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Enhancing Grade 4 Pupils' Division Skills Using Link Strategy

Maria Angelica G. Barosa,

Marnillie S. Jumao-as,

Genelyn R. Baluyos

Student Intern,

Faculty

1,3

Misamis University

Ozamiz City Central School

DOI: https://dx.doi.org/10.47772/IJRISS.2025.910000101

Received: 20 October 2025; Accepted: 27 October 2025; Published: 05 November 2025

ABSTRACT

Division is a foundational mathematical skill that supports the development of more complex concepts such as

fractions, ratios, and problem-solving strategies. However, many Grade 4 pupils struggle to understand and apply

division, which hinders their overall mathematical progress. The study was conducted to improve Grade 4 pupils'

division skills by implementing the LINK Strategy in a public elementary school's academic year 2024–2025.

Utilizing a classroom-based action research design, the study involved 49 purposively selected pupils from one

section. A researcher-made test served as the primary data collection instrument, and the results were analyzed

using the mean, standard deviation, and a t-test to assess performance levels and determine statistical

significance. The following were the study's key findings: the level of pupils' division skills before implementing

the LINK Strategy was fairly satisfactory, and the level of pupils' division skills after implementing the LINK

Strategy was outstanding. There was a significant difference in pupils' division skills before and after

implementing the LINK Strategy. There is a need for more engaging and structured strategies to support learners

in mastering basic mathematical operations. Mathematics teachers may use the LINK Strategy as a regular

instructional approach to enhance pupils' division skills and overall numeracy.

Index Terms: division skills, enhancement, implementation, LINK strategy, Mathematics

INTRODUCTION

Division is a foundational mathematical skill that plays a key role in developing more advanced concepts like

fractions, ratios, and problem-solving strategies. However, many Grade 4 pupils find it challenging to understand

and apply division, which can slow down their overall progress in mathematics. This challenge has become

increasingly noticeable at a public elementary school in Ozamiz City, where learners have shown low

performance and poor retention in division-related lessons. Addressing this issue calls for innovative and

engaging teaching methods that simplify abstract ideas and encourage active learning. One such approach is the

LINK Strategy, designed to improve pupils' understanding by connecting new concepts to their prior knowledge

and real-life experiences. This study examines the effectiveness of the LINK Strategy in strengthening Grade 4

pupils' division skills and supporting their long-term retention of mathematical concepts.

Division and multiplication are interrelated foundational operations in mathematics, essential for developing

problem-solving skills and overall mathematical proficiency. However, many pupils struggle with division tasks

due to a lack of familiarity and mastery of multiplication tables, which are crucial for performing division

effectively (Arighileri, 2020). Various educational programs have emphasized rote memorization and repetitive

practice of multiplication tables, while others incorporate visual aids, manipulatives, and gamified approaches

to boost engagement. Despite these efforts, pupils often struggle to grasp the multiplication conceptually,

viewing it as a mechanical process rather than understanding its connection to division and numerical patterns.

This highlights the importance of teaching multiplication and division, such as repeated addition and subtraction,

to promote deeper understanding. Other researchers have also advocated for instructional approaches that relate

these operations to real-life contexts (Bryant, 2020). Indeed, a strong understanding of whole number

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multiplication and division is the foundation for key multiplicative concepts such as ratios, slope, rate of change,

and proportions—critical areas for advancing in mathematics (Lampert, 2020).

Many pupils struggle to learn mathematics, often because they perceive it as a complex and challenging subject.

This perception negatively affects their academic performance and leads to low learning outcomes. To address

this issue, applying a practical and suitable teaching approach is essential to help make mathematical concepts

more accessible and understandable for learners (Kamid et al., 2022). The data analysis revealed that not all

teachers could accurately interpret the concept of division in relation to digits. Their approach focused more on

obtaining the correct answer and explaining its reasoning. Nonetheless, a few teachers were observed to make

similar generalizations in their understanding and teaching of the concept (Korkmaz, 2021). Well-designed

interventions and strategies are structured, high-impact learning approaches tailored to pupils' current

performance levels. The effectiveness of such interventions depends greatly on thoughtful planning of both the

frequency and duration of sessions. Future research should explore which teaching methods work best for

specific skills and determine the ideal intensity for delivering these interventions (Schnepel & Aunio, 2022).

