Enhancing Mathematical Performance in Grade 3 Pupils through Flashcards

This study investigates the effectiveness of using flashcards to enhance the mathematical performance of Grade 3 learners. Conducted during the 2024–2025 school year, the research took place in a public elementary school in Misamis Occidental with a purposively selected group of 43 Grade 3 pupils who exhibited low performance in Mathematics. Utilizing a classroom-based action research design, the study employed researcher-made lesson plans, pre-tests, and post-tests to assess improvement. Data were analyzed using descriptive statistics and a t-test to determine the significance of the learners’ progress. Results revealed that before the intervention, most pupils did not meet the expected proficiency level, indicating difficulties in grasping fundamental math concepts. After the use of flashcards, students’ performance significantly improved. These findings affirm the value of flashcards as a practical and effective instructional tool in Mathematics. The study recommends incorporating flashcards in daily instruction and exploring their use in other subjects to support active and visual learning among young learners.

flashcards, instructional strategy, mathematics performance

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