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

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.