Mastering division is essential for developing more advanced mathematical skills, such as understanding

fractions, ratios, and proportional reasoning. However, many Grade 4 pupils struggle to learn and apply division,

leading to low performance and poor retention. This study aims to evaluate the effectiveness of the LINK

Strategy in addressing this issue by making abstract mathematical concepts more concrete and relatable through

prior knowledge and real-life connections. The ongoing difficulties with division among learners in a public

elementary school in Ozamiz City highlight the need for innovative, structured, and engaging instructional

approaches. Implementing the LINK Strategy during S.Y. 2024–2025 seeks to improve the division skills and

long-term retention of Grade 4 pupils, offering a potential solution to the persistent challenge of low

mathematical achievement.

Mastering division is essential for building more advanced mathematical skills, such as understanding fractions,

ratios, and proportional reasoning. However, many Grade 4 pupils face difficulties learning and applying

division, resulting in low performance and retention. This study seeks to evaluate the effectiveness of the LINK

Strategy in addressing this issue by making abstract mathematical concepts more concrete and relatable through

prior knowledge and real-life connections. The persistent struggle with division among learners in a public

elementary school in Ozamiz City highlights the need for innovative, structured, and engaging instructional

approaches. Applying the LINK Strategy during the S.Y. 2024–2025 aims to improve the division skills and

long-term retention of Grade 4 pupils, offering a possible solution to the ongoing challenge of poor mathematical

performance.

This action research aimed to enhance the division skills of Grade 4 pupils from one section enrolled in the

School Year 2024–2025 at a public elementary school in Ozamiz City. Specifically, this study sought to answer

the following questions:

1. What is the pupils' division skills level before implementing the LINK strategy?

2. What is the level of pupils' division skills after implementing the LINK strategy?

3. Is there a significant difference in pupils’ division skills before and after implementing the LINK strategy?

METHODS

Research Design

This study employed a classroom-based action research design using the LINK Strategy to improve Grade 4

pupils’ division skills. This approach was chosen due to its strong recognition as an effective research

methodology in education and instructional innovation (Cronholm & Göbel, 2022).

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Research Setting

The study took place at the elementary level, specifically with Grade 4 pupils at a public elementary school in

Ozamiz City, Misamis Occidental, during the 2024–2025 school year. In line with the Department of Education

(DepEd) policies, the school actively implements the K to 12 Basic Education Curriculum, serving learners from

kindergarten through Grade 6. Following DepEd guidelines, the school prioritizes providing learners with a

strong foundation in core subjects—especially Mathematics—to develop their critical thinking and problem-

solving abilities. The institution remains dedicated to offering a holistic and quality educational experience

through innovative strategies that support academic excellence, character growth, and active community

involvement.

Respondents of the Study

The study's respondents were Grade 4 pupils from one section taught by the researcher. A total of 49 pupils were

selected through purposive sampling. The selection criteria included pupils enrolled in Grade 4 for the 2024–

2025 school year, those with low performance in multiplication and division, and those willing to participate in

the study. The group was heterogeneous, ensuring a diverse mix of backgrounds and abilities. The researcher

confirmed that all these criteria were met before conducting the study. However, it is important to note that the

study did not include pupils from other sections of the same grade level.

Research Instruments

The researcher used the following instruments as tools in gathering the data:

A. Division Skills Test. This was a 20-item test created by the researcher to measure Grade 4 pupils'

understanding of division, divided into four categories based on the LINK Strategy. Each category included five

items:

• L – Link Multiplication and Division with Visuals: This section assessed pupils’ ability to connect

multiplication and division using visual tools such as fact family triangles, arrays, and bar models. The focus

was on reinforcing division as the inverse of multiplication.

