fractions. This is necessary for a pupil to comprehend more complex mathematical concepts. The COVID-19 epidemic had a significant impact on the development of these skills. The appropriate use of teaching materials was one of the explanations offered by several studies for why students struggle to understand fractions and fall short of fundamental levels of proficiency in fractions. In order to teach fractions to Grade III students at Ditucalan Elementary School in Iligan City's West II District face-to-face, this study sought to assess the learning benefits of environmental resources. In particular, it aimed to respond to queries regarding substantial differences between the pretest and posttest of the Comparative and Environmental approach groups. A quasi-experimental research design was used for this investigation. This study compared the comparative method and environmental approach using a 40-item teacher-made test as the instrument. The Most Essential Learning Competencies (MELC) formed the basis for five lessons that were taught to third-graders. The statistical methods utilized to compare the results of the pretest and posttest for both the Comparative and Environmental approaches were frequency count and percentage, Independent T-test, and Paired T-test. The following conclusions were drawn from the data: The pretest mean scores of both groups were comparable and did not significantly differ. However, the posttest results showed that there was a significant difference, thus the null hypothesis was rejected. It was concluded that the use of environmental resources had improved the pupils’ academic performance. This proved that teaching Fractions using resources from the environment can be adapted as another teaching strategy. Thus, it is hoped that the action plan on environmental resources be realized.