• I – Introduce Division Through Simple Word Problems: This part tested how well pupils could apply

division to real-life situations. They were evaluated on writing division sentences from word problems and

verifying answers using multiplication.

• N – Nurture Understanding Through Hands-On Activities: This section focused on dividing, grouping,

or sharing using concrete materials like blocks or counters. It also included peer collaboration tasks to strengthen

understanding through active, hands-on learning.

• K – Keep Reinforcing with Quick Mental Math: This section measured pupils' fluency and accuracy in

solving fundamental division problems through timed exercises and mental math verification.

To ensure the test’s content validity, the researcher sought expert validation from the research adviser, school

head, principal, and cooperating teacher. The following scale was used to interpret test performance.

Score

Grade Equivalent

Interpretation

17-20

90-100

Outstanding

15-16

85-89

Very Satisfactory

13-14

80-84

Satisfactory

11-12

75-79

Fairly Satisfactory

1-10

74 below

Did Not Meet Expectations

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Lesson Plan. The researcher developed a lesson plan to improve pupils' understanding of multiplication and

division using the L.I.N.K. (Link, Introduce, Nurture, Keep) strategy. Before implementation, the cooperating

teacher carefully reviewed and revised the lesson plan based on feedback from the researcher. The lesson was

then carried out with Grade 4 pupils at a public elementary school in Ozamiz City, Misamis Occidental, during

the 2024–2025 school year.

Data Collection

A. Pre-Implementation Phase. The researcher requested permission from the dean of the College of

Education. Upon approval, the researcher secured consent from the Schools Division Superintendent, the

school principal, and the cooperating teacher to conduct the study. Data collection began only after all

necessary permissions were obtained. During this phase, the researcher prepared the lesson plan, pre-

test, post-test, and instructional materials aligned with the L.I.N.K. (Link, Introduce, Nurture, Keep)

strategy for teaching multiplication and division.

B. Implementation Phase. The researcher implemented the lessons on multiplication and division using the

L.I.N.K. strategy. The pupils were guided through visual aids, word problems, hands-on activities, and

reinforcement exercises designed to strengthen their conceptual understanding. Detailed instructions

were provided for each strategy component to ensure active engagement and clarity. The intervention

was conducted over several sessions with the selected Grade 4 pupils. After the completion of the

intervention, a post-test was administered to assess improvement in the pupils' performance.

C. Post-Implementation Phase. The post-implementation phase involved analyzing the pre-test and post-

test results to determine the effectiveness of the L.I.N.K. strategy. Based on the data collected,

conclusions were drawn, and recommendations were provided for future research or classroom

application. The research manuscript was then proofread, edited, and finalized. The findings were

disseminated adequately to relevant stakeholders, including the cooperating school and educational

supervisors. It also involved properly disseminating the research results to a particular group.

Ethical Considerations

Creswell (2005) emphasized the importance of acting ethically when conducting research, whether that means

treating participants with respect, providing accurate and comprehensive data, or taking into account other issues.

Ethical researchers must be the first to conduct relevant, successful research. Therefore, the researcher must be

aware of ethical issues to ensure the success of research projects.

Prior to conducting the study, permission was requested from the College of Education. Letters requesting their

consent to participate in the study were sent to the participants. The participants received assurances that strict

adherence to confidentiality is maintained in the collection, use, and presentation of data. For instance, to

maintain confidentiality, all names have been changed. This process guaranteed the ethical and secure conduct

of research involving human subjects.

Data Analysis

The following statistical tools were employed with Minitab software:

Frequency and Percentage. These were used to determine the pupils' performance in multiplication and division

before and after using the L.I.N.K. strategy.

Mean and Standard Deviation. These were utilized to identify the average performance and variability in pupils'

scores in the pre-test and post-test.

Paired T-test. This statistical tool was used to determine if there was a significant difference in pupils'

performance before and after implementing the L.I.N.K. strategy.

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RESULTS AND DISCUSSIONS

Pupils’ Division Skills Before the Implementation of the LINK Strategy

Table 1 shows the overall performance level of pupils’ division skills before the LINK strategy was

implemented. The data indicate that the group’s average performance falls within the "Fairly Satisfactory" range

(M = 12.35; SD = 3.30). This suggests that, on average, pupils had a basic grasp of the material, but there was

considerable variation in their performance. The relatively high standard deviation reveals that while some pupils

did well, many others struggled to meet the expected standards. This wide range of scores highlights the diverse

learning needs within the group and points to the importance of using differentiated instruction and targeted

support. Addressing these varied needs through tailored teaching strategies is essential to help more pupils

achieve or exceed the desired academic standards.

The point at which division becomes challenging varies for each student. However, for many, it becomes tough

when working with two-digit divisors and larger dividends, as mental calculations alone are often inadequate,

making using paper and pencil essential for keeping track and solving the problems effectively (Liebert, 2022).

Effective assessment practices must monitor learning and inform teaching to address performance gaps and

support learner progress. Likewise, recent studies emphasize the importance of individualized and inclusive

instruction in addressing diverse learner needs in post-pandemic education settings (Andres & Cruz, 2022). In

addition, integrating targeted feedback and intervention strategies can enhance students' engagement and

academic outcomes, especially for those who consistently underperform (Lopez & Santiago, 2023).

The findings emphasize the importance of differentiated instruction that meets the diverse learning needs of all

pupils, ensuring that both struggling and advanced learners receive the support they need. Targeted interventions

are especially crucial for helping students master division problems involving two-digit divisors and larger

dividends, where tools like paper and pencil aid in more effective problem-solving. Additionally, ongoing

formative assessments should be used to monitor student progress and inform timely adjustments in teaching to

close learning gaps. Given the challenges of varied learner abilities and the lingering effects of the post-pandemic

learning environment, adopting individualized and inclusive teaching methods is essential to promote fair and

equitable academic growth. Regular, constructive feedback also plays a key role in boosting student engagement

and motivation, encouraging learners to persist and improve. Finally, providing educators with continuous

professional development—such as training in the LINK Strategy—will strengthen their ability to meet student

needs and raise overall achievement.

Table 1. Level of Pupils’ Division Skills Before the Implementation of the LINK Strategy

Proficiency Level

Frequency

Percentage

Outstanding

10.20

17.80

2.04

Very Satisfactory

6.12

16.00

0.52

Satisfactory

22.45

14.27

0.47

Fairly Satisfactory

24.49

12.50

0.00

Did Not Meet Expectations

36.73

8.94

1.30

Overall Performance

100.00

12.35

3.30

Note Scale: 17-20 (Outstanding); 16 (Very Satisfactory); 14-15 (Satisfactory); 12-13 (Fairly Satisfactory)1-11

(Did Not Meet Expectations)

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Level of Pupils’ Division Skills After the Implementation of the LINK Strategy

Table 2 presents the overall division skills performance of Grade 4 pupils after implementing the LINK strategy.

The group achieved a mean score within the "Outstanding" range, with a mean (M) of 17.41 and a standard

deviation (SD) of 1.37. This mean score indicates that, on average, pupils demonstrated excellent understanding

and strong proficiency in division, with most meeting or exceeding academic expectations. The high average

suggests that the LINK strategy effectively reinforced computational skills while promoting a deeper conceptual

grasp of division. The relatively low standard deviation shows moderate consistency across the class, meaning

that most pupils scored close to the average, reflecting a shared level of mastery. Although some variation in

performance remains—likely due to individual differences—the overall data point to a positively skewed

distribution with many pupils achieving similarly high scores. These results support the conclusion that the LINK

strategy significantly improved pupils' division skills, leading to higher achievement and a more consistent

understanding of the mathematical concepts taught.

As recent studies highlight, using learner-centered and scaffolded approaches, such as LINK, can lead to deeper

conceptual understanding and stronger mathematical skills, especially when applied consistently and with guided

practice (Del Rosario & Magno, 2021). This outcome also aligns with educational best practices that advocate

for active, engaging, and feedback-rich learning environments to improve academic achievement (Santos &

Yambao, 2023). Higher-order thinking skills (HOTS) are particularly crucial in the twenty-first century, with

metacognition being one of their key indicators. Metacognitive skills involve students' ability to understand and

regulate their learning processes and strategies. Improving metacognitive skills in students remains challenging

for educators (Safiati et al., 2021).

This study's findings highlight the LINK Strategy's effectiveness in significantly improving pupils' division skills

and deepening their understanding of key mathematical concepts. Its success in boosting overall performance

and reducing gaps among learners suggests that learner-centered, scaffolded approaches can effectively address

diverse learning needs and support most students in achieving mastery. This underscores the value of using

active, engaging teaching methods paired with consistent, meaningful feedback to improve learning outcomes.

The results also highlight the importance of incorporating strategies that build higher-order thinking skills,

especially metacognition, which helps learners take control of their learning, think critically, and work more

independently. These are essential skills for academic success in the twenty-first century.

Table 2. Level of Pupils’ Division Skills After the Implementation of the LINK Strategy

Proficiency Level

Frequency

Percentage

Outstanding

71.43

18.11

0.83

Very Satisfactory

20.41

16.00

0.00

Satisfactory

8.16

14.75

0.50

Overall Performance

100.00

17.41

1.37

Note Scale: 17-20 (Outstanding); 16 (Very Satisfactory); 14-15 (Satisfactory); 12-13 (Fairly Satisfactory)1-11

(Did Not Meet Expectations)

Significant Difference in Pupils’ Division Skills Before and After the LINK Strategy

Table 3 presents the results of a paired-sample t-test comparing pupils' division skills before and after

implementing the LINK Strategy, a teaching intervention to improve mathematical learning. The findings show

a clear performance improvement. Before introducing the strategy, the pupils had a mean score of 12.35 with a

standard deviation (SD) of 3.30, reflecting relatively low scores with a wide range of variability. After the

intervention, the mean score increased significantly to 17.41, and the standard deviation decreased to 1.37,

indicating higher achievement and greater consistency across the group. The calculated t-value of 13.26 and a

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p-value of 0.00 confirm this improvement is statistically significant (p < 0.01). As a result, the null hypothesis

(Ho) is rejected, confirming that the LINK Strategy had a significant positive effect on pupils' division skills.

The substantial improvement supports the effectiveness of the LINK strategy as an instructional approach that

positively influences learners’ academic performance in mathematics. Hence, according to the Department of

Education (2022), evidence-based strategies focusing on learner engagement, conceptual understanding, and

scaffolded instruction are critical to addressing learning gaps, especially in foundational skills such as numeracy.

Researchers found that contextualized and interactive teaching strategies significantly boost students'

comprehension and performance in math subjects (Magat & Robles, 2021). The findings in this table also reflect

the principles of active learning and mastery learning, which emphasize repeated practice, immediate feedback,

and progressive skill development—components typically embedded in structured strategies like LINK (Gomez

& Santos, 2023).

The findings demonstrate that the LINK Strategy is highly effective in improving pupils' division skills, as shown

by the significant increase in mean scores and the reduced variation in performance after its implementation.

These results suggest that structured, scaffolded teaching methods that actively engage learners and strengthen

conceptual understanding can help close learning gaps and support mastery of essential numeracy skills. The

statistically significant outcomes validate the use of evidence-based, interactive instructional strategies to drive

consistent and lasting academic growth. The findings highlight the value of incorporating active learning and

mastery-based principles—such as repeated practice, timely feedback, and gradual skill development—into

mathematics instruction to support diverse learners better and promote deeper understanding and long-term skill

retention.

Table 3. Significant Difference in Pupils' Division Skills Before and After the Use of LINK Strategy

Variables

t-value

p-value

Decision

Before the Use of the LINK Strategy

12.35

3.30

13.26

0.00

Reject Ho

After the Use of the LINK Strategy

17.41

1.37

Note: Note: Probability Value Scale: **p<0.01 (Highly Significant); *p<0.05 (Significant); p>0.05 (Not

Significant)

SUMMARY AND FINDINGS

Summary

Division is a foundational mathematical skill that supports the development of more advanced concepts such as

fractions, ratios, and problem-solving strategies. Despite its importance, many Grade 4 pupils find it challenging

to understand and apply division, which hampers their overall progress in mathematics. This study was conducted

to improve the division skills of Grade 4 pupils by implementing the LINK Strategy during the 2024–2025

academic year in a public elementary school. Employing a classroom-based action research design, the study

involved 49 purposively selected pupils from a single section. A researcher-made test served as the primary

instrument for data collection, and the results were analyzed using the mean, standard deviation, and a t-test to

evaluate performance levels and determine statistical significance. Specifically, the study sought to answer the

following research questions: 1) What is the pupils' division skills level before implementing the LINK strategy?

2) What is the level of pupils' division skills after implementing the LINK strategy? 3) Is there a significant

difference in pupils' division skills before and after implementing the LINK strategy?

Findings

The following were the key findings of the study:

1. The pupils' division skills level before implementing the LINK strategy was fairly satisfactory.

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2. The level of pupils' division skills after implementing the LINK strategy was outstanding.

3. A highly significant difference exists in pupils' division skills before and after implementing the LINK strategy.

CONCLUSION AND RECOMMENDATIONS

Conclusions

Based on the findings, the following conclusions are drawn:

1.There is a need for more engaging and structured strategies to help learners master Perform basic mathematical

operations effectively.

2.The LINK Strategy has enhanced pupils' understanding, accuracy, and confidence when solving division

problems.

3.The LINK Strategy, as a learner-centered and scaffolded approach, can be considered a valuable tool for

strengthening foundational mathematical skills among elementary pupils.

Recommendations

Based on the findings and conclusions, it is recommended that:

1. Pupils may practice solving practical problems involving division, participating in group math activities, and

engaging in tasks that require logical thinking and accuracy.

2. Mathematics teachers may regularly use the LINK Strategy as part of their instructional approach to enhance

pupils' division skills and overall numeracy.

3. School administrators are encouraged to support the implementation of innovative strategies like LINK by

providing appropriate training, instructional resources, and opportunities for professional development focused

on learner-centered teaching approaches.

4. Future researchers may explore the effectiveness of the LINK Strategy in improving other mathematical

operations, such as multiplication, subtraction, or problem-solving, and test its impact across different grade

levels.

ACKNOWLEDGEMENT

The researcher extends heartfelt gratitude to all the individuals who contributed in completing this research.

To begin with, I would like to express my gratitude towards my research instructor, Dr. Genelyn R. Baluyos. I

appreciate greatly her mentorship, and unwavering support. These factors proved vital during the entirety of the

research process.

I owe a great deal of appreciation to my research adviser, Mrs. Marnillie S. Jumao-as, for her invaluable insights

and guidance that greatly contributed towards the successful completion of this research.

The entirety of this process would not have been possible without my family's financial, emotional, and moral

support. For that, I am forever grateful.

Their support and encouragement greatly contributed towards the completion of this journey, and for that I

extend my thanks to my classmates and friends.

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Most importantly, I would like to acknowledge the support of our Almighty God. I am deeply appreciative of

the guidance I received during this research and from Him, I draw my wisdom, strength, courage, and

understanding.

